Download Behavior

Applied Behavior
Analysis (ABA)
Basic Concepts from Chapter 2
The White Book
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Questions from:
Last class or Chapter 1?
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In-class quiz (20 minutes)
►Review quiz
►Lecture
►
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Objectives
►
Define & provide examples of:



Basic concepts (e.g., behavior/response)
Processes (e.g., respondent/operant conditioning)
Principles (e.g., reinforcement/punishment)
o
►
And explain why it is an example of that concept/process…
Given a scenario, identify



The unconditioned stimulus/response; conditioned
stimulus/response; neutral stimulus
Positive or negative reinforcement/punishment
Potential function of behavior
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ABA for teachers & info regarding behavior
https://www.youtube.com/watch?v=T-Xrbv_D_tY&list=UU3To46paqA8AbatJjP_l4sQ
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A few basic terms
Behavior
► Response
► Environment
► Stimulus
►
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Behavior
►
►
The activity of living organisms (i.e. everything that
people say or do) (Mayer, Sulzer-Azaroff, & Wallace, 2012)
Behavior is anything that DEAD man cannot do (Mallot, 2008)
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Examples & non examples: Behavior
►
Talking, walking, & dancing

►
Also known as overt behaviors
Other examples?
Thinking & feeling

Behaviors
Also known as private events or covert behaviors
Sitting quietly
► Receiving a piece of candy
► Not moving
►
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Not behaviors
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Response
►
An instance of behavior




Behavior: Writing an essay
Response: Writing a single sentence
Behavior: Walking to the market
Response: Taking a single step
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Environment:
Everything inside and outside of the organism’s skin
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What is the environment?
►
Events inside the skin


►
Pain
Itch
Events outside the skin



Noise
The pencil you are using
Slides at which you are looking
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Stimulus
►
►
An energy change that effects an organism through its
receptors (Michael, 2004)
The environment consists of stimuli


Stimulus = singular
Stimuli = plural
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Examples of stimuli
Events: Car race, party, or concert
► Activities: Playing guitar, shooting hoops, or racing...
Stimuli:
► Conditions: Being hot or cold, being tired, or the
• Beautiful
sunset
feeling
an adrenalin rush or happiness
• Taste
of ofa smoothie
►
• Sight of a toy
• Smell of pie
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(e.g., Car race, party, or concert
Stimuli: Events
• Car race
• Party
• Conference
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(e.g., Car race, party, or concert
Stimuli: Activities
Playing guitar
Shooting hoops
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(e.g., Car race, party, or concert
Stimuli: Conditions
• Too hot or cold
• Tired
• Happiness, adrenaline rush
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Types of conditioning (aka, learning)
Respondent (or classical,
pavlovian)
► Operant
►
►
https://www.youtube.com/watch?v=H
6LEcM0E0io
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Respondent conditioning
►
Pavlovian conditioning (classical or respondent)

►
Unconditioned (unlearned; think of a baby without prior experience)
Responses that can be classically conditioned are involuntary
responses (e.g., reflex)





