Download Principles of Behavior Modification (PSY 333)

Principles of Behavior
Modification (PSY 333)
Gary L. Cates, Ph.D., NCSP
Chapter 1: Introduction
What is Behavior Modification?
Why is behavior Important?
• Many major problems are concerned with
behavior.
• It is more precise than general labels.
• Conditions are generally a result of
behavior. DO NOT CONFUSE THEM!
What is Behavior?
• Definition: Any glandular, chemical,
electrical, or muscular response.
• Anything a person does
• Dead man (or woman) Test
• Do not confuse with products of behavior:
e.g. Reward
Talking about behavior
• Operational Definition: Should be specific
not general descriptions.
- Free of circular logic: Depression vs.
withdrawal
What is Behavior Modification?
• General Definition: Systematic application
of learning principles and techniques to
assess and improve individuals covert and
overt behaviors in order to help them
function more fully in society.
Characteristics of Behavior
Modification
• Emphasized defining and measuring
behavior
• Treatment focuses greatly on the
environment.
• Methods and rationales can be described
precisely.
Characteristics of Behavior
Modification
• Techniques are often applied by individuals
in everyday life.
- Applied not theoretical
• Most techniques are based on research on
learning
• Emphasizes scientific method
• Accountability is placed on everyone
involved.
Behavioral Assessment
Definition: Collection and analysis of data to:
a) identify and describe behavior
b) identify possible causes of the behavior
c) guide the selection of an appropriate
behavioral treatment
d) evaluate treatment outcome
Misconceptions about Behavior
modification
1. Rewards and reinforcement are nothing
more than bribes.
2. It is drugs, psychosurgery, ECT
3. It only changes symptoms not underlying
problems.
Misconceptions about Behavior
modification
4. Can be applied to simple, but not complex
problems
5. Behavior analysts are cold non-empathetic
people.
6. Behavior modifiers deal only with
observable behavior.
7. Behavior modification is outdated.
Chapter 2: Areas of Application
Parenting and child management
Education: From preschool to
University
Severe Problems
• Development disabilities
• Schizophrenia
• Autism
Clinical Settings
Self-Management
Medical and Health Care
Gerontology
Behavioral Community
Psychology
Business, Industry, and
Government
Sport Psychology
Chapter 3: Positive
Reinforcement
Definition
• Positive Reinforcer: stimulus or event that
when presented immediately following a
behavior causes the behavior to increase in
frequency.
– Immediate
– Contingent
– Increases behavior: Always!
Example: Getting more I
statements
Before
(No R+)
No M&M
Behavior
(Response)
I Statement
After
(R+)
M&M
Your Example:
Before
(No R+)
?
Behavior
(Response)
?
After
(R+)
?
Factors influencing the
effectiveness of positive
reinforcement
A. Motivating Operations
- Are you hungry enough?
- Perhaps your full!
B. Reinforcer Size
Naked desk dancing anyone?
Factors influencing the
effectiveness of positive
reinforcement
C. Reinforcer Immediacy
Factors influencing the
effectiveness of positive
reinforcement
D. Instructions: Make use of rules
1. They speed up learning process if
understood.
2. Can help with delayed reinforcement
3. R+ with instructions may help
rule/instruction following.
Factors influencing the
effectiveness of positive
reinforcement
E. Contingent Vs. Non-contingent
Reinforcement
Increase “TARGET” responding
F.
Weaning from artificial R+ and changing
to natural R+
Pitfalls of Positive
Reinforcement
• Unintended Reinforcement
- e.g. social, tangible
Guidelines for the effective application
of positive reinforcement
1. Select the behavior to be increased
• Should be specific
• One that can be controlled naturally
• Evaluate reinforcer effectiveness prior to
treatment
Guidelines for the effective application
of positive reinforcement
2. Selecting a reinforcer
• - readily available
• - presented immediately
• - Can be used many times without causing
satiation.
• - Requires only brief consumption
• - Use a menu when possible
Guidelines for the effective application
of positive reinforcement
3. Applying positive reinforcement
- Explain plan before starting
- Reinforce behavior immediately
- Tell person what behavior is being
reinforced
Guidelines for the effective application
of positive reinforcement
4. Weaning person from reinforcement
program
- Establish high levels of responding
- Look for natural reinforcer
- Plan follow-up assessments
BEHAVIORAL CONTINGENCY TABLE
(DRAFT 1)
Present Stimulus
Behavior
Increases
Behavior
Decreases
Positive
Reinforcement
(S+R)
Remove Stimulus
Principles of Behavior
Modification
Gary L. Cates, Ph.D., N.C.S.P.
Chapter 13: Negative
reinforcement
Escape & Avoidance
Negative Reinforcement
• Immediate removal (escape) or prevention
(avoidance) of an aversive stimulus
contingent upon a behavior that increases
the probability of that behavior in the future.
• Remember: Reinforcement of any kind
increases behavior!
Negative Reinforcement: Escape
Before
Aversive
Condition
Present

