Operant Conditioning A Reinforcer Follows An Action

• Chapters in bookChapters in book– XVI: History of Learning, XVI: History of Learning, – XVII Operant ConditioningXVII Operant Conditioning

• Ppts: Ppts: – 1. Learnintrohistory, 3. Operant cond. . 1. Learnintrohistory, 3. Operant cond. .

Operant conditioningOperant conditioningOperant conditioning a reinforcer follows an action and is based on a voluntary response.

Which differs from classical conditioning which is based on an involuntary, reflexive response.

Operant Operant conditioning=instrumental conditioning=instrumental learning= learning= goal-directed goal-directed learning.learning. Definitions Definitions• The consequence of The consequence of

behavior allowing behavior allowing one to be more one to be more efficient in future.efficient in future.

• The ability to learn The ability to learn about the about the relationship between relationship between behaviors and behaviors and consequences consequences

Operant ConditioningOperant Conditioning

• Learning that occurs Learning that occurs when a response made when a response made by an animal is by an animal is somehow reinforcedsomehow reinforced– An animal must An animal must

undertake some action undertake some action or response in order for or response in order for the conditioning process the conditioning process to produce learningto produce learning

– Punishment vs. Punishment vs. ReinforcementReinforcement

– Law of effect and Law of effect and positive reinforcement.positive reinforcement.

Procedures of operant Procedures of operant conditioning involve 3 things conditioning involve 3 things

• 1. 1. environmental contextenvironmental context (situation (situation dependent)dependent)

– (Johnny behaves at school but not at (Johnny behaves at school but not at home)home)

• 2. 2. behavior in that contextbehavior in that context

• 3. 3. event (consequence)event (consequence) that follows that follows that behavior. that behavior. – (He gets away with it at home). (He gets away with it at home).

Operant conditioningOperant conditioning

• An observed change in behavior after a An observed change in behavior after a behavior is followed by an eventbehavior is followed by an event

• Thales (640BC). The mule carrying salt Thales (640BC). The mule carrying salt slipped in river and load was lightened. slipped in river and load was lightened. So he did that on subsequent trips. So he did that on subsequent trips. (What to do? Thales put in sponges!= (What to do? Thales put in sponges!= made the load heavier!)made the load heavier!)

Operant- a history of boxes!Operant- a history of boxes!

• Lubbock- 1882- Lubbock- 1882- problem boxes and problem boxes and mazesmazes

• Thorndike-problem Thorndike-problem boxes and mazes - boxes and mazes - how much time to how much time to escape. Later he escape. Later he made mazesmade mazes

• Skinner- the Skinner- the Skinner boxSkinner box

ThorndikeThorndike

B.F. SkinnerB.F. Skinner

– Skinner BoxSkinner Box– Cumulative Cumulative

recorderrecorder– Magazine trainingMagazine training– ExtinctionExtinction– Spontaneous Spontaneous

recoveryrecovery– shapingshaping

SkinnerSkinner

• Inter observer Bias is caused by each Inter observer Bias is caused by each individuals unique perception andindividuals unique perception and

• view of situations and the lack of a view of situations and the lack of a specific definition of behaviorsspecific definition of behaviors

• being observed.being observed.

• Magazine training will go on with your rats Magazine training will go on with your rats outside of the lab.outside of the lab.

• This training has consisted of clicking on This training has consisted of clicking on the lever when the rat approaches the the lever when the rat approaches the magazine and then placing the food in the magazine and then placing the food in the magazinemagazine

• immediatley following the click. Over time immediatley following the click. Over time the rats will go to the magazine when they the rats will go to the magazine when they hear the click.hear the click.

Law of EffectLaw of Effect

• Response followed Response followed by satisfaction more by satisfaction more firmly connected firmly connected with situation and with situation and more likely to recur.more likely to recur.

• Followed by Followed by discomfort, less discomfort, less likely to recur. likely to recur.

• Motivation or Drive are important for Motivation or Drive are important for operant conditioning to be effective. operant conditioning to be effective. What are they?What are they?

