Www.BehaviorAdvisor.com This slide show is part of a workshop given by Tom McIntyre (Dr. Mac) 1.

www.BehaviorAdvisor.comwww.BehaviorAdvisor.com

This slide show is part of a This slide show is part of a workshop given by Tom workshop given by Tom

McIntyre (Dr. Mac)McIntyre (Dr. Mac)

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OPERANT BEHAVIOR:OPERANT BEHAVIOR:An Introduction to ABAAn Introduction to ABA

Tom McIntyreTom McIntyre, Ph.D., Ph.D.

www.www.BehaviorAdvisorBehaviorAdvisor.com.com

Your “Do Now” Activity… Cute cartoon. Can you decipher the humor?

Many slides have been adapted from a slideshow by Dr. Rosa MartinezMany slides have been adapted from a slideshow by Dr. Rosa Martinez

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Behaviorist Categories Of BehaviorBehaviorist Categories Of Behavior

RESPONDENTRESPONDENTUnlearned actions that Unlearned actions that

are elicited by are elicited by ““antecedent stimuliantecedent stimuli”” OPERANTOPERANT

Acquired actions that Acquired actions that are evoked by are evoked by learned learned aantecedent-ntecedent-bbehavior-ehavior-cconsequence onsequence stringsstrings

(The (The AA--BB--CC paradigm) paradigm)

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Crying:Crying:Respondent or Operant?Respondent or Operant?

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Respondent or Operant?Respondent or Operant?

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Respondent BehaviorRespondent Behavior& “Conditioning” of New Behaviors& “Conditioning” of New BehaviorsIn the presence of an “In the presence of an “antecedent stimuliantecedent stimuli”, a ”, a response occursresponse occurs

In other words… “Something causes a naturally In other words… “Something causes a naturally occurring reaction.”occurring reaction.” (“Unconditioned” behavior… no (“Unconditioned” behavior… no “conditioning” or training needed)“conditioning” or training needed)

What are some naturally occurring, “un-conditioned” What are some naturally occurring, “un-conditioned” behaviorsbehaviors??– Salivate at the smell Salivate at the smell (or even the thought)(or even the thought) of food of food– Fall asleep when tiredFall asleep when tired– Jump at loud soundJump at loud sound

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Who was the major figure associated with respondent Who was the major figure associated with respondent behavior being “behavior being “conditionedconditioned” ” (trained )(trained ) to appear under to appear under other circumstancesother circumstances??

(The “Classical” School of Behaviorism)(The “Classical” School of Behaviorism)

Ivan Petrovich PavlovIvan Petrovich Pavlov

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Does the Name “Pavlov” Ring a Bell?Does the Name “Pavlov” Ring a Bell?

What do you remember What do you remember aboutabout

Dr. PavlovDr. Pavlov??

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Hey! Who’s doing the conditioning here?Hey! Who’s doing the conditioning here?

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What if Pavlov Worked with Cats?What if Pavlov Worked with Cats?

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Old SchoolOld SchoolIn “In “classical conditioningclassical conditioning” there is a” there is a– Strong machine-like connectionStrong machine-like connection– A “fizzy” A “fizzy” (Alka-seltzer) (Alka-seltzer) responseresponse

Between aBetween a– Happening (“stimulus”), and Happening (“stimulus”), and – The behavior that follows (“response”)The behavior that follows (“response”)

These connections can beThese connections can be – Naturally occurringNaturally occurring– Trained (“conditioned”)Trained (“conditioned”) Bag/BalloonBag/Balloon

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Fido welcomes you back to the Fido welcomes you back to the homestead homestead ~~

Blow in eyes ------- Dog blinks Blow in eyes ------- Dog blinks (Reason(Reason??))

Thumb nose ------- Dog blinks Thumb nose ------- Dog blinks (Reason(Reason??))

Which is the:Which is the:– Unconditioned stimulus?Unconditioned stimulus?– Unconditioned response?Unconditioned response?– Conditioned stimulus?Conditioned stimulus?– Conditioned response?Conditioned response?

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Albert & The White Lab RatAlbert & The White Lab RatAny recollection of this “experiment” from “Psych 101”Any recollection of this “experiment” from “Psych 101”??