Sweating or shivering
Eye blinks
Knee jerks
Heart rate changes
Salivation
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A few more basic terms
Reflex: Automatic behavior that occurs without prior
learning (e.g., knee jerk)
► Unconditioned stimulus (US): The stimulus that
Remember:
An(i.e.,
unconditioned
stimulus
an
automatically
without prior learning)
elicitselicits
a
response
unconditioned
response regardless of any prior
► Unconditioned response (UR): The response that occurs
conditioning
history)
automatically(i.e.,
after learning
the presentation
of the unconditioned
stimulus
► Neutral stimulus: A stimulus that does not elicit a
response
►
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Human reflexes susceptible to Respondent
Conditioning
Unconditioned Stimulus
Unconditioned Response
• Air or movement towards the eye
• Eye Blink
• Irritation to nasal mucosa
• Sneezing
• Irritation to throat
• Coughing
• Low temperature
• Shivering
• High Temperature
• Sweating
• Loud Sound or very intense or
painful stimuli
• Activation Syndrome
• Indigestible food in mouth
• Vomiting
• Pain stimulus to hand or foot
• Hand or foot withdrawal
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►
Example:
 Physician strikes below knee with little hammer 
(Unconditioned stimulus)
Knee jerk 
(Unconditioned response)
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Pavlov & Respondent
Conditioning
• Russian Physiologist
• Research on glands &
the endocrine system
►
:
https://www.youtube.com/watch?v=yRLfRRNoZzI&feat
ure=youtu.be
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Before conditioning
Food (e.g., meat powder)
in Dog’s Mouth
Elicits
Unconditioned stimulus
(US)
Unconditioned response
(UR)
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Before conditioning
Neutral Stimulus (NS)
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During conditioning
NS
US
Pairing for 5 seconds
UR
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After many pairings…..
After conditioning
Conditioned stimulus
(CS)
Conditioned response
(CR)
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Unconditioned stimulus
(US)
Conditioned stimulus
(NS)
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Unconditioned stimulus
(US)
Conditioned stimulus
(NS)
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Unconditioned stimulus
(US)
Conditioned stimulus
(NS)
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Conditioned response
(CR)
Unconditioned stimulus
(US)
Conditioned stimulus
(CS)
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Review
►
Conditioned stimulus:

A previously neutral stimulus that through repeated pairings with an
unconditioned stimulus (e.g., meat powder) becomes a
conditioned stimulus (CS) capable of eliciting a conditioned response
E.g., Bell
►
Conditioned response:

The response elicited by the conditioned stimulus
•
E.g., Salivating
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Watson & Respondent
Conditioning
• Earned Ph.D. in psychology in 1903
• Began teaching psychology at John
Hopkins University in 1908
►
Watson’s experiment:
https://www.youtube.com/watch?v
=Xt0ucxOrPQE&feature=youtu.be
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John Watson & Rosalie Raynor (1920)
Little Albert
White Rat
Baby
What is the white rat?
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White Rat
Frightening, loud noise
What is the loud noise?
What is the baby crying?
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White Rat
Frightening, loud noise (US)
What is the white rat now?
White Rat
What is the baby crying?
After many pairings:
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Practice: Respondent Conditioning
►
Every time someone flushes a toilet in the apartment
building, the shower becomes very hot and causes the person
to jump back. Over time, the person begins to jump back
automatically after hearing the flush, before the water
temperature changes.
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Respondent Conditioning
►
Every time someone flushes a toilet in the apartment
building, the shower becomes very hot and causes the person
to jump back.
What is the flush of the toilet?
A). Neutral Stimulus
B). Unconditioned Stimulus
C). Conditioned Stimulus
D). Unconditioned Response
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A
B
C
D
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Example of Respondent Conditioning
►
Every time someone flushes a toilet in the apartment
building, the shower becomes very hot and causes the person
to jump back.
A
B
C
D
What is the hot water?
A). Neutral Stimulus
B). Unconditioned Stimulus
C). Conditioned Stimulus
D). Unconditioned Response
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Example of Respondent Conditioning
►
Every time someone flushes a toilet in the apartment
building, the shower becomes very hot and causes the person
to jump back.
A
B
C
D
What is jumping back?
A). Neutral Stimulus
B). Unconditioned Stimulus
C). Conditioned Stimulus
D). Unconditioned Response
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Example of Respondent Conditioning
►
Every time someone flushes a toilet in the apartment
building, the shower becomes very hot and causes the person
to jump back.
+
=
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Example of Respondent Conditioning
►
Every time someone flushes a toilet in the apartment building,
the shower becomes very hot and causes the person to jump
back. Over time, the person begins to jump back automatically
after hearing the flush, before the water temperature changes.
What is the conditioned stimulus?
A). The water
B). Jumping back
C). Flushing the toilet
D). The site of the shower
A
B
C
D
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Example of Respondent Conditioning
►
Every time someone flushes a toilet in the apartment building,
the shower becomes very hot and causes the person to jump
back. Over time, the person begins to jump back automatically
after hearing the flush, before the water temperature changes.
What is the conditioned response?
A). The water
B). Jumping back
C). Flushing the toilet
D). The site of the shower
A
B
C
D
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Respondent Conditioning
Behavior
Antecedent
A
Stimulus
B
+
Response
S-R psychology
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Operant Conditioning
Three-Term Contingency
Antecedent
Behavior
A
B
Stimulus
Response
Consequence
C
Stimulus
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Operant Conditioning
►
Involves conditioning of voluntary, controllable behaviors