MotivationMotivation

• = a goal or an incentive. = a goal or an incentive. reinforcers are sources of reinforcers are sources of incentive motivation (e.g. incentive motivation (e.g. Money). Money). – We adjust our behaviors We adjust our behaviors

when we receive feedback when we receive feedback --for selecting the behavior --for selecting the behavior that will achieve that goal. that will achieve that goal.

– (e.g. studying to get a good (e.g. studying to get a good grade in class). grade in class).

Drive – an inferred Drive – an inferred psychological processpsychological process

arises from internal arises from internal needneed

An intervening An intervening variablevariable

An intervening variable-An intervening variable-

• links independent variable (internal links independent variable (internal state, need) and dependent variable state, need) and dependent variable (behavior). (behavior).

• IDV DVIDV DV

IVIV

John eats 3 Big Macs. What is John eats 3 Big Macs. What is the Intervening variable?the Intervening variable?

• A. thirstA. thirst

• B.* hungerB.* hunger

• C. incentive valueC. incentive value

• D. reinforcerD. reinforcer

Terms of operant Terms of operant conditioningconditioning

• Reinforcer- changes rate of responseReinforcer- changes rate of response– PositivePositive

– NegativeNegative

ReinforcementReinforcement

• Presentation of a Presentation of a stimulus stimulus in in temporatemporal relation with a behavior. l relation with a behavior.

• A stimulus that produces a A stimulus that produces a changechange in in the strength of the behavior by virtue the strength of the behavior by virtue of its relationship to a CS (Pavlovian) of its relationship to a CS (Pavlovian) or behavior (operant).or behavior (operant).

ReinforcerReinforcer

• An event that increases the rate An event that increases the rate or probability of occurrence of or probability of occurrence of that behavior when that event is that behavior when that event is presented or removed.presented or removed.

• To reinforce a behavior is to To reinforce a behavior is to create an arrangement between create an arrangement between that behavior and a reinforcer. that behavior and a reinforcer. – Is cheesecake always a reinforcer? Is cheesecake always a reinforcer?

Depends on person, and event.Depends on person, and event.

Reinforcers Reinforcers

• Primary- requires no Primary- requires no experience. experience. – Food, sex, light, going Food, sex, light, going

outside, looking at faceoutside, looking at face

• Secondary (conditioned)-Secondary (conditioned)-due to Pavlovian due to Pavlovian conditioning conditioning – (oysters?, wine?)(oysters?, wine?)– Used to change desires Used to change desires

smoking, sexual etc. smoking, sexual etc.

Differential reinforcement Differential reinforcement

• Only behaviors that Only behaviors that satisfy certain criteria satisfy certain criteria are reinforced. (others are reinforced. (others are not). are not).

• Experience of opening a Experience of opening a stuck door, using key in stuck door, using key in tricky lock, hitting golf tricky lock, hitting golf balls, shooting baskets balls, shooting baskets etc. etc.

OperantOperant

Premack Premack -- -- all reinforcement all reinforcement involves the involves the opportunityopportunity to do to do

something.something. • Engaging in eating, not the food.Engaging in eating, not the food.• Study with Children- pinball Study with Children- pinball

(operators) or candy (eaters). (operators) or candy (eaters). Made availability dependent on Made availability dependent on less likely response (can’t play less likely response (can’t play till eat etc).till eat etc).– Food served as a reinforcer only Food served as a reinforcer only

when consuming it occurred at a when consuming it occurred at a higher rate than the other activity. higher rate than the other activity.

– Spillberger at UF rewarded Spillberger at UF rewarded students who had been performing students who had been performing badly with what they wanted. badly with what they wanted. Basketball for the guys, fashion Basketball for the guys, fashion and makeup for the girls. and makeup for the girls.

extinctionextinction

• Discontinue the Discontinue the consequence. consequence.

