How are you adjusting reinforcement to reduce maladaptive behavior? Can you reinforce a more appropriate, alternative behavior to replace the maladaptive behavior?
Please note that priming is used prior to practice of the desired skill. Review of mistakes is much less effective than practicing successful coping in repeated practice. Prime and practice repeatedly while working to reduce any response to inappropriate behaviors.
In classroom projects, in tasks with lab partners, in any team assignments, it may be appropriate to add extra credit for ‘signs of cooperation’ during the project. Instructors label when they witness signs of helping or of providing appropriate suggestions, leading to added points on a project. This provides for opportunities for differential reinforcement. Inherent within this is the requirement of reviewing with the student prior to the class project what those signs of cooperation might be. Not only is that review necessary but actual practice may also be required with those ‘signs of cooperation.’
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 sees no need to help others, additional strong reinforcement for practicing the skill repeatedly in a controlled setting (small group instruction, small group counseling, designed small group project) should be considered. What does this student love that can be provided as reinforcement for offering to help on four occasions during a project? Is a token economy set up such that 4 checks by the student’s name on the board means a music break for 15 minutes or a 10-minute period of independent reading with a favored book?
For the student who becomes over-focused on doing it just right, strong reinforcement after practice in offering suggestions may be required. Does the student need a to-do list that shows “Practice offering a suggestion 3 times, then get 10 minutes on internet” to motivate him to stay calm and use his plan?
Are you using labeling and social praise to make the contingency between desired behavior and reinforcing consequence clear to the student?
Are all instructors concretely labeling examples of helping or of offering suggestions? For example, “You offered a suggestion but then you stopped. I am quite impressed that you let ____ do the job as she wanted. You really are a team player!”
What reinforcing consequences can you arrange that are more naturally or intrinsically connected to this targeted behavior?
If the other student in an activity is team-oriented, the instructor may prompt this student to share how the suggestion felt. In this way the reinforcement can come from the team member and labels the other student’s perspective, thus assisting understanding of how events affect attitude.
When possible, recruit fellow students to provide social praise to peers who are working on this behavior. Choose fellow students who are leaders, team players or willing to support the instructor’s goals. Encourage them to label and to socially reinforce the student for the specific desired behavior.