Behavior
You do something

After
Aversive
Condition
Not present
Example: Negative Reinforcement
(Escape)
Before

Behavior 
Getting wet
Use an Umbrella
wet
from rain
After
Not getting
from rain
Negative Reinforcement: Avoidance
Before
 Behavior
Aversive
You do
Condition
Something
Will occur
 After
Aversive
Condition
Does not occur
Your Turn
Come up with an example of how your
behavior was negatively reinforced through
escape and share with your peers.
Example: Negative Reinforcement
(Avoidance)
Before

You could
get wet
Behavior 
If You get
an Umbrella
After
You do
not get wet
Your Turn
Come up with an example of how your
behavior was negatively reinforced through
avoidance and share with your peers.
BEHAVIORAL CONTINGENCY TABLE (DRAFT 1)
Change in Behavior
Behavior Increases
Present Stimulus
Remove Stimulus
Positive
Reinforcement(S+R)
Negative
Reinforcement(S-R)
(Escape/Avoidance)
Major Pitfall
Sick Social Cycle (Victim’s escape Model)
Pos. R+
Neg. R+
Before
Baby has
no candy
Behavior
Baby cries
After
Baby Gets
candy
Cry for Mom gives Baby Quits crying
candy
Candy
Your turn
• Come up with an example of the sick social
cycle model (victims escape model) and
share it with your peers.
Considerations when using Escape
and Avoidance
1. Train escape before training avoidance
2. If possible use a warning stimulus (SW)
3. Be aware of side effects: e.g. Aggression
4. Positive reinforcement should be used as
well
5. State the rules of the procedures to the
person
Chapter 6: Punishment
Type I (Application)
and
Type II (Removal)
Punishment
Process of reducing behavior by immediately
presenting an aversive condition (or
removing a reinforcer) contingent upon a
response that results in a decrease in the
frequency of that response
Punishment always decreases behavior!
Type I Punishment: Adding
Aversive Stimulation
1. Reprimand
2. Spanking
Remember: If it does not decrease behavior it
is not punishment.
Example: Type I Punishment
Before
No aversive
Condition

Behavior

After
You engage in Aversive condition
target behavior
presented.
Example: Type I Punishment
Before

No burn on hand
Behavior

After
You touch hot stove
Burn on hand
Your Turn
• Come up with an example of how your
behavior has been punished (application
style) and share with your peers.
BEHAVIORAL CONTINGENCY TABLE (DRAFT 2)
Change in Behavior
Present Stimulus
Remove Stimulus
Behavior Increases
Negative
Positive
Reinforcement (S-R)
+R
Reinforcement(S )
(Escape/Avoidance)
Behavior Decreases
Type I Punishment
(S+P)
(Aversive Stimulus)
?
Type II Punishment (Penalty):
removing reinforcement
1. Response Cost
2. Time-Out
Remember: It must decrease behavior or it is
not punishment!
Example: Type II punishment
(Penalty)
Before 
You have
Something
Behavior
You do something

