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Applied Behavior Analysis (ABA) Basic Concepts from Chapter 2 The White Book ESSPED 5742 1 Questions from: Last class or Chapter 1? ESSPED 5742 1 In-class quiz (20 minutes) ►Review quiz ►Lecture ► 3 ESSPED 5742 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 4 ESSPED 5742 ABA for teachers & info regarding behavior https://www.youtube.com/watch?v=T-Xrbv_D_tY&list=UU3To46paqA8AbatJjP_l4sQ ESSPED 5742 1 A few basic terms Behavior ► Response ► Environment ► Stimulus ► 6 ESSPED 5742 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) 7 ESSPED 5742 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 ► ESSPED 5742 Not behaviors 8 Response ► An instance of behavior Behavior: Writing an essay Response: Writing a single sentence Behavior: Walking to the market Response: Taking a single step 9 ESSPED 5742 Environment: Everything inside and outside of the organism’s skin 10 ESSPED 5742 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 11 ESSPED 5742 Stimulus ► ► An energy change that effects an organism through its receptors (Michael, 2004) The environment consists of stimuli Stimulus = singular Stimuli = plural 12 ESSPED 5742 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 13 ESSPED 5742 (e.g., Car race, party, or concert Stimuli: Events • Car race • Party • Conference 14 ESSPED 5742 (e.g., Car race, party, or concert Stimuli: Activities Playing guitar Shooting hoops 15 ESSPED 5742 (e.g., Car race, party, or concert Stimuli: Conditions • Too hot or cold • Tired • Happiness, adrenaline rush ESSPED 5742 16 Types of conditioning (aka, learning) Respondent (or classical, pavlovian) ► Operant ► ► https://www.youtube.com/watch?v=H 6LEcM0E0io 17 ESSPED 5742 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 18 ESSPED 5742 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 ► 19 ESSPED 5742 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 ESSPED 5742 1 ► Example: Physician strikes below knee with little hammer (Unconditioned stimulus) Knee jerk (Unconditioned response) 21 ESSPED 5742 Pavlov & Respondent Conditioning • Russian Physiologist • Research on glands & the endocrine system ► : https://www.youtube.com/watch?v=yRLfRRNoZzI&feat ure=youtu.be ESSPED 5742 20 Before conditioning Food (e.g., meat powder) in Dog’s Mouth Elicits Unconditioned stimulus (US) Unconditioned response (UR) 23 ESSPED 5742 Before conditioning Neutral Stimulus (NS) 24 ESSPED 5742 During conditioning NS US Pairing for 5 seconds UR 25 ESSPED 5742 After many pairings….. After conditioning Conditioned stimulus (CS) Conditioned response (CR) 26 ESSPED 5742 Unconditioned stimulus (US) Conditioned stimulus (NS) ESSPED 5742 1 Unconditioned stimulus (US) Conditioned stimulus (NS) ESSPED 5742 1 Unconditioned stimulus (US) Conditioned stimulus (NS) ESSPED 5742 1 Conditioned response (CR) Unconditioned stimulus (US) Conditioned stimulus (CS) ESSPED 5742 1 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 31 ESSPED 5742 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 20 ESSPED 5742 John Watson & Rosalie Raynor (1920) Little Albert White Rat Baby What is the white rat? 33 ESSPED 5742 White Rat Frightening, loud noise What is the loud noise? What is the baby crying? 34 ESSPED 5742 White Rat Frightening, loud noise (US) What is the white rat now? White Rat What is the baby crying? After many pairings: 35 ESSPED 5742 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. 36 ESSPED 5742 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 ESSPED 5742 A B C D 37 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 ESSPED 5742 38 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 ESSPED 5742 39 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. + = 40 ESSPED 5742 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 41 ESSPED 5742 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 42 ESSPED 5742 Respondent Conditioning Behavior Antecedent A Stimulus B + Response S-R psychology 43 ESSPED 5742 Operant Conditioning Three-Term Contingency Antecedent Behavior A B Stimulus Response Consequence C Stimulus 44 ESSPED 5742 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 