1. Punishment: Part 1
Decreasing Behavior

2. General Definitional Components
Immediate (Application or removal of stimulus)
Contingent – must follow behavior
Decreases behavior
SDp

3. Type I Punishment: Stimulus Presentation (Positive Punishment)
1. Reprimand
Spanking
Response Blocking??
Contingent Exercise
Overcorrection: Restitution & Positive Practice
Electric Stimulation
Remember: If it does not decrease behavior it is not punishment.

4. Example: Type I Punishment
Before  Behavior  After
No aversive You engage in Aversive condition
Condition target behavior presented.

5. Example: Type I Punishment
Before  Behavior  After
No burn on hand You touch hot stove Burn on hand

6. Your Turn
Come up with an example of how your behavior has been punished (application style) and share with your peers.

7. BEHAVIORAL CONTINGENCY TABLE (DRAFT 2)
Change in Behavior
Present Stimulus
Remove Stimulus
Behavior Increases
Positive Reinforcement(S+R)
Negative Reinforcement (S-R) (Escape/Avoidance)
Behavior Decreases
Type I Punishment (S+P)
(Aversive Stimulus) ?

8. Type II Punishment: Stimulus Removal (Negative Punishment - Penalty)
1. Response Cost: Bonus, Use with R+
Time-Out: Planned Ignoring, Time-Out Ribbon (Talk about restitution and positive practice with time out)
Remember: It must decrease behavior or it is not punishment!

9. Example: Type II punishment (Penalty)
Before  Behavior  After
You have You do something You loose
Something something

10. Example: Type II Punishment (Penalty)
Before  Behavior After
You have $ You get caught speeding you have no $100

11. Your Turn
Come up with an example of how your behavior has been punished (Penalty style) and share with your peers.

12. BEHAVIORAL CONTINGENCY TABLE (DRAFT 3)
Change in Behavior
Present Stimulus
Remove Stimulus
Behavior Increases
Positive Reinforcement (S+R)
Negative Reinforcement(S-R) (Escape/Avoidance)
Behavior Decreases
Type I Punishment
(S+P)
(Aversive Stimulus)
Type II Punishment
(S-P)
(Penalty)

13. Major Pitfall Sick Social Cycle (Victim’s punishment Model)
Before  Behavior  After
Teacher Ask Student Student Cusses
Needs a reader
Student
Student Asked No B%*$CH! Doesn’t
to Read aloud Red aloud

14. Unconditioned & Conditioned Punishers
Unconditioned: Any unlearned stimulus that decreases behavior
Pain, odor, taste, physical restraint, extreme muscular effort, light, sound, temprature
Conditioned: Any learned stimulus that decreases behavior

15. Factors that Influence Punishment Effectiveness
Immediacy
Itnesity/Magnitude
Punishment Schedule
Reinforcement Schedule
DRA

16. Possible Side Effects Emotional & Aggressive Reactions
Escape and Avoidance
Behavioral Contrast
Undesirable Modeling
Negative Reinforcement of the Punishing Agent’s Behavior

17. Guidelines For implementing Punishment
Target Behavior must be operationally defined
Choose an alternate response to reinforce
Minimize the causes of the undesirable response
Use an effective punisher: not paired with R+ and is available
Apply: Consistently and Immediately
Keep records and have someone else help you monitor!
State the Rules to the individual

18. When should punishment be used?
The person’s behavior should be a danger to himself or others.
Use only after trying reinforcing procedures
Social Validity/Informed Consent
Reliability of Measurement: Helper/supervisor
Do not use punishment as a means to show superiority