After
You loose
something
Example: Type II Punishment
(Penalty)
Before 
You have $100
Behavior
After
You get caught speeding you have
no $100
Your Turn
• Come up with an example of how your
behavior has been punished (Penalty style)
and share with your peers.
BEHAVIORAL CONTINGENCY TABLE (DRAFT 3)
Change in Behavior
Present Stimulus
Remove Stimulus
Negative
Positive
Behavior Increases
Reinforcement(S-R)
+R
Reinforcement (S )
(Escape/Avoidance)
Type I Punishment Type II Punishment
Behavior Decreases
(S+P)
(S-P)
(Aversive Stimulus)
(Penalty)
Major Pitfall
Sick Social Cycle (Victim’s punishment Model)
Before 
Teacher
Need a reader
Student
Student Asked
to Read aloud
Behavior
Ask Student
No BXXX

After
Student Cusses
Don’t read
aloud
Guidelines For implementing
Punishment
•
•
•
•
•
•
•
Target Behavior must be operationally defined
Choose an alternate response to reinforce
Minimize the causes of the undesirable response
Use an effective punisher: not paired with R+
and is available
Apply: Consistently and Immediately
Keep records and have someone else help you
monitor!
State the Rules to the individual
When should punishment be used?
•
•
•
•
•
The person’s behavior should be a danger
to himself or others.
Use only after trying reinforcing
procedures
Social Validity/Informed Consent
Reliability of Measurement:
Helper/supervisor
Do not use punishment as a means to
show superiority
Chapter 12: Schedules of
Reinforcement
General
• Intermittent: Reinforcement occurs once in
a while.
• Continuous: Reinforcement after each
response.
• Resistance to Extinction: The number
responses or amount of time before a
response extinguishes.
• √ Intermittent > Continuous
Three General Schedules
• Ratio Schedules: Based on Number of
responses
• Interval Schedules: Based on Time
• Duration Schedules: Based on response for
specified time period
Fixed Ratio (FR) Schedules
• Definition: Reinforcement follows a fixed
number of responses
General Effect: After a response is reinforced
no responding occurs for a period of time
then responding occurs at a high, steady
rate until the next reinforcer is delivered.
– If the ratio is large the post reinforcement
pause will be long
FR Schedule example
• Every 5th behavior
• Mouse clicking
• Slot Machine (non-example)
Establishing intermittently
reinforced Behavior:
– Reinforce continuously and slowly
thin the schedule as responding
stabilizes.
– Do not strain the ratio (i.e., thin to
quickly).
Variable-Ratio (VR) Schedules
• Definition: Reinforcer follows after a
variable number of responses.
• General Effect: High rate of responding
with no post reinforcement pause.
Example VR Schedules
• Slot Machines (True Example)
Fixed Interval (FI) Schedules
Definition: A reinforcer is contingent on the
first response, after a fixed interval of time
since the last opportunity for reinforcement.
Result: A fixed interval often produces a
scallop and a post reinforcement pause.
Example: Fixed Interval Schedule
• Slot Machine (non-example)
• Checking the mail
Non-contingent reinforcement
• Definition: Delivery of a reinforcer
independent of a response after the passage
of a fixed period of time.
• Result: Whatever behavior was emitted
prior to R+ is likely to be emitted more
often.
Superstitious Behavior
• Behavior that is maintained by a contiguous
relationship between known reinforcement
and a response. Organism behaves as
behavior causes response but really doesn’t.
• Examples: Slot Machines, Athletic
Competitions, Performances
Variable Interval Schedules of
Reinforcement
• Definition: A reinforcer is delivered
contingent upon the first response after a
variable interval of time since the last
opportunity for reinforcement.
Example of VI Scheuldes
• Slot Machines (non-example)
• Pop Quizzes
Limited Hold
• Reinforcement made available for only a
specified period of time.
• While supplies last, before time runs out,
expiration dates
Fixed Duration Schedules of
Reinforcement (FD)
• Must engage in a behavior for fixed period
of time to earn reinforcement.
• Result: Long periods of continuous
behavior with PRP
Example: Fixed Duration Schedule
• Work for one hour and you earn 20 bucks
Variable Duration Schedules of
Reinforcement (VD)
• Must engage in a behavior for a variable
(avg.) period of time to earn reinforcement
• Result: Long periods of continuous
behavior with minimal PRP
Example: Variable Duration
Schedule
• Getting heat through friction
• How long does it have to be?