How are you adjusting reinforcement to reduce maladaptive behavior? Can you reinforce a more appropriate, alternative behavior to replace the maladaptive behavior?
For the student who asks for help too many times in one situation as a way to gain social attention, negative reactions from the instructor or other peers could inadvertently reinforce (increase) the behavior that you want to reduce. To reduce the frequency of asking for help too much, provide reinforcement (social attention) when the student works independently, and when he seeks assistance at a lower rate. Arrange additional situations where the student is more likely to not seek assistance at a high rate, so that you (and perhaps peers) can provide positive attention as he works on his own. Ensure that your reinforcement is clear and immediate, and that the “size” of your reinforcement matches the “quality” of his behavior, so the student understands the contingency between his desired behavior and the consequences.
For the student who asks for help multiple times because of insecurity or anxiety, heavily reinforce him for using a relaxation routine or positive statement cards such as “I can do this” or “This might be hard, but I am capable.” In addition, reinforce the student as he uses the visual instructions (rather than your step-by-step verbal guidance) to work through the task/problem.
What are some reinforcing consequences you can deliver either immediately following the desired behavior or following a practice session– things that this particular student enjoys, wants, seeks out, etc..?
For the student who asks for help too often, you might introduce a check card, tied to a reward, which shows a set number of times during a certain time period that he may ask for help. The instructor or the student would check off each time he asks for help. The student could learn to “save” the asking times and use them for when he actually does need help.
As you introduce the system, be sure not to set an initial goal that is unreasonable; the allowable number of times should be just slightly lower than the rate that the student currently asks for help. As the student demonstrates increasing independence, the number of allowable times would be systematically reduced. Ultimately, the goal would be for this system to be faded out to match the natural contingencies that the student will experience in employment or post-secondary settings.
Are you using labeling and social praise to make the contingency between desired behavior and reinforcing consequence clear to your student?
Some students might need basic labeling from an adult when they ask for help such as “it’s good to ask for help if you don’t understand, now you will be able to get this work finished so you can go home” or “I like the way you asked what else you could do when you finished your work. That’s the sign of a responsible employee.”
What reinforcing consequences can you arrange that are more naturally or intrinsically connected to this targeted behavior?
Return to the 3-step model:
When the “problem” is resolved as a result of following these steps, this is the most naturally reinforcing consequence that the student will experience. Use precise and concrete labeling to reiterate to the student how his behavior resulted in a resolution to his problem.