►
Not the automatic physiological responses in Respondent
Conditioning
The consequence that follows the response influences the
probability of that response occurring in the future
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Example: Operant Conditioning
►
Raising your hand in class to answer a question


This is voluntary behavior
It is NOT reflexive or involuntary
o
You are not born with this; you have to learn how to do this
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Operant Conditioning
►
Reinforcer: A stimulus change that follows a behavior (i.e.,
contingent on behavior) & increases the likelihood that the behavior
will be repeated in the future
• Increases the future frequency of the
behavior
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Operant Conditioning
►
Punisher: A stimulus that follows a behavior (i.e., contingent on
behavior) & decreases the likelihood that the behavior will be
repeated in the future
►
Decreases the future frequency of the
behavior
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Operant Conditioning
Remember
that wechange
reinforce
and punish
the(i.e.,
Reinforcer:
A stimulus
that follows
a behavior
contingent
on
& increases
the likelihood
thatthethe
**Remember
that
webehavior)
reinforcebehavior
and
punish the NOT
person's
behavior
NOT
person. So……
person's
the person
behaviorWhy
willdid
bethe
repeated
in the future
child continue
to throw tantrums?
►
 Increases
thepast,
future
of the
behavior were reinforced
1. Correct:
In the
hisfrequency
behavior (or
his tantrums)
Why2.did
the child continue to throw tantrums?
Incorrect: In the past, he was reinforced for tantruming
Punisher:In
Athe
stimulus
thatbehavior
follows (or
a behavior
(i.e., contingent
1.Correct:
past, his
his tantrums)
were
on behavior) & decreases the likelihood that the behavior will
reinforced
be repeated in the future
2.Incorrect: In the past, he was reinforced for tantruming
►
►
Decreases the future frequency of the behavior
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Thorndike & Operant Conditioning
Thorndike’s experiment:
https://www.youtube.com/watch?v=fanm--WyQJo
►
• Earned Ph.D. at Columbia University
under the supervision of James Cattell,
one of the founding fathers of
psychometrics
• Instructor in psychology at Teachers
College at Columbia University
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Removed Presented
Stimulus
Behavior
Increase
Decrease
Positive
Reinforcement
Positive
Punishment
Negative
Reinforcement
Negative
Punishment
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Removed Presented
Stimulus
Behavior
Increase
Decrease
Positive
Reinforcement
Positive
Punishment
Negative
Reinforcement
Negative
Punishment
Was the consequence added or removed?
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Removed Presented
Stimulus
Behavior
Increase
Decrease
Positive
Reinforcement
Positive
Punishment
Negative
Reinforcement
Negative
Punishment
Was the consequence added or removed?
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Presented
Behavior
Increase
Decrease
Positive
Positive
doesReinforcement
NOTNOT
equal
goodgood
Punishment
• Positive
does
equal
Positive
DOES
= added
to the
• Positive
DOES
= added
to environment
the environment
Negative
doesdoes
NOT
equal
bad badNegative
Negative
• Negative
NOT
equal
Negative
DOES
= removed
fromfrom
the environment
Reinforcement
Punishment
• Negative
DOES
= removed
the
environment
Removed
•
•
•
•
Stimulus
Keep
in mind……
Keep
in mind……
Positive
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Removed Presented
Stimulus
Behavior
Increase
Decrease
Positive
Reinforcement
Positive
Punishment
Negative
Reinforcement
Negative
Punishment
Did the behavior increase or decrease in
the FUTURE?
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Removed Presented
Stimulus
Behavior
Increase
Decrease
Positive
Reinforcement
Positive
Punishment
Negative
Reinforcement
Negative
Punishment
Did the behavior increase or decrease in
the FUTURE?
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Individual differences
►
Individual differences

