Describe how to apply operant conditioning when working with a child on the autism spectrum to make eye contact with an adult.

Be sure to do the following:

• Briefly recap and describe the target behavior that needs to be shaped.
• Break the behavior down into the manageable parts that will help to shape (list each part).
• Evaluate a minimum of four specific reinforcers that could be used to shape behaviors; select the most appropriate one.
• Describe at least two factors that should be considered when selecting a reinforcer and explain the reasoning for choosing that reinforcer.
• Using the behavioral parts and the selected reinforcer, describe the process that will be used to shape the target behavior.
• Discuss how to balance eventually removing tangible reinforcement while preventing extinction during shaping.

ANSWER

 Applying Operant Conditioning to Promote Eye Contact in Children with Autism

Introduction

Operant conditioning is a powerful behavior modification technique that can be applied effectively when working with children on the autism spectrum. One specific target behavior that can be shaped using operant conditioning is making eye contact with an adult. In this essay, we will discuss how to apply operant conditioning principles to shape eye contact in a child on the autism spectrum, including breaking down the behavior, selecting appropriate reinforcers, and designing a shaping process while avoiding extinction.

Target Behavior: Making Eye Contact

The target behavior is to increase the child’s eye contact with an adult. Eye contact is an essential social skill that helps individuals with autism engage in effective communication and develop meaningful connections with others.

Breaking Down the Behavior

To effectively shape eye contact, it is important to break the behavior down into manageable parts. This could include:
Looking towards the general direction of the adult’s face
Briefly shifting gaze towards the adult’s eyes
Sustained eye contact with the adult for a specified duration

Selecting Reinforcers

Reinforcers play a crucial role in shaping behavior. When working with children on the autism spectrum, it is important to identify specific reinforcers that are motivating and meaningful to them. Four potential reinforcers could include:
Verbal praise and positive affirmations
Preferred objects or toys
Social interaction, such as a high-five or a smile from the adult
Token or reward system (e.g., earning points for eye contact to exchange for desired items or privileges)

 Factors to Consider in Reinforcer Selection

When selecting a reinforcer, two factors to consider are:
 Individual Preferences: The chosen reinforcer should be highly motivating for the child. Understanding the child’s interests and preferences can help identify the most effective reinforcer.
 Developmental Level: Consider the child’s developmental level and ability to understand the association between the behavior and the reinforcer. Choose a reinforcer that is age-appropriate and within the child’s cognitive grasp.

 Shaping the Target Behavior

The process of shaping involves reinforcing successive approximations towards the desired behavior. The steps may include:
Initially reinforcing any attempt of looking in the general direction of the adult’s face.
Gradually increasing the reinforcement criteria to include brief eye shifts towards the adult’s eyes.
Providing more substantial reinforcement for sustained eye contact for the desired duration.

 Balancing Tangible Reinforcement and Preventing Extinction

To balance the eventual removal of tangible reinforcement while preventing extinction, a fading technique can be employed. This involves gradually reducing the frequency or intensity of the reinforcer as the child becomes more proficient in making eye contact. Additionally, intermittent reinforcement can be implemented, providing reinforcement on a variable schedule to maintain the behavior while reducing reliance on constant reinforcement.

Conclusion

Applying operant conditioning principles can be effective in shaping the target behavior of making eye contact in children on the autism spectrum. By breaking down the behavior, selecting appropriate reinforcers, designing a shaping process, and employing fading techniques, positive changes can be achieved. It is important to tailor the reinforcement to the child’s preferences, consider their developmental level, and gradually reduce tangible reinforcement while maintaining the behavior to prevent extinction. Through consistent implementation and individualized approaches, children on the autism spectrum can develop the essential skill of making eye contact, facilitating their social interactions and overall communication abilities.