1. Copyright © 2011 Pearson Education, Inc. All rights reserved. Getting a Behavior to Occur More Often with Positive Reinforcement Chapter 3

2. Copyright © 2011 Pearson Education, Inc. All rights reserved. Positive Reinforcement A positive reinforcer is an event that, when presented immediately following a behavior, causes the behavior to increase in frequency (or likelihood of occurrence). The principle called positive reinforcement states that if, in a given situation, somebody does something that is followed immediately by a positive reinforcer, then that person is more likely to do the same thing again when he or she next encounters a similar situation. The terms positive reinforcement and reinforcement are often used interchangeably. Operant behaviors are those that operate on the environment to generate consequences, and are in turn influenced by those consequences; operant behaviors followed by reinforcers are strengthened.

3. Copyright © 2011 Pearson Education, Inc. All rights reserved. Positive Reinforcement (Example)

4. Copyright © 2011 Pearson Education, Inc. All rights reserved. Selecting the Behavior to Be Increased –The behaviors to be reinforced must first be identified specifically in order to: (a)help to ensure the reliability of detecting instances of the behavior and changes in its frequency, which is the yardstick by which one judges reinforcer effectiveness; (b)increase the likelihood that the reinforcement program will be applied consistently.

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6. Choosing Reinforcers (“Different Strokes for Different Folks”) –Most positive reinforcers can be classified under five somewhat overlapping headings: consumable (i.e. items that one can eat or drink) activity (i.e. opportunities to watch TV, look at a picture book, etc.) manipulative (i.e. opportunities to play with a favorite toy, color or paint, ride a bicycle, etc.) possessional (i.e. enjoy some other item that one can possess) social (i.e. affectionate pats and hugs, praise, nods, smiles, etc.) –The extrinsic–intrinsic distinction between reinforcers may not be valid

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9. Motivating Operations –Temporarily alter the effectiveness of a reinforcer, and alter the frequency of behavior reinforced by that reinforcer. –Deprivation vs. satiation Most reinforcers will not be effective unless the individual has been deprived of them for some period of time prior to their use (establishing operations vs. abolishing operations). –Motivational variable A variable that affects the likelihood and direction of behavior.

10. Copyright © 2011 Pearson Education, Inc. All rights reserved. Factors Influencing the Effectiveness of Positive Reinforcement (cont.) Reinforcer Size –The size (or amount or magnitude) of a reinforcer is an important determinant of its effectiveness. Instructions: Make Use of Rules –Specific instructions will speed up the learning process for individuals who understand them. –Instructions may influence an individual to work for delayed reinforcement. –Adding instructions to reinforcement programs may help to teach individuals to follow instructions.

11. Copyright © 2011 Pearson Education, Inc. All rights reserved. Factors Influencing the Effectiveness of Positive Reinforcement (cont.) Reinforcer Immediacy –For maximum effectiveness, a reinforcer should be given immediately after the desired response. –The distinction between direct- and indirect-acting effects of reinforcement has important implications for practitioners. –If you can’t present a reinforcer immediately following the desired behavior, then provide instructions concerning the delay of reinforcement.

12. Copyright © 2011 Pearson Education, Inc. All rights reserved. Example of Delayed Reinforcement

13. Copyright © 2011 Pearson Education, Inc. All rights reserved. Factors Influencing the Effectiveness of Positive Reinforcement (cont.) Contingent versus Noncontingent Reinforcement –When a behavior must occur before a reinforcer will be presented, we say that the reinforcer is contingent on that behavior. –If a reinforcer is presented at a particular time, regardless of the preceding behavior, we say that the reinforcer is noncontingent.

14. Copyright © 2011 Pearson Education, Inc. All rights reserved. Factors Influencing the Effectiveness of Positive Reinforcement (cont.) Weaning the Student from the Program and Changing to Natural Reinforcers –Unprogrammed reinforcers that occur in the normal course of everyday living are called natural reinforcers, and the settings in which they occur are called the natural environment. –The behavior modifier should always try to ensure that the behavior being established in a training program will be reinforced and maintained in the natural environment. –If a behavior that has been strengthened by reinforcement is no longer reinforced at least occasionally, then that behavior will return to its original level.

15. Copyright © 2011 Pearson Education, Inc. All rights reserved. Pitfalls of Positive Reinforcement How the Principle Can Work Against the Unwary –Those who are aware of the principle of positive reinforcement can use it to bring about desirable changes in behavior; the principle operates equally well for those who are not aware of it. Other Pitfalls –The tendency for novice behavior modifiers to assume that presenting reinforcers noncontingently will strengthen a specific behavior. –To mistakenly offer positive reinforcement as an overly simplistic explanation of a change in behavior.