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Adding a Letter to theAdding a Letter to theBehaviorist AlphabetBehaviorist Alphabet

The “classical” school of behaviorists was familiar The “classical” school of behaviorists was familiar with the “A” & the “B”. Operant folks added the “C”.with the “A” & the “B”. Operant folks added the “C”.

AANTECEDENTNTECEDENT

BBEHAVIOREHAVIOR

CCONSEQUENCEONSEQUENCE

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Operant ConditioningOperant Conditioning

An An AAntecedent spurs a ntecedent spurs a BBehavior to occur.ehavior to occur.

Whether the behavior occurs again in the future will Whether the behavior occurs again in the future will depend on the depend on the CConsequence that follows the action.onsequence that follows the action.

In other words:In other words: In recurring situations In recurring situations ((AAntecedent), ntecedent),

we keep doing the same things we keep doing the same things ((BBehavior)ehavior) because it because it has brought benefits has brought benefits ((CConsequences)onsequences) during those during those times.times.

We don’t show other behaviors because they didn’t We don’t show other behaviors because they didn’t bring benefits in those situations, bring benefits in those situations, OROR we don’t see we don’t see new actions as bringing any more benefits than the new actions as bringing any more benefits than the action that is working for us right now.action that is working for us right now.

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“I don’t want any

stupid milk!”

Possible…Antecedent: __________ ________________

Behavior: _____________ ________________

Consequence: __________ ________________

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Operator, can you tell me the name of Operator, can you tell me the name of the prominent figure in this “the prominent figure in this “newernewer” ”

school of Behaviorismschool of Behaviorism??

Hint. Hint…Hint. Hint…

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Burrhus Frederick SkinnerBurrhus Frederick Skinner1904-19901904-1990

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Who was B.F. Skinner?Who was B.F. Skinner?

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The Behavior Of OrganismsThe Behavior Of Organisms(Skinner, 1938)(Skinner, 1938)

Provided a model & descriptive analysis of how Provided a model & descriptive analysis of how mammals learn.mammals learn.

PremisePremise??

The environment teaches us. We learn from The environment teaches us. We learn from the consequences that follow our actions.the consequences that follow our actions.

There are 3 “teachers” There are 3 “teachers” (5 if counting sub-types)(5 if counting sub-types)

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The “Teachers”: ConsequencesThe “Teachers”: Consequences

Positive Reinforcement – Showing a behavior results in a “reward” (Something desirable occurs)

Negative Reinforcement – Demonstration of a behavior removes or avoids an “aversive stimulus”

(Something undesirable never happens OR goes away)

Positive Punishment – An exhibited behavior results in the appearance of an aversive stimulus

(Something undesirable happens to the person)

Negative Punishment – Showing an action results in the removal of positive stimulus

(Something desirable is taken away)

Extinction – The disappearance of a behavior due to lack of reinforcement (“Ignoring”)

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Press 2 for ABAPress 2 for ABA

Skinner did not work with humans Skinner did not work with humans (except for his (except for his daughter).daughter).

Applied behavior analysis developed from the Applied behavior analysis developed from the experiments and ideology of operant experiments and ideology of operant conditioning conditioning with animals.with animals.

ABA focuses on another mammal…ABA focuses on another mammal…

humans.humans.

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What is Applied Behavior Analysis?What is Applied Behavior Analysis? (Cooper, Heron, & Heward, 1987)(Cooper, Heron, & Heward, 1987)

Applied behavior analysisApplied behavior analysis is the is the sciencescience in in which which proceduresprocedures derived from the derived from the principles principles of learning of learning are are systematically appliedsystematically applied to to improveimprove socially significant socially significant behavior behavior & to & to demonstrate experimentallydemonstrate experimentally that the that the procedures usedprocedures used were were responsibleresponsible for the for the improvement in behavior.improvement in behavior.

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Skinner’s TheorySkinner’s TheorySkinner’s TheorySkinner’s Theory

“All we need to know in order to describe and explain behavior is this: Actions followed by good outcomes are likely to recur, and

actions followed by bad outcomes are less likely to recur.” (Skinner, 1953)

Simplistic, but profound.