Different responses to the same environmental
conditions

NO two people experience the world in the same
way
o
Histories of reinforcement
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Individual differences
►
Individual differences

Different responses to the same environmental
conditions

NO two people experience the world in the same
way
o
Histories of reinforcement
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Potential reinforcers: Behavior increases
Negative reinforcers
Positive reinforcers
•
•
The presentation of:
• Bonus points
• Stickers
• Candy
• Money
• Smile
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The removal of:
• Alarm (turn off)
• Headache (take a pill)
• Coldness (putting on a
coat)
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Potential punishers: Behavior decreases
Positive punisher
•
Negative punisher
The presentation of:
• Slap
• Yelling
• Contingent exercise
•
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The removal of:
• TV
• Recess
• Time out
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 Whose
 What
o
behavior are you outlining
was the consequence?
That is, the stimulus that immediately followed the
behavior?
 Was
the consequence (stimulus) added or removed?
 Did
the future frequency of the behavior increase
or decrease?
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Rules in analyzing scenarios
►
Was the consequence (stimulus) added or removed?

If added: The process was either positive reinforcement or
punishment

If subtracted: The process was either negative reinforcement or
punishment
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Rules in analyzing scenarios
►
Did the future frequency in the behavior increase (i.e., it was
strengthened) or decrease (i.e., it was weakened)?

If there was an increase: The process was either positive or
negative reinforcement

If there was a decrease: The process was either negative or
positive punishment
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ASR: Analyzing the scenario
Billy argues with the teacher when asked to complete an in-class writing
assignment. As a direct result, the teacher removes Billy from class and
send him to the principle’s office. The next time Billy is presented with a
writing assignment in-class, Billy begins to argue with the teacher.
What behavior was changed (refer to Billy)?
► Was the behavior strengthened or weakened?
► What was the consequence?
► Was the consequence added or subtracted?
► What is this process?
►
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ASR: Analyzing the scenario
Alexandra talks to her peers during classroom instruction time. Her
teacher, Mark, told her that if she spoke one more time with her
friend in class, her recess time will be taken away. Consequently,
Alexandra stopped speaking to her friends in class.
► What behavior was changed (refer to Alexandra)?
►Was the behavior strengthened or weakened?
►What was the consequence?
►Was the consequence added or subtracted?
►What is this process?
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Other examples of Negative Reinforcement
►
Loud buzz in some cars when ignition key is turned on; driver must put on safety belt in order to eliminate irritating buzz (Gredler,
1992)  the buzz is a negative reinforcer for putting on the seat-belt.
►
Feigning a stomach ache in order to avoiding school (Gredler, 1992)  school as negative reinforcer for feigning stomach aches.
►
Rushing home in the winter to get out of the cold (Weiten, 1992). Fanning oneself to escape from the heat (Zimbardo, 1992).  Cold
weather as negative reinforcer for walking home (the colder the faster you walk..), and heat sa negative reinforcer for fanning.
►
Cleaning the house to get rid of disgusting mess (Weiten, 1992), or cleaning the house to get rid of your mother's nagging (Bootzin, et
al , 1991; Leahy & Harris, 1989).  Nagging/Mess as negative reinforcer to cleaning.
►
Studying for an exam to avoid getting a poor grade (Bootzin & Acocella, 1980).  Low grade as a negative reinforcer for studying
(but.. a high grade is a positive reinforcer for studying at the same time)
►
Taking aspirin to relieve headache (Bootzin & Acocella, 1980; Buskist & Gerbing, 1990; Gerow, 1992).  Good example: headache as
negative reinforcer to taking medication.
►
Leaving a movie theater if the movie is bad (Domjan & Burkhard, 1993).
►
Running from the building when the fire alarm sounds (Domjan & Burkhard, 1993).  Fire alarm as negative reinforcer for leaving
building.
►
Smoking in order to reduce a negative emotional state (Baron, 1992).  Negative emotional state as negative reinforcer to smoking.
►
Turning down the volume of a very loud radio (Roediger, Capaldi, Paris, & Polivy, 1991).
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ASR
►
T or F: The three term contingency can best be characterized
as:
Antecedents, Behaviors, Reinforcers
or
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ASR
►
Respondent (1) or Operant conditioning (2): Lara’s father allows her to
watch TV after she has completed all her homework. In the future, Lara
comes home from school and immediately completes her HW.
or
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ASR
►
Your hands are wet. You take a towel to try them. Your hands are no
longer wet. In the future, when your hands are wet you use a towel to
dry them.
 Is the scenario above an example reinforcement (1) or punishment
(2)?
or
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ASR
►
T or F: Operant behavior is evoked?
or
1
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ASR
►
T or F: Operant behavior is involuntary?
or
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Respondent vs. Operant Conditioning
Respondent
• Behavior is elicited by antecedent
stimuli
Operant
• Behavior is evoked by antecedent
stimuli
• Behavior is involuntary
• A & B (2 term contingency)
• Behavior is voluntary
• A, B, & C (3 term contingency)
• Behavior is maintained by its
consequence
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Generate your own examples
►
Groups of 2

