Autism Jargon: DRA
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- Опубликовано: 22 фев 2017
- Shannon gives you a definition for DRA (Differential Reinforcement of Alternative Behavior) that you can understand!
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I am trying to get my RBT certification and you're channel is such a helpful study tool! Thank you for posting!
Thanks Megan!!
I am a teacher studying to become a BCBA. You help explain what Cooper, Heron, and Heward write so clearly. Thank you for all your wonderful videos :)
Thanks Elizabeth!
You know any BCBA in oman..I am looking for a BCBA supervisor for my Competency assessment
This is so helpful for a lot of our teachers! Appreciate you!!
I absolutely love watching your videos :) so much real personality! Learning so much thanks for breaking it down!
Thank you thank you thank you. Also studying for RBT exam (with no lecture component, basically teaching myself off of quizlet definitions....). I have to laugh when you say that individually you understand all of these words but together WHAAATT!!
This is me. Your videos have helped me a lot. Thank you again
SUCH A SIMPLE HELPFUL EXPLENATION THANKS
I love your sense of humour, it's so nice and yet so true what your saying 😄👌 I appreciate your work, it's very helpful! When I talk to my kid, telling him what he wasn't suppose to do etc. he would at certain point laugh, me of course getting more angry, but I'm sure that that's how I have sounded to him just like you have mentioned😅...
Hi Autism Live! I love all your videos! I was wondering if there is an Autism Jargon for DRL- differential reinforcement of low rates. Thank you so much for all that you do ❤️😀
Thanks .......
Thank you thank you thank you sooo much 👌🏻
Sometimes a child's response can be because they are in pain or really uncomfortable. To some Autistic children with hypersensitivities what could be really painful to them may not be painful to others. Non Autistic carers may not understand the child's perception of something. A jumper that doesn't bother anyone else or may just feel slightly itchy may feel to the child, like they are wearing a jumper made from needles. If it feels so uncomfortable that it's painful to them can you really expect them to ask calmly and politely if they can take it off because it is actually hurting them? They're going to scream and rip it off and who can blame them ?. If they are in pain they will probably be struggling to make sense out of anything, so they are hardly going to be able to give 'the appropriate response ' to stop what they find unpleasant . Before using any kind of reinforcement on an Autistic child is it not best to try to understand how stimuli is affecting them from their sensory perception? If you don't you could well be trying to extinguish behaviours that are a natural response to the child's pain when you don't feel pain in the same way and coming from the same situation.
If you have a client who spends all day crying for his favorite toyand bitting his mother, will you recommend DRA or DRO to change the Behavior??
I'm no expert, but if the client is crying all day for his favorite toy, DRA says that we will reinforce the client for asking for his favorite toy, asking is functional communication training. We have to teach the client how to ask for his favorite toy if that is why he is crying. You have to be sure that he is crying to gain access to his favorite toy. Just my two cents...can someone chime in?
What is the difference between ABA and DRA?
ABA stands for applied behavior analysis. It is an approach that was derived from learning theory. In ABA, a socially significant behavior is targeted, such as a child learning to make request or reduce a behavior parent or teacher believes is problematic or socially unacceptable. It is changing the behavior of a person or a child. It can work on anyone really. The person does not need to have autism at all. Athletes, surgeons and CEOs of big companies also practice ABA with their employees.
DRA is differential reinforcement of alternative behavior. For example if a child is always interrupting teachers while they are teaching or mom and dad while they are talking. I explain to the child that it's polite to say excuse me and then based on what is being told they either wait a few minutes to talk or they are reinforcement with "thank you so much for waiting! What did you want to say or ask? With positive reinforcement the child will icrease the socially acceptable and proper way of asking to speak instead of interrupting the teacher or parents while they are speaking. It take a week or even more time to get the child to change they way they get attention but once they are consistently reminded to say excuse me and reinforced each time they say excuse me will increase proper social etiquette... Saying excuse me will eventually become a good habit for that child. If the child stops saying excuse me ignore their interruption and continue to speak or teach. Not giving the child attention will remind the child to say excuse me because that's how the actually got positive reinforcement instead of being ignored. It needs to be maintained even after the child learns a good habit. Not being consistent and not maintaining the newly or old acquired skill the hold might loose or forget so it's important to remind (maintain) the skill. In other words remind the child to say excuse me..
What is the A word?
I poop my pants!
I believe you forgot to cover how Extinction (for the problem behavior) is also required (as defined by Cooper, Heron, and Heward), in order for reinforcement to be effective.
Victor! Is that true? Can you give me an example?
Autism Live Yes, withholding reinforcement for problem behavior is essentially placing the behavior on extinction by no longer providing reinforcement.
Sorry with respect to any child, it is NOT the "paycheck he gets for the behavior" (and you the clinician understanding what purpose/function the behavior is serving) but rather if you had a wee bit more of a biopsychosocial view, you would look NOT on the surface (i.e. "What is the child getting") but rather what does the child feel? Anxious and overwhelmed? Is his/her polyvagal system (autonomic functioning, sympathetic/parasympathetic) in a state of Fight or Flight? etc. So then it becomes a matter of going to that child's level and understanding, how, shall we say, a bit more empathically. to make affect-gestural and/or verbal reciprocity more available for that child. From an Functional-Emotional Developmental evidenced based treatment perspective this involves going to the child's level and attempting to calm/soothe and make co-regulated regulated social-emotional engagement more comfortable for that child.
Thus, instead of an ALL or Nothing or some combination thereof of an amygdala reaction, we help cultivate more executive functioning (affect gestural reciprocity and verbal communication) by honoring, respecting, attributing purpose and meaning to the child's "behaviors" by engaging him. This involves as adults utilizing our own "mirror neuron system" (Theory of Mind), which among other things involves deepening reciprocal attachment and attunement in order to help cultivate for that child feelings of internal safety and calm which, in turn, help create an authentic foundation for back and forth reciprocal engagement, ideation and social pragmatic language. The latter is in contrast to the horrendous superficial understanding of "motivating operations" and implementing various antecedent interventions to effect positive behavioral outcomes, which in reality is not addressing ANYTHING beneath the surface nor cultivating true integrated functional emotional development nor the foundation of healthy autonomy.