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A Closer Look at A Closer Look at “The “The TeachersTeachers””

First up:First up:

PunishmentPunishment

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It’s gonna hurt me more than you…It’s gonna hurt me more than you…

2 types2 types of punishment of punishment– PositivePositive (receives an undesirable response)(receives an undesirable response)

– Examples of “Examples of “Giving it to ‘emGiving it to ‘em””??

– Negative Negative (something desirable is taken away)(something desirable is taken away)

– Examples of “Examples of “You just lost…”You just lost…”??

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Which problems accompanyWhich problems accompanythe use of punishmentthe use of punishment??

Emotional or physical harm can result.Emotional or physical harm can result.

The kids fear you.The kids fear you.

The kids come to dislike you.The kids come to dislike you.

The kids think that you don’t like them.The kids think that you don’t like them.

The punishment may not outweigh the rewards of The punishment may not outweigh the rewards of the the behavior.behavior.

The kids avoid you or just learn to be sneakier so they don’t get The kids avoid you or just learn to be sneakier so they don’t get caught.caught.

The “The “punishmentpunishment” might actually be a reinforcer.” might actually be a reinforcer.

Punishment does not teach better behaviors, so the Punishment does not teach better behaviors, so the same one same one keeps popping up. For example…keeps popping up. For example…

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““To a man with a hammer, everything looks To a man with a hammer, everything looks like a nail.”like a nail.”

Mark TwainMark Twain

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Are we really “Are we really “Teaching him a lesson.”Teaching him a lesson.”??

Dr. MacDr. Mac: : “…and what do you do when Tony shows that “…and what do you do when Tony shows that behaviorbehavior??””

ParentParent: : “I come up on him and give him a lickin’ “I come up on him and give him a lickin’ (spanking)(spanking)

right quickright quick..””

Dr. MacDr. Mac: : “Maybe we can come up with another way that “Maybe we can come up with another way that you might deal with the behavioryou might deal with the behavior..””

ParentParent:: “What for? It works. I give him the palm of my “What for? It works. I give him the palm of my hand; he stopshand; he stops..””

Dr. MacDr. Mac: : “How often do you spank Tony“How often do you spank Tony??””

ParentParent: : “Sh-- man… Sometimes 3… 4 times a day. “Sh-- man… Sometimes 3… 4 times a day. Sometimes my damn hand is bruised come the end of Sometimes my damn hand is bruised come the end of the daythe day..””

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I’m ignoring you. Really, I am! Do I’m ignoring you. Really, I am! Do you hear me?! I’m ignoring you!you hear me?! I’m ignoring you!

Ignoring to ExtinctionIgnoring to Extinction

(Is this how the dinosaurs died?)(Is this how the dinosaurs died?)

What do behaviorists mean by “What do behaviorists mean by “ignoringignoring””?? What are they doing when they ignore What are they doing when they ignore??

– Withholding reinforcementWithholding reinforcement– Keeping the action from receiving its usual dose of rewardKeeping the action from receiving its usual dose of reward

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What problems often occurWhat problems often occurwhen ignoring a behaviorwhen ignoring a behavior??

Hard to ignore some behaviorsHard to ignore some behaviors

Will you ignore the hitting of another?Will you ignore the hitting of another?

Expect a “Expect a “Behavior BurstBehavior Burst” ” (escalation of a behavior)(escalation of a behavior)

You get the kids to ignore too (for a reinforcer), but a You get the kids to ignore too (for a reinforcer), but a colleague who is unaware of the implementation of the colleague who is unaware of the implementation of the strategy leans in the door and tells the kid to stopstrategy leans in the door and tells the kid to stop..

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Real men reinforce things with duck tapeReal men reinforce things with duck tape

2 types of reinforcement. They are…2 types of reinforcement. They are…??– Positive Positive (receipt of something desirable for an action)(receipt of something desirable for an action)

– NegativeNegative

– Most people understand “Most people understand “positive reinforcementpositive reinforcement”… ”…

– But what is “But what is “negative reinforcementnegative reinforcement””??(If you say it’s the same as punishment, you fail the course)(If you say it’s the same as punishment, you fail the course)

– One’s action results in something negativeOne’s action results in something negativegoing awaygoing away

never happeningnever happening

– Other ways to explain it:Other ways to explain it:It feels good not to be punishedIt feels good not to be punished

You “You “dodged the bulletdodged the bullet””