One example of the following:
o
o
o
o
Positive reinforcement
Negative reinforcement
Positive punishment
Negative punishment
1
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Function of behavior
►
FUNCTION:


The reason why “problematic” behavior continues to occur
OR the reason why “good” behavior continues to occur
Understanding the function is key to developing an effective
intervention
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Four functions of behavior
Escape/Avoidance
► Attention
► Tangible
► Automatic Reinforcement
►
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Functions of behavior
►
1. Escape/Avoidance:




Demands
People
Activity
Anything the individual finds aversive…
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Functions of behavior
►
2. Attention:

“Pleasant”:
o
o

Good job
Hi-five
“Unpleasant”:
o
Yelling
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Functions of behavior
►
3. Tangible:



Food
Toys
Activities (e.g., going outside)
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Four functions of behavior
Escape/Avoidance
► Attention
► Tangible
►
►
Socially mediated
Automatic Reinforcement (without social mediation)
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Functions of behavior
►
4. Automatic Reinforcement (without social mediation):




Twirling your hair
Reading (not for a class)
Playing a musical instrument by yourself
Some forms of stereotypy
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Simon the cat:
https://www.youtube.com/watch?v=
ApN73TUVMEU
https://www.youtube.com/watch?v=
k1i9YmUgY0Q
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ABA is everywhere!!!!!
►
Exercise

►
https://www.youtube.com/watch?v=2lXh2n0aPyw
Safety (driving)

https://www.youtube.com/watch?v=iynzHWwJXaA#t=117
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After-class tasks
►
Reading assignment

►
Chapter 2 pages 25 to 42
Home work (HW)

HW 1 due Tuesday at the beginning of class
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References
►
►
►
►
►
Kazemi, E., Adzhyan, P., & Fahmie, T. Applied Behavior Analysis Introduction (lecture notes).
9/2012
Malott, R.W. (2008). Principles of behavior (6th ed.). Upper Saddle River, New Jersey: Pearson
Prentice Hall.
Mayer, R. G, Sulzer-Azaroff, B., and Wallace, M. (2012). Behavior analysis for lasting change
(2nd ed.). New York, NY: Sloan Publishing, LLC.
Michael, J. L. (2004). Concepts and principles of behavior analysis. Kalamazoo, MI: ABAI
Pavlov, I. P. (1928). Lectures on conditioned reflexes: Twenty five years of objective study of the higher
nervous activity (behavior) of animals, Vol. 1. (W. H. Gantt, Ed. & Trans.). New York, NY:
International Publishers.
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