• Behavior ceasesBehavior ceases

• If reintroduce at If reintroduce at later time to later time to situation behavior situation behavior reoccurs = reoccurs = spontaneous spontaneous recoveryrecovery

Resistance to extinctionResistance to extinction

• How long it takes How long it takes to cease to cease performing an performing an action when action when consequence no consequence no longer occurs longer occurs

Effects of extinction on Effects of extinction on behaviorbehavior• Spontaneous recovery Spontaneous recovery

• a rapid reacquisition of extinguished a rapid reacquisition of extinguished behaviorsbehaviors

• Resurgence (regression)- remove dominant Resurgence (regression)- remove dominant behavior and go back to extinguished behavior and go back to extinguished behavior. (smoking, eating etc) behavior. (smoking, eating etc)

• Patterns of behavior are maintained during Patterns of behavior are maintained during extinction (i.e. does not undo effects of extinction (i.e. does not undo effects of prior positive reinforcement). prior positive reinforcement).

ShapingShaping

• Rewarding closer Rewarding closer and closer and closer approximations to approximations to the final behavior the final behavior – method of method of

successive successive approximations. approximations.

– (get your rat to turn (get your rat to turn yellow!)yellow!)

ChainingChaining

• Train the last action Train the last action in a sequence first in a sequence first (backward (backward chaining).chaining).

• Rats climb a wire, Rats climb a wire, climb onto platform, climb onto platform, walk tightrope, exit walk tightrope, exit and run down rampand run down ramp

Schedules of partial Schedules of partial reinforcement reinforcement

• Fixed ratio (FR)Fixed ratio (FR)

• Variable-Ratio (VR)Variable-Ratio (VR)

• Fixed-Interval (FI)Fixed-Interval (FI)

• Variable-Interval (VI)Variable-Interval (VI)

Fixed ratio (FR) Fixed ratio (FR)

• Fixed # responses for rewardFixed # responses for reward• FR5=5 Responses for rewardFR5=5 Responses for reward• Post-reinforcement pause (PRP)Post-reinforcement pause (PRP)• Examples:Examples:

– Walk up a flight of stairsWalk up a flight of stairs– Work on commission. Must sell 5 TVs to Work on commission. Must sell 5 TVs to

get paid.get paid.– Perform a triple toe loop for applausePerform a triple toe loop for applause

Variable-Ratio (VR)Variable-Ratio (VR)

• Perform target behavior Perform target behavior a certain number times a certain number times but number varies but number varies around an average around an average

• ExamplesExamples– GamblingGambling

Fixed interval schedule (FI) Fixed interval schedule (FI)

• The first occurrence of the behavior The first occurrence of the behavior after a specified interval of time.after a specified interval of time.

• Characterized by a PRPCharacterized by a PRP– followed by increasing rate of behavior followed by increasing rate of behavior

(scallop) or (scallop) or – abrupt transition to terminal rate of abrupt transition to terminal rate of

behavior (break and run). behavior (break and run).

FIFI

• ExamplesExamples– Cramming for a testCramming for a test

• Put it off and study Put it off and study the night beforethe night before

– Baking cookies, Baking cookies, • can’t eat till 10 can’t eat till 10

minutes is up, etc. minutes is up, etc.

Variable-interval VIVariable-interval VI

• Interval varies around an Interval varies around an average. average.

• Example, waiting for a call Example, waiting for a call to go through. to go through.

Adjust to schedules of Adjust to schedules of reinforcementreinforcement

• Depends on prior Depends on prior experience. experience.

• Important to know Important to know in workforce. in workforce. – Might not get high Might not get high

rate of performance rate of performance expecting. expecting.

Behavioral PersistenceBehavioral Persistence

• Resistance to extinctionResistance to extinction

• Amount of training and Amount of training and persistencepersistence

• Discriminability and Discriminability and persistencepersistence

• Magnitude of reinforcerMagnitude of reinforcer

• Extinction of avoidance Extinction of avoidance conditioning (flooding, conditioning (flooding, implosion therapy). implosion therapy).