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ClickersClickers

A student receives 2 nights of detention for refusing A student receives 2 nights of detention for refusing teacher directions and uttering rude comments. teacher directions and uttering rude comments. This example is one of:This example is one of:

1. Positive punishment1. Positive punishment

2. Negative punishment2. Negative punishment

3. Negative reinforcement3. Negative reinforcement

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The student who received the 2 nights of The student who received the 2 nights of detention disliked it intensely. detention disliked it intensely. It was It was embarrassing, she missed her social embarrassing, she missed her social connections after school, and got in trouble connections after school, and got in trouble with her parents.with her parents. Thence forth, she complied Thence forth, she complied with directions and used respectful language with directions and used respectful language toward the teacher, even when she did not toward the teacher, even when she did not wish to do so. wish to do so. Her actions are a result of:Her actions are a result of:

1. Positive punishment1. Positive punishment2. Negative punishment2. Negative punishment3. Negative reinforcement3. Negative reinforcement4. Positive reinforcement4. Positive reinforcement

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A student receives a sticker for each A student receives a sticker for each homework submitted. The student’s homework submitted. The student’s homework submission percentage increases. homework submission percentage increases. The motivator was:The motivator was:


2. Positive reinforcement2. Positive reinforcement


4. A combination of the4. A combination of the 22

types of reinforcementtypes of reinforcement

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A student engages in fight and is sent to the A student engages in fight and is sent to the principal’s office. The teacher intends this principal’s office. The teacher intends this disciplinary action to serve as:disciplinary action to serve as:




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A student is being poked. He dislikes this A student is being poked. He dislikes this physical contact, but fails to issue any sort of physical contact, but fails to issue any sort of ““cease and desistcease and desist” action or verbiage. Which ” action or verbiage. Which of his behaviors is being punished? of his behaviors is being punished?

How might negative reinforcement be How might negative reinforcement be involved here? involved here? (Avoiding a worse punishment)(Avoiding a worse punishment)

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The student being poked moves her chair out The student being poked moves her chair out of reach of the prodding finger. Her of reach of the prodding finger. Her scoochingscooching (moving away)(moving away) action is: action is:

1. Positively punished1. Positively punished

2. Negatively punished2. Negatively punished

3. Positively reinforced3. Positively reinforced

4. Negatively reinforced 4. Negatively reinforced

5. An example of ignoring5. An example of ignoring

the student who did the pokingthe student who did the poking

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Over the course of a couple of minutes, a Over the course of a couple of minutes, a

student’s inappropriate behavior estudent’s inappropriate behavior essccaallaatteess. . The behavior is probably being:The behavior is probably being:

1. Positively reinforced1. Positively reinforced

2. Negatively reinforced2. Negatively reinforced

3. Ignored3. Ignored

4. Punished4. Punished

5. It depends on the situation. We need more 5. It depends on the situation. We need more information to determine the answer. information to determine the answer.

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The teacher reacts to spitting by having the The teacher reacts to spitting by having the student research the topic and write an essay student research the topic and write an essay about why the expectoration behavior was about why the expectoration behavior was inappropriate. This disciplinary action is inappropriate. This disciplinary action is intendedintended by the teacher to be: by the teacher to be:




4. “Busy work”4. “Busy work”

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After being belittled by the teacher for offering After being belittled by the teacher for offering an incorrect oral answer to her question, an incorrect oral answer to her question, Ricky fails to contribute any more Ricky fails to contribute any more commentary. His silent behavior is commentary. His silent behavior is maintained by:maintained by:





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A youngster seems to “set himself up” A youngster seems to “set himself up” repeatedly to be victimized by the bully. His repeatedly to be victimized by the bully. His seemingly masochistic behavior is maintained seemingly masochistic behavior is maintained by:by:





5. Mental health issues5. Mental health issues

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A teacher approaches a child and puts his A teacher approaches a child and puts his arm around the youngster’s shoulder. The arm around the youngster’s shoulder. The crying, caused by embarrassment, quickly crying, caused by embarrassment, quickly stops. The crying behavior responded to:stops. The crying behavior responded to:



3. Ignoring3. Ignoring



6. ABA can’t explain it6. ABA can’t explain it

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Activity:Activity:10 Levels of Reinforcement10 Levels of Reinforcement

Groups:Groups: When you receive the document, When you receive the document, convene to add at least one more convene to add at least one more reinforcer to each level.reinforcer to each level.