16. Copyright © 2011 Pearson Education, Inc. All rights reserved. Guidelines for the Effective Application of Positive Reinforcement 1.Selecting the behavior to be increased. –The target behavior should be a specific behavior rather than a general category. Also, if possible, select a behavior that will come under the control of natural reinforcers after it has been increased in frequency. 2.Selecting the reinforcer. –Complete the reinforcer survey presented in Figure 3-3 and select strong reinforcers that are readily available. can be presented immediately following the desired behavior. can be used over and over again without causing rapid satiation. do not require a great deal of time to consume (if it takes a half- hour to consume the reinforcer, this minimizes the training time). –Use as many reinforcers as feasible, and, where appropriate, use a reinforcer tray or menu.

17. Copyright © 2011 Pearson Education, Inc. All rights reserved. Guidelines for the Effective Application of Positive Reinforcement (cont.) 3.Applying positive reinforcement. –Tell the individual about the plan before starting. –Reinforce immediately following the desired behavior. –Describe the desired behavior to the individual while the reinforcer is being given. –Use lots of praise and physical contact when dispensing reinforcers. 4.Weaning the student from the program. –If a behavior has been occurring at a desirable rate, you might try to gradually eliminate tangible reinforcers (such as treats and toys) and maintain the behavior with social reinforcement. –Look for reinforcers in the natural environment that might maintain the behavior once it has been increased in frequency. –To ensure that the behavior is being reinforced occasionally and that the desired frequency is being maintained, plan periodic assessments of the behavior after the program has terminated.

18. Copyright © 2011 Pearson Education, Inc. All rights reserved. Developing and Maintaining Behavior with Conditioned Reinforcement Chapter 4

19. Copyright © 2011 Pearson Education, Inc. All rights reserved. Types of Reinforcers Unconditioned Reinforcers –Unlearned Conditioned Reinforcers –Learned through being paired with other reinforcers –Tokens Conditioned reinforcers that can be collected and exchanged for backup reinforcers

20. Copyright © 2011 Pearson Education, Inc. All rights reserved. Conditioned Reinforcers Main advantages: –Can often be delivered more immediately than the backup reinforcer –Help bridge delays between behavior and more powerful reinforcers

21. Copyright © 2011 Pearson Education, Inc. All rights reserved. Table 4-1 – Examples of Conditioned Reinforcers. “Examples of simple and generalized conditioned reinforcers are given in Table 4-1.” (page 57)

22. Copyright © 2011 Pearson Education, Inc. All rights reserved. Influencing Effectiveness of Conditioned Reinforcers Strength of Backup Reinforcers Variety of Backup Reinforcers –Simple Conditioned Reinforcer – paired with a single backup reinforcer –Generalized Conditioned Reinforcer – paired with many different kinds of backup reinforcers Strength depends in part on number of different backup reinforcers available for it Schedule of Pairing with Backup Reinforcer –More effective if does not follow each occurrence Extinction of the Conditioned Reinforcer –Must continue to pair conditioned reinforcer with backup reinforcer, at least occasionally

23. Copyright © 2011 Pearson Education, Inc. All rights reserved. Pitfalls Scolding –No backup punishment or desirable behavior is not reinforced Attention may be reinforcing, thus scolding may not be punishing Extinction of conditioned reinforcer –Failure to use backup reinforcers might make conditioned reinforcers ineffective

24. Copyright © 2011 Pearson Education, Inc. All rights reserved. Guidelines for Effective Use of Conditioned Reinforcers 1.Conditioned reinforcer should be a stimulus that can be managed and administered easily 2.Use the same conditioned reinforcers found in individual’s natural environment 3.Early on, present backup reinforcer as soon as possible after conditioned reinforcer –Delay can be increased gradually later 4.Use generalized conditioned reinforcers whenever possible 5.When more than one participant is involved, avoid destructive competition for conditioned and backup reinforcers 6.Apply the same rules used for primary positive reinforcers

25. Copyright © 2011 Pearson Education, Inc. All rights reserved. Decreasing a Behavior with Extinction Chapter 5

26. Copyright © 2011 Pearson Education, Inc. All rights reserved. Extinction When a response (previously reinforced) is not followed by reinforcement, the individual is less likely to engage in the behavior again.