Interresponse times=IRTsInterresponse times=IRTs

• Time between successive actionsTime between successive actions

• Short IRTs can be more efficient Short IRTs can be more efficient e.g., if blow up balloon, pump up tire, e.g., if blow up balloon, pump up tire, start a gas motor etc. start a gas motor etc.

• Long IRTs can also be useful. Can Long IRTs can also be useful. Can teach patience, slow down eating. teach patience, slow down eating. – (species differences. Humans can be (species differences. Humans can be

more patient than pigeons!)more patient than pigeons!)

Terms in operant conditioning Terms in operant conditioning

• OperantsOperants--– behaviors affected by consequences. behaviors affected by consequences. – Different behaviors can still be the Different behaviors can still be the

same operant. (remove honey with same operant. (remove honey with finger, knife, shake jar etc.)finger, knife, shake jar etc.)

• [Respondents-[Respondents-– Behaviors elicited by stimuli (Behaviors elicited by stimuli (CCCC)])]

• Discriminative stimulusDiscriminative stimulus – –– signals a behavior-consequence signals a behavior-consequence

relationship relationship • (for both operant and CC)(for both operant and CC)

– Red light, green light etc. Red light, green light etc.

Getting a good grade in a class Getting a good grade in a class is an example of:is an example of:

• A. a CSA. a CS

• B. a UCSB. a UCS

• *C. a reinforcer*C. a reinforcer

• D. an operantD. an operant

Procedures in operant Procedures in operant conditioningconditioning

• Appetitive- seekAppetitive- seek • Aversive- avoidAversive- avoid

Four varieties of operant Four varieties of operant

conditioningconditioning

Positive ReinforcementPunishment by ApplicationOmission TrainingNegative Reinforcement

(punishment)(punishment)

escape conditioningescape conditioning

avoidance conditioningavoidance conditioning

4 types operant conditioning4 types operant conditioning deliverdeliver / / remove remove ++++

Positive Positive reinforcementreinforcement[deliver + (positive) [deliver + (positive) consequence]consequence]

+-+-

Omission training Omission training (removal of + (removal of + consequence) consequence)

negative punishmentnegative punishment

-+-+

PunishmentPunishment[deliver – (aversive) [deliver – (aversive) consequence]consequence]

----

Negative Negative reinforcementreinforcement(removal of - (removal of - consequence)consequence)

+

-

operant conditioning operant conditioning situations situations ++++

Positive Positive reinforcementreinforcement(good grade for studying; (good grade for studying; bribery; lobbying)bribery; lobbying)

+-+-

Omission training Omission training (remove TV, games, (remove TV, games, pay)pay)

-+-+

PunishmentPunishment(deliver aversive (deliver aversive consequence, spanking; consequence, spanking; increase in taxes; audits, increase in taxes; audits, jail)jail)

----

Negative Negative reinforcementreinforcement(remove aversive (remove aversive consequence, remove consequence, remove dunce cap, remove from dunce cap, remove from time-out, from jail).time-out, from jail).

Spanking (punishment) It Spanking (punishment) It is…is…• ExpedientExpedient

• Stops behavior right thenStops behavior right then

• Doesn’t waste time with Verbal Doesn’t waste time with Verbal CommunicationCommunication

• Parents can release anger and Parents can release anger and FrustrationFrustration

• Sense of AccomplishmentSense of Accomplishment

• Prepares child for the “Tough World”Prepares child for the “Tough World”

Studies that show Effects of Studies that show Effects of SpankingSpanking• Spanking and Adult DepressionSpanking and Adult Depression

-Men punished by spanking had depressive symptoms, and they -Men punished by spanking had depressive symptoms, and they increased with the increase of spanking.increased with the increase of spanking.-Suicidal thoughts in adulthood were at an increase when -Suicidal thoughts in adulthood were at an increase when spanking was used at the teenage years.spanking was used at the teenage years.

• Spanking and Child Anti-Social BehaviorSpanking and Child Anti-Social Behavior-Children spanked 3 times a week had higher levels of anti-social -Children spanked 3 times a week had higher levels of anti-social behavior 2-4 years later.behavior 2-4 years later.