Begin with level 10 and move up to level 6. Begin with level 10 and move up to level 6. Stop there. Stop there.

After our class discussion, you will re-After our class discussion, you will re-convene to add one more reinforcer to convene to add one more reinforcer to each of levels 5 to 1.each of levels 5 to 1.

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SCHEDULES OF REINFORCEMENTSCHEDULES OF REINFORCEMENT(accompanies document & discussion)(accompanies document & discussion)

Interval schedulesInterval schedules - reinforcement given after a certain amount of time has passed

Fixed IntervalFixed Interval - reinforcement is presented after a fixed (always the same) amount of time expires

Variable IntervalVariable Interval - reinforcement is delivered on a random (unpredictable to all) OR variable time schedule (unpredictable to the student)

Ratio schedulesRatio schedules - reinforcement given after a certain number of responses have been emitted

Fixed RatioFixed Ratio - reinforcement is presented after each completion of a designated # of responses (always the same number)

Variable RatioVariable Ratio - reinforcement delivery is variable, but based on an overall average number of responses

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Variable ScheduleVariable Schedule

Interval (VI5) or Ratio (VR5)Interval (VI5) or Ratio (VR5) ++ ++

++

++

++

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Which Schedule?Which Schedule? Julio is reinforced each time that he withholds Julio is reinforced each time that he withholds

curse words for the entire class period.curse words for the entire class period.

1. Continuous ratio1. Continuous ratio

2. Continuous interval2. Continuous interval

3. Fixed ratio3. Fixed ratio

4. Fixed interval4. Fixed interval

5. Variable ratio5. Variable ratio

6. Variable interval6. Variable interval

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Which Schedule?Which Schedule? Louise is reinforced for every 3rd recess period Louise is reinforced for every 3rd recess period

during which she exhibits only “during which she exhibits only “friendlyfriendly” ” behavior.behavior.

1.1. Continuous ratioContinuous ratio






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Which Schedule?Which Schedule?Emma is reinforced each time she says “Emma is reinforced each time she says “Excuse Excuse

meme.” when interrupting a conversation..” when interrupting a conversation.







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Which Schedule?Which Schedule?Joe is reinforced for every 5th homework Joe is reinforced for every 5th homework

assignment submitted.assignment submitted.







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Which Schedule?Which Schedule?Students trying out for roles in the school playsStudents trying out for roles in the school plays

1.1. Continous ratioContinous ratio

2.2. Continuous intervalContinuous interval

3.3. Fixed ratioFixed ratio

4.4. Fixed intervalFixed interval

5.5. Variable ratioVariable ratio

6.6. Variable intervalVariable interval

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Which Schedule?Which Schedule?“News” story about man asking ladies to join him for “News” story about man asking ladies to join him for

coffee.coffee.

1.1. Continous ratioContinous ratio






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Which schedule?Which schedule?

Every 4Every 4thth 10-minute time period that Sigmund has 10-minute time period that Sigmund has displayed “displayed “hands-to selfhands-to self” behavior, he gets a point” behavior, he gets a point

(toward the 20 points he must earn for a video he has (toward the 20 points he must earn for a video he has

requested as his prize).requested as his prize). 1.1. Continous ratioContinous ratio






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Can ABA be Explained by ABA?Can ABA be Explained by ABA?

Can ABA explain all of our behavior patterns and Can ABA explain all of our behavior patterns and situational responses?situational responses?

Do emotions come into play? How would ABA Do emotions come into play? How would ABA explain impulsive acts explain impulsive acts (Due to emotion or ADHD)(Due to emotion or ADHD)? Do our ? Do our emotions develop from how the environment acts emotions develop from how the environment acts upon us?upon us?

ABA is essential for working with young, severely ABA is essential for working with young, severely impaired kids. What do you do when kids outgrow impaired kids. What do you do when kids outgrow ABA practices & younger kids with conduct disorders ABA practices & younger kids with conduct disorders laugh at your tokens and contracts?laugh at your tokens and contracts?

Www.BehaviorAdvisor.com This slide show is part of a workshop given by Tom McIntyre (Dr. Mac) 1.

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