This document discusses monitoring criteria for tutors working with special populations. It outlines a prompt hierarchy for corrections ranging from verbal to physical prompts. It also lists criteria for monitoring the delivery of reinforcers and corrections, including ensuring reinforcers are delivered immediately and are effective, pairing social with tangible reinforcers, and using neutral intonation for corrections. The timing, attending, implementation, and intonation for both reinforcers and corrections should be monitored to determine if procedures are being followed properly.

1. CONSEQUENCES
PSY 3570: Practicum with Special Populations

2. The Law of Effect
 The effects of our actions determine whether we
will repeat them
This is the foundation of behavioral psychology
Here we deliver either:
 The previously assessed effective reinforcer…
 Or if a mistake is made, a prompt

3. The Prompt Hierarchy
1. Verbal (i.e. repeat SD)
2. Gestural (i.e. point to the correct
stimulus)
3. Partial Physical (i.e. a light nudge on
the elbow)
4. Full Physical (hand over hand)

4. Same
Match

5. Monitoring Criteria
 Two forms of tutor response
1. Reinforcer delivery
2. Correction
 Let’s get a better understanding of what
this means…

6. Monitoring Criteria (Reinforcer)
 Was the reinforcer delivered immediately?
We aim for < 1 second!
 Is the reinforcer effective?
Does the child’s world light up or do they cast it
aside?
 Engages with the item for 10-15 seconds
Remember preference can change rapidly, assess
often
This will be discussed in greater detail during MO
lecture
 Was the intonation appropriate?
Instead of the neutral SD tone, we want jubilation
We should “throw a party” for independent correct
responses

7. Monitoring Criteria (Reinforcer)
 Was social reinforcement paired with
tangible?
Play with your child!
Do not simply hand them their reinforcer, interact
We want to establish ourselves as a learned
reinforcer
 Did you use tangible for last trial?
Always end on a correct response
 Even if it means more trials
 Even if it means relying on a mastered skill
It is important to use tangibles for the last trial
 This gives you time to finish data collection
 This gives you time to transition into next procedure

8. Monitoring Criteria (Correction)
 Was the correction timely?
Typically we wait 3 seconds after SD
 This can be procedure dependent
 This can be child dependent
After 3 seconds, go into prompt hierarchy
 What was the prompt hierarchy?
 Allow time for independent responding at all levels
 Skipping gestural prompts on manipulative imitation
procedures
 Was the child attending to correction?
Similar to delivering the SD, attending is crucial
A correction sans attention is a wasted learning
opportunity

9. Monitoring Criteria (Correction)
 Is the correction implemented as written?
Follow the prompt hierarchy
Read procedures carefully, there may be
unique instructions
 Was the intonation appropriate?
Continue neutral SD tone
Correction is not synonymous with punishment
Do not use a punishing tone of voice
NO!

10. Monitoring Score Recap
 Correction
Timely
Attending
As written
Intonation
 Reinforcer
Immediate
Effective
Intonation
Pair social with tangible
Use tangible for last trial