• Spanking and Child IQSpanking and Child IQ-Children who are spanked tend to have lower IQ’s four -Children who are spanked tend to have lower IQ’s four years later.years later.

((The Family Research Laboratory of the University of New Hampshire)The Family Research Laboratory of the University of New Hampshire)

Adult disorderNever spanked

Rarely spanked

Sometimes/often

spanked

Anxiety 16.3% 18.8% 21.3%

Major depression

4.6% 4.8% 6.9%

Alcohol abuse or addiction

5.8% 10.2% 13.2%

More than one disorder *

7.5% 12.6% 16.7%

Spanking linked with Adult Addictions Spanking linked with Adult Addictions and Psychiatric Problems.and Psychiatric Problems.

•Dr. Harriet McMillan of McMaster University in Canada Dr. Harriet McMillan of McMaster University in Canada

childhood punishmentchildhood punishment

• 88 studies suggested that future 88 studies suggested that future problems such as poorer moral problems such as poorer moral internalization, relationship internalization, relationship problems, aggression, and abuse of problems, aggression, and abuse of their own children were linked to their own children were linked to childhood punishment.childhood punishment.

• One positive outcome of the studies One positive outcome of the studies examined was that children examined was that children responded quickly and immediately responded quickly and immediately when they were spanked.when they were spanked.

Dr. Elizabeth Gershoff of Columbia UniversityDr. Elizabeth Gershoff of Columbia University

Problems with SpankingProblems with Spanking• Does not Increase long lasting positive behaviorsDoes not Increase long lasting positive behaviors• Does not Allow bad behavior to be rememberedDoes not Allow bad behavior to be remembered• Teaches children how to deal with future problems in Teaches children how to deal with future problems in

a violent waya violent way• Causes trauma which could lead to PsychopathologyCauses trauma which could lead to Psychopathology• Nurturing Role of Parents is at riskNurturing Role of Parents is at risk• Leads to increased risk of Criminal acts within Leads to increased risk of Criminal acts within

childrenchildren• Children may forget the trauma, but not the acts of Children may forget the trauma, but not the acts of

violenceviolence• Children learn that they can misbehave as long as Children learn that they can misbehave as long as

their parents are not aroundtheir parents are not around• Never learn how to deal with problems the correct Never learn how to deal with problems the correct

wayway

Other MethodsOther Methods

• Ignore bad behaviors and give Ignore bad behaviors and give attention to the positive ones.attention to the positive ones.

• Take away privileges such as going Take away privileges such as going outside.outside.

• Step between two children who may Step between two children who may be arguing to separate them.be arguing to separate them.

• Use time out as a cooling off period Use time out as a cooling off period for you and the child.for you and the child.

allow children to suffer natural allow children to suffer natural consequences.consequences.

• Use a visual aid for good behaviors Use a visual aid for good behaviors such as a chart.such as a chart.

• If you ignore bad behavior the child If you ignore bad behavior the child will get tired of performing the will get tired of performing the behavior.behavior.

Dr. Steven ParkerDr. Steven Parker

YokingYoking

• The behavior of one The behavior of one of the individuals of the individuals determines the determines the delivery of the delivery of the reinforcer to both of reinforcer to both of them. Promotes team them. Promotes team workwork– (Huskies; Dolphins (Huskies; Dolphins

who communicated who communicated across a visual across a visual barrier). barrier).

Differences between Pavlovian and operant Differences between Pavlovian and operant

conditioningconditioning Pavlovian (CC)Pavlovian (CC)

UCS evokes UCR + UCS evokes UCR + soonsoon

• CS evokes CRCS evokes CR

• It is the relationship It is the relationship between these between these eventsevents

• OperantOperant – –

• a spontaneous a spontaneous behavior that behavior that produces an effectproduces an effect

• It is the relationship It is the relationship between the between the behavior and the behavior and the consequenceconsequence

Contrast effects Contrast effects

• Incentive contrast- overshooting. Incentive contrast- overshooting. – Increase salary, reduce salaryIncrease salary, reduce salary

• Behavioral contrast- different Behavioral contrast- different rewards for different behaviorsrewards for different behaviors– e.g. e.g. behavior for one increases or decreases, behavior for one increases or decreases,

behavior for other does oppositebehavior for other does opposite. . • Want friend to say positive things, reward Want friend to say positive things, reward

positive and ignore negative.positive and ignore negative.