27. Copyright © 2011 Pearson Education, Inc. All rights reserved. Extinction

28. Copyright © 2011 Pearson Education, Inc. All rights reserved. Factors Influencing the Effectiveness of Extinction 1.Controlling reinforcers for the behavior that is to be decreased –Reinforcers from others or from environment can undo extinction –Make sure that the reinforcers you are withholding are actually the ones maintaining the behavior 2.Extinction combined with positive reinforcement for an alternate behavior –Extinction most effective when alternate behavior is reinforced 3.Setting in which extinction is carried out –Minimize the influence of alternative reinforcers on the undesirable behavior (from others in the old setting) –Maximize the chances of the behavior modifier persisting with the program

29. Copyright © 2011 Pearson Education, Inc. All rights reserved. Factors Influencing the Effectiveness of Extinction 4.Instructions: Make use of rules –May speed up behavior change 5.Extinction may be quicker after continuous reinforcement –When behavior was constantly reinforced, quick to extinction –Intermittent reinforcement may lead to slower extinction –Behaviors slow to extinguish are said to be slow to extinction 6.Behavior being extinguished might get worse before it gets better –Extinction burst – increase in responding during extinction –In situations where extinction burst may be harmful, need to take preventative measures or extinction should not be used 7.Extinction may produce aggression –Aggression lower in programs that reinforce alternative behaviors 8.Extinguished behavior may reappear after a break –this is called spontaneous recovery

30. Copyright © 2011 Pearson Education, Inc. All rights reserved. Pitfalls Extinction program might be undone by other, less knowledgeable people Desirable behavior may be extinguished when insufficient reinforcement is given

31. Copyright © 2011 Pearson Education, Inc. All rights reserved. Pitfalls of Extinction

32. Copyright © 2011 Pearson Education, Inc. All rights reserved. Guidelines for Effective Application of Extinction Select behavior to be decreased –Be specific –Select proper location (behavior might get worse before getting better) –Select behavior for which you can control the reinforcers maintaining it Preliminary considerations –Keep track of how often behavior occurs before extinction –Identify current reinforcers –Identify desirable alternate behavior –Identify effective reinforcers for the desirable alternate behavior –Select setting in which extinction will work best –Let all relevant individuals know what is going on (what is being extinguished and what is being reinforced)

33. Copyright © 2011 Pearson Education, Inc. All rights reserved. Guidelines for Effective Application of Extinction (cont.) Implementing the Plan –Tell the individual about the plan before starting –Use rules of reinforcement if rewarding alternate behavior –Be consistent Weaning from the program –Be prepared for occasional relapses –Three possible reasons for failure: 1.Attention withholding is not the reinforcer 2.Undesirable behavior is receiving intermittent reinforcement from another source 3.The desired alternative behavior has not been strengthened sufficiently

34. Copyright © 2011 Pearson Education, Inc. All rights reserved. Developing Behavioral Persistence Through the Use of Intermittent Reinforcement Chapter 6

35. Copyright © 2011 Pearson Education, Inc. All rights reserved. Definitions Schedule of reinforcement – –rule specifying which occurrences of a given behavior, if any, will be reinforced Continuous Reinforcement (CRF): –every correct response is reinforced; fast learning & fast extinction Intermittent Reinforcement: –only some correct responses are reinforced; slow learning & extinction

36. Copyright © 2011 Pearson Education, Inc. All rights reserved. Definitions Acquisition Phase –Behavior is being conditioned or learned Maintenance Phase –Behavior has become well-learned Free-Operant Procedure –Individual is “free” to respond repeatedly –There are no constraints on successive responses Discrete-Trials Procedure –Distinct stimulus is presented prior to an opportunity for a response to occur and is followed by reinforcement –Rate of responding is limited to the rate at which successive stimuli at the beginning of each trial are presented

37. Copyright © 2011 Pearson Education, Inc. All rights reserved. Intermittent Reinforcement Advantages –Reinforcer remains effective longer because satiation takes place more slowly. –Behavior that has been reinforced intermittently tends to take longer to extinguish. –Individuals work more consistently on certain intermittent schedules. –Behavior that has been reinforced intermittently is more likely to persist after being transferred to reinforcement in natural environment.