45 ESSPED 5742 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 46 ESSPED 5742 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 47 ESSPED 5742 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 48 ESSPED 5742 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 ESSPED 5742 49 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 47 ESSPED 5742 Removed Presented Stimulus Behavior Increase Decrease Positive Reinforcement Positive Punishment Negative Reinforcement Negative Punishment 51 ESSPED 5742 Removed Presented Stimulus Behavior Increase Decrease Positive Reinforcement Positive Punishment Negative Reinforcement Negative Punishment Was the consequence added or removed? ESSPED 5742 52 Removed Presented Stimulus Behavior Increase Decrease Positive Reinforcement Positive Punishment Negative Reinforcement Negative Punishment Was the consequence added or removed? ESSPED 5742 53 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 54 ESSPED 5742 Removed Presented Stimulus Behavior Increase Decrease Positive Reinforcement Positive Punishment Negative Reinforcement Negative Punishment Did the behavior increase or decrease in the FUTURE? ESSPED 5742 55 Removed Presented Stimulus Behavior Increase Decrease Positive Reinforcement Positive Punishment Negative Reinforcement Negative Punishment Did the behavior increase or decrease in the FUTURE? ESSPED 5742 56 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 57 ESSPED 5742 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 58 ESSPED 5742 Potential reinforcers: Behavior increases Negative reinforcers Positive reinforcers • • The presentation of: • Bonus points • Stickers • Candy • Money • Smile ESSPED 5742 The removal of: • Alarm (turn off) • Headache (take a pill) • Coldness (putting on a coat) 59 Potential punishers: Behavior decreases Positive punisher • Negative punisher The presentation of: • Slap • Yelling • Contingent exercise • ESSPED 5742 The removal of: • TV • Recess • Time out 60 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? 61 ESSPED 5742 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 62 ESSPED 5742 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 63 ESSPED 5742 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? ► ESSPED 5742 64 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? ESSPED 5742 68 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). 73 ESSPED 5742 ASR ► T or F: The three term contingency can best be characterized as: Antecedents, Behaviors, Reinforcers or 67 ESSPED 5742 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 68 ESSPED 5742 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 69 ESSPED 5742 ASR ► T or F: Operant behavior is evoked? or 1 ESSPED 5742 ASR ► T or F: Operant behavior is involuntary? or 1 ESSPED 5742 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 1 ESSPED 5742 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 ESSPED 5742 74 ESSPED 5742 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 75 ESSPED 5742 Four functions of behavior Escape/Avoidance ► Attention ► Tangible ► Automatic Reinforcement ► 76 ESSPED 5742 Functions of behavior ► 1. Escape/Avoidance: Demands People Activity Anything the individual finds aversive… 77 ESSPED 5742 Functions of behavior ► 2. Attention: “Pleasant”: o o Good job Hi-five “Unpleasant”: o Yelling 78 ESSPED 5742 Functions of behavior ► 3. Tangible: Food Toys Activities (e.g., going outside) 79 ESSPED 5742 Four functions of behavior Escape/Avoidance ► Attention ► Tangible ► ► Socially mediated Automatic Reinforcement (without social mediation) 80 ESSPED 5742 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 81 ESSPED 5742 Simon the cat: https://www.youtube.com/watch?v= ApN73TUVMEU https://www.youtube.com/watch?v= k1i9YmUgY0Q 1 ESSPED 5742 ABA is everywhere!!!!! ► Exercise ► https://www.youtube.com/watch?v=2lXh2n0aPyw Safety (driving) https://www.youtube.com/watch?v=iynzHWwJXaA#t=117 1 ESSPED 5742 After-class tasks ► Reading assignment ► Chapter 2 pages 25 to 42 Home work (HW) HW 1 due Tuesday at the beginning of class 1 ESSPED 5742 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. 81 ESSPED 5742