• In pain clinics: talk about weather etc. not In pain clinics: talk about weather etc. not about the pain. about the pain.

Jim worked for United and really Jim worked for United and really liked his job until he was forced to liked his job until he was forced to take a pay cut. This is an example take a pay cut. This is an example of:of:

• A.* incentive contrastA.* incentive contrast

• B. behavioral contrastB. behavioral contrast

• C. hill-climbingC. hill-climbing

• D. secondary D. secondary conditioningconditioning

Jim is trying to earn tenure. He notices Jim is trying to earn tenure. He notices others only get it by research productivity others only get it by research productivity rather than by teaching. Therefore Jim rather than by teaching. Therefore Jim concentrates on his research. This is an concentrates on his research. This is an

example of:example of:

• A. *behavioral contrastA. *behavioral contrast

• B. Incentive motivationB. Incentive motivation

• C. Backward C. Backward conditioningconditioning

• D. Lack of driveD. Lack of drive

FeedbackFeedback

• Critical.Critical.

• Give performance Give performance evaluations immediatelyevaluations immediately

• It alone can serve as a It alone can serve as a reinforcerreinforcer

Sue and Bob are bosses but Sue seems to get Sue and Bob are bosses but Sue seems to get better performance from her employees. This may better performance from her employees. This may

be because.be because.

• *Sue gives constant feedback*Sue gives constant feedback

• Sue gives an annual Sue gives an annual evaluationevaluation

• Sue has little control over Sue has little control over raisesraises

• Sue is a good at delegating Sue is a good at delegating and leaves people on their and leaves people on their ownown

Hill-climbing Hill-climbing • A method for adjusting behavior A method for adjusting behavior

based on successive based on successive comparisons of one’s current comparisons of one’s current situation. situation. – E.g. Pick-up line doesn’t seem to E.g. Pick-up line doesn’t seem to

be working. be working.

• An adaptive mechanism. An adaptive mechanism.

• Orientation mechanism called Orientation mechanism called kinesis (movements comparing kinesis (movements comparing current position).current position).– E.g. rolling rock up a hill, trying to E.g. rolling rock up a hill, trying to

open a door, getting stuck package open a door, getting stuck package out of a vending machine. out of a vending machine.

How can you increase How can you increase likelihood a child will try eating likelihood a child will try eating novel foods?novel foods?• A. only praise when try new foodsA. only praise when try new foods

• B. modeling behaviorB. modeling behavior

• C. wait until they are really hungry C. wait until they are really hungry and offer only strange food thenand offer only strange food then

• D. shock them when they eat D. shock them when they eat familiar foodsfamiliar foods

• E.* all of aboveE.* all of above

Usefulness of operant Usefulness of operant conditioning:conditioning:

Settings in which token economy Settings in which token economy has been usefulhas been useful• Psychiatric HospitalsPsychiatric Hospitals

• PrisonsPrisons

• IndustryIndustry

• Residential facilitiesResidential facilities

• HomesHomes

• ClassroomsClassrooms

Advantages of a token Advantages of a token economyeconomy

• Easy to set upEasy to set up• Highly structured –good for ADHD, autism Highly structured –good for ADHD, autism

etc. etc.

• Tokens can be used for many thingsTokens can be used for many things

• Tokens are easily portableTokens are easily portable

• Learn “earning and saving” skills.Learn “earning and saving” skills.

Guidelines for token Guidelines for token economyeconomy

• Target behavior must be identifiedTarget behavior must be identified

• What item will be the token?What item will be the token?• Schedule of reinforcement Schedule of reinforcement : FI, FR are : FI, FR are

common.common.

