1. B. F. Skinner Operant conditioning Prepared by: Shuhudha Rizwan

2. Operant Conditioning The use of pleasant or unpleasant consequences to control the occurrence of behaviour

3. Why do we need to reinforce behaviour? To strengthen that behaviour To strengthen that behaviour Why do we need to punish behaviour? To weaken that behaviour To weaken that behaviour

4. What is a reinforcer? A pleasurable consequence that maintains or increases a behaviour. A pleasurable consequence that maintains or increases a behaviour. 1. Primary reinforcers - Consequences that satisfy a basic needs. E.g. Food, water 2. Secondary reinforcers - Consequences that people learn to value through its association with a primary reinforcer. E.g. stars, badges.

5. What is a punisher? An unpleasurable consequence that weakens or stops behaviour. An unpleasurable consequence that weakens or stops behaviour. 1. Type 1 punishment (presentation punishment) - An unpleasant consequence that a person tries to avoid from. E.g. scolding, beating, kneeling down 2. Type 2 punishment (removal punishment) - Withdrawal of a pleasant consequence. E.g. not allowing a student to play football.

6. Reinforcement or punishment? Strengthen behaviour weaken behaviour Positive reinforcement Type 1 punishment Negative reinforcement Type 2 punishment Added to the situation Removed from the situation

7. Time out The procedure of removing a student from a situation in which misbehaviour is was being reinforced. The procedure of removing a student from a situation in which misbehaviour is was being reinforced.

8. Practical Reinforcers 1. Self-reinforcement 2. Praise 3. Attention 4. Grades and recognition 5. Home-based reinforcement 6. Privileges 7. Activity reinforcers 8. Tangible reinforcers 9. Food

9. LIMITATIONS OF REINFORCEMENT It is difficult to identify rewards and punishments It is difficult to identify rewards and punishments You must control all sources of reinforcement You must control all sources of reinforcement Internal changes can be difficult to create Internal changes can be difficult to create Students may come to hate teachers who use punishment Students may come to hate teachers who use punishment Punishing is difficult to do well Punishing is difficult to do well

10. Effective punishment must be 1) immediate (right now!) 2) intense (the biggest possible stick) 3) unavoidable (there is no escape) 4) consistent (every time)