38. Copyright © 2011 Pearson Education, Inc. All rights reserved. Ratio Schedules Based on number of responses emitted Fixed-ratio (FR) schedule –Reinforcement occurs each time a set number of responses of a particular type is emitted. Ratio strain – deterioration of responding from increasing an FR schedule too rapidly –Produce high steady rate of responding until reinforcement, followed by a post-reinforcement pause The higher the value of the FR, the longer the pause –Initially produces high rate of responding during extinction –Produces high resistance to extinction

39. Copyright © 2011 Pearson Education, Inc. All rights reserved. Ratio Schedules Variable-ratio (VR) schedule –The number of responses required to produce reinforcement changes unpredictably from one reinforcement to the next. –Produces a high steady rate of responding. –Produces no (or at least very small) post-reinforcement phase Differences between VR and FR schedules: –VR schedules can be increased more abruptly than FR schedules without producing ratio strain –Values of VR that can maintain a behavior are somewhat higher than those of FR –VR produces higher resistance to extinction than FR of same value does

40. Copyright © 2011 Pearson Education, Inc. All rights reserved. Simple Interval Schedules Schedules based on time Fixed-Interval (FI) Schedule –The first response after a fixed amount of time following the previous reinforcement is reinforced and a new interval begins –Size of FI schedule: amount of time that must elapse –No limit on how long after the end of the interval a response can occur in order to be reinforced –FI Schedules produce: A rate of responding that increases gradually near the end of the interval until reinforcement A post-reinforcement pause –Length depends on value of FI – the higher the value, the longer the pause

41. Copyright © 2011 Pearson Education, Inc. All rights reserved. Simple Interval Schedules Variable-Interval (VI) Schedule –The length of the interval changes unpredictably from one reinforcement to the next –Lengths of VI schedule vary around some mean value –Produces a moderate, steady rate of responding and no post-reinforcement pause –Produces high resistance to extinction –Responding is lower during extinction after VI than after FR or VR

42. Copyright © 2011 Pearson Education, Inc. All rights reserved. Simple Interval Schedules Simple interval schedules are not often used because: –FI produces long post-reinforcement pauses –VI generates lower response rates than ratio schedules –Simple interval schedules require continuous monitoring of behavior after each interval until a response occurs

43. Copyright © 2011 Pearson Education, Inc. All rights reserved. Interval Schedules with Limited Hold There is a finite time after a reinforcer becomes available that a response will produce it. –FI/LH –VI/LH

44. Copyright © 2011 Pearson Education, Inc. All rights reserved. Limited Hold Short limited holds – similar results to ratio schedules For small FIs, FI/LH produce results similar to FR schedules Variable Interval, Limited Hold – similar results to VR schedules Used when ratio-like behavior is desired, but unable to count each instance of behavior

45. Copyright © 2011 Pearson Education, Inc. All rights reserved. Duration Schedule Reinforcement occurs after the behavior has been engaged in for a continuous period of time –Fixed Duration (FD) – the period is fixed –Variable-Duration (VD) – interval changes unpredictably Used only when target behavior can be measured continuously

46. Copyright © 2011 Pearson Education, Inc. All rights reserved. FIGURE 6-1 Diagrams illustrating the differences between the time-based schedules described in the text. In each diagram, the horizontal line represents a period of time. “In a fixed-interval (FI) schedule, a reinforcer is presented following the first instance of a specific response after a fixed period of time (see Figure 6-1).” Page 81

47. Copyright © 2011 Pearson Education, Inc. All rights reserved. Concurrent Schedules of Reinforcement Schedules of reinforcement that are in effect at any given time Herrnstein’s (1961) matching law: –The response rate or the time devoted to an activity in a concurrent schedule is proportional to the rate of reinforcement of that activity relative to the rates of reinforcement on the other concurrent activities. Research findings on factors influencing choice of reinforcement: –Types of schedules that are operating –The immediacy of reinforcement –The magnitude of reinforcement –Response effort involved in different options

48. Copyright © 2011 Pearson Education, Inc. All rights reserved. Pitfalls of Intermittent Reinforcement Failure to conduct extinction correctly may turn into intermittent reinforcement –Ex: Child tantrums – ignore first, but then give in Failure to introduce intermittent schedule gradually enough may result in loss of the behavior

49. Copyright © 2011 Pearson Education, Inc. All rights reserved. Guidelines for the Effective Use of Intermittent Reinforcement Choose appropriate schedule for behavior you wish to strengthen Choose schedule that is convenient to administer Use appropriate instruments and materials to determine accurately and conveniently when the behavior should be reinforced Frequency of reinforcement should initially be high enough to maintain desired behavior, then decrease gradually Inform individual of what schedule you are using