• Exchange rate must be determinedExchange rate must be determined• Backup reinforcers must be identified Backup reinforcers must be identified

(food, toys etc. See next slide for examples)(food, toys etc. See next slide for examples)

Possible classroom rewardsPossible classroom rewards• Access to hand held video gamesAccess to hand held video games • Free time in classFree time in class • Computer timeComputer time • Small toysSmall toys • Field tripsField trips • Working on a bulletin boardWorking on a bulletin board • Being in charge of sharing timeBeing in charge of sharing time • Passing out booksPassing out books • Acting as a line leaderActing as a line leader • Leading the morning pledge to the Leading the morning pledge to the

flag flag • Leading songs Leading songs • Being captain of a team Being captain of a team • Helping in the cafeteriaHelping in the cafeteria • Assisting the custodianAssisting the custodian • Helping the librarianHelping the librarian • Snacks Snacks

• Extra recess timeExtra recess time • Playing gamesPlaying games • LegosLegos • Art projectsArt projects • Access to science areaAccess to science area • Helping correct work of othersHelping correct work of others • Erasing the chalkboardErasing the chalkboard • Running the copy machineRunning the copy machine • Stapling papers togetherStapling papers together • Feeding the fish or animalsFeeding the fish or animals • Raising or lowering flagRaising or lowering flag • Emptying wastebasketsEmptying wastebaskets • Operating a projectorOperating a projector • Correcting papersCorrecting papers • Giving message over the intercomGiving message over the intercom • Going to the libraryGoing to the library • Using a typewriterUsing a typewriter

Staff training for token Staff training for token economyeconomy• give clear instructions, give clear instructions,

• identify target behavior, identify target behavior,

• immediacy of token distributionimmediacy of token distribution

• use verbal praise with presentation of tokens.use verbal praise with presentation of tokens.

• Immediacy of response costs Immediacy of response costs ((taking away a taking away a token for undesirable behavior) token for undesirable behavior)

• fade to “natural contingencies”.fade to “natural contingencies”.

DisadvantagesDisadvantages

• Time and effort organizingTime and effort organizing

• Training staffTraining staff

• Managing the economyManaging the economy

• Cost of purchasing backup reinforcer Cost of purchasing backup reinforcer

Questions…Questions…

Spanking has NOT been linked with which of the following Disorders?

A. Anxiety

B. Major Depression

C. Schizophrenia

D. Alcohol Abuse or Addiction

Instead of Spanking, you can…

A. Ignore the Behavior

B. Use time out

C. Allow for Natural Consequences

D. All of the Above

Three Types of Differential Three Types of Differential Reinforcement:Reinforcement:

• Differential Reinforcement of Alternative Differential Reinforcement of Alternative Behavior (DRA)Behavior (DRA)

• Differential Reinforcement of Other Differential Reinforcement of Other Behavior (DRO)Behavior (DRO)

• Differential Reinforcement of Low Rates of Differential Reinforcement of Low Rates of Responding (DRL)Responding (DRL)

• Miltenberger, Raymond G.. Miltenberger, Raymond G.. Behavior Modification: Behavior Modification: Principles and ProceduresPrinciples and Procedures. Wadsworth 2004.. Wadsworth 2004.

Differential Reinforcement of Differential Reinforcement of Alternative Behavior (DRA):Alternative Behavior (DRA):

• ““DRA is used to increase the frequency DRA is used to increase the frequency of desirable behavior, and decrease the of desirable behavior, and decrease the frequency of undesirable behavior”frequency of undesirable behavior”

– Reinforce the behaviors that you want to Reinforce the behaviors that you want to increaseincrease

– Place undesirable behaviors on ExtinctionPlace undesirable behaviors on Extinction

DRA in ActionDRA in Action• Old woman in Nursing home:Old woman in Nursing home:• Used to say positive things about people Used to say positive things about people

and have pleasant conversationsand have pleasant conversations• As time went by she complained more and As time went by she complained more and

more, it got so bad the nurses called for the more, it got so bad the nurses called for the help of a behavior analysthelp of a behavior analyst

• The nurses were instructed to give their full The nurses were instructed to give their full attention and smile at the woman while she attention and smile at the woman while she would say something positivewould say something positive

• If the woman said something negative they If the woman said something negative they were to leave the room or ignore herwere to leave the room or ignore her

• Within a few weeks the woman was saying Within a few weeks the woman was saying many more positive than negative thingsmany more positive than negative things

Why?Why?

• The woman noticed that when she The woman noticed that when she would complain she would receive would complain she would receive more attention from the nursesmore attention from the nurses

• Therefore her negativity was Therefore her negativity was reinforced, and increased in reinforced, and increased in frequencyfrequency

Differential Reinforcement of Differential Reinforcement of Other Behavior (DRO)Other Behavior (DRO)

• ““The reinforcement is contingent on the The reinforcement is contingent on the absence of the problem behavior”absence of the problem behavior”

– Reinforcement is only given after a certain Reinforcement is only given after a certain amount of time in which the target problem amount of time in which the target problem behavior does not occurbehavior does not occur

– After success for each amount of time, the After success for each amount of time, the interval is increasedinterval is increased

– The problem behavior does not occur for The problem behavior does not occur for longer and longer periods of timelonger and longer periods of time

DRO in ActionDRO in Action• Stories at bedtimeStories at bedtime• The problem behavior is thumb suckingThe problem behavior is thumb sucking• Having a story read to them was Having a story read to them was

reinforcing to the childreinforcing to the child• To reduce the behavior thumb sucking the To reduce the behavior thumb sucking the

child would only have a story read to them child would only have a story read to them when they were not sucking their thumbwhen they were not sucking their thumb

• After the child would not suck their thumb After the child would not suck their thumb consistently for a certain interval of time, consistently for a certain interval of time, the interval would be increasedthe interval would be increased

• Eventually the thumb sucking behavior did Eventually the thumb sucking behavior did not occur during bedtime at allnot occur during bedtime at all

Differential Reinforcement of Differential Reinforcement of Low Rates of Responding Low Rates of Responding (DRL)(DRL)• ““Reinforcement is given when the Reinforcement is given when the

rate of the problem behavior is rate of the problem behavior is decreased to a criterion level”decreased to a criterion level”

• Used for behaviors that are okay at Used for behaviors that are okay at low rateslow rates

• The goal is not to eliminate the The goal is not to eliminate the behavior altogether, but to reduce it behavior altogether, but to reduce it to an acceptable levelto an acceptable level

DRL in ActionDRL in Action• There is a student that is a “know it all”There is a student that is a “know it all”• She raises her hand about 30 times per She raises her hand about 30 times per

class period, and none of the other students class period, and none of the other students get a chance to answer questionsget a chance to answer questions

• The goal is to have the student only raise The goal is to have the student only raise her hand 4 times per classher hand 4 times per class

• The teacher tells the student if she only The teacher tells the student if she only raises her hand 4 times per class, she will raises her hand 4 times per class, she will be allowed to erase the blackboard (a be allowed to erase the blackboard (a known reinforcer for the student)known reinforcer for the student)

• If the student raises her hand more than 4 If the student raises her hand more than 4 times, she will not be allowed to erase the times, she will not be allowed to erase the boardboard

• The student lowers the rate of raising her The student lowers the rate of raising her hand to 4 times per classhand to 4 times per class

Multiple Choice QuestionsMultiple Choice Questions

• Nancy Nursinghome is complaining more Nancy Nursinghome is complaining more and being friendly less. What type of and being friendly less. What type of differential reinforcement should they use differential reinforcement should they use to increase her friendly behavior and to increase her friendly behavior and decrease her complaining?decrease her complaining?

A. DRA*A. DRA*

B. DROB. DRO

C. DRLC. DRL

D. DRPeperD. DRPeper