1. Principles of Behavior Modification (PSY 333) Gary L. Cates, Ph.D., NCSP

3. Chapter 1: Introduction What is Behavior Modification?

5. Why is behavior Important? Many major problems are concerned with behavior. It is more precise than general labels. Conditions are generally a result of behavior. DO NOT CONFUSE THEM!

6. What is Behavior? Definition: Any glandular, chemical, electrical, or muscular response. Anything a person does Dead man (or woman) Test Do not confuse with products of behavior: e.g. Reward

7. Talking about behavior Operational Definition: Should be specific not general descriptions. - Free of circular logic: Depression vs. withdrawal

9. What is Behavior Modification? General Definition: Systematic application of learning principles and techniques to assess and improve individuals covert and overt behaviors in order to help them function more fully in society.

10. Characteristics of Behavior Modification Emphasized defining and measuring behavior Treatment focuses greatly on the environment. Methods and rationales can be described precisely.

11. Characteristics of Behavior Modification Techniques are often applied by individuals in everyday life. - Applied not theoretical Most techniques are based on research on learning Emphasizes scientific method Accountability is placed on everyone involved.

12. Behavioral Assessment Definition: Collection and analysis of data to: a) identify and describe behavior b) identify possible causes of the behavior c) guide the selection of an appropriate behavioral treatment d) evaluate treatment outcome

13. Misconceptions about Behavior modification 1.Rewards and reinforcement are nothing more than bribes. 2. It is drugs, psychosurgery, ECT 3. It only changes symptoms not underlying problems.

14. Misconceptions about Behavior modification 4. Can be applied to simple, but not complex problems 5. Behavior analysts are cold non-empathetic people. 6.Behavior modifiers deal only with observable behavior. 7.Behavior modification is outdated.

15. Chapter 2: Areas of Application

16. Parenting and child management

17. Education: From preschool to University

18. Severe Problems Development disabilities Schizophrenia Autism

19. Clinical Settings

20. Self-Management

21. Medical and Health Care

22. Gerontology

23. Behavioral Community Psychology

24. Business, Industry, and Government

25. Sport Psychology

26. Chapter 3: Positive Reinforcement

27. Definition Positive Reinforcer: stimulus or event that when presented immediately following a behavior causes the behavior to increase in frequency. –Immediate –Contingent –Increases behavior: Always!

28. Example: Getting more I statements Before  Behavior  After (No R+) (Response)(R+) No M&MI StatementM&M

29. Your Example: Before  Behavior  After (No R+) (Response)(R+) ???

30. Factors influencing the effectiveness of positive reinforcement A. Motivating Operations - Are you hungry enough? - Perhaps your full! B. Reinforcer Size Naked desk dancing anyone?

31. Factors influencing the effectiveness of positive reinforcement C. Reinforcer Immediacy

32. Factors influencing the effectiveness of positive reinforcement D. Instructions: Make use of rules 1. They speed up learning process if understood. 2. Can help with delayed reinforcement 3. R+ with instructions may help rule/instruction following.

33. Factors influencing the effectiveness of positive reinforcement E. Contingent Vs. Non-contingent Reinforcement Increase “TARGET” responding F. Weaning from artificial R+ and changing to natural R+

34. Pitfalls of Positive Reinforcement Unintended Reinforcement - e.g. social, tangible

35. Guidelines for the effective application of positive reinforcement 1. Select the behavior to be increased Should be specific One that can be controlled naturally Evaluate reinforcer effectiveness prior to treatment

36. Guidelines for the effective application of positive reinforcement 2. Selecting a reinforcer - readily available - presented immediately - Can be used many times without causing satiation. - Requires only brief consumption - Use a menu when possible

37. Guidelines for the effective application of positive reinforcement 3. Applying positive reinforcement - Explain plan before starting - Reinforce behavior immediately - Tell person what behavior is being reinforced

38. Guidelines for the effective application of positive reinforcement 4. Weaning person from reinforcement program - Establish high levels of responding - Look for natural reinforcer - Plan follow-up assessments

39. BEHAVIORAL CONTINGENCY TABLE (DRAFT 1) Present StimulusRemove Stimulus Behavior Increases Positive Reinforcement (S +R ) Behavior Decreases

40. Principles of Behavior Modification Gary L. Cates, Ph.D., N.C.S.P.

41. Chapter 13: Negative reinforcement Escape & Avoidance

42. Negative Reinforcement Immediate removal (escape) or prevention (avoidance) of an aversive stimulus contingent upon a behavior that increases the probability of that behavior in the future. Remember: Reinforcement of any kind increases behavior!

43. Negative Reinforcement: Escape Before  Behavior  After Aversive You do somethingAversiveCondition PresentNot present

44. Example: Negative Reinforcement (Escape) Before  Behavior  After Getting wet Use an Umbrella Not getting wetfrom rain

45. Negative Reinforcement: Avoidance Before  Behavior  After Aversive You do Aversive Condition SomethingCondition Will occur Does not occur

46. Your Turn Come up with an example of how your behavior was negatively reinforced through escape and share with your peers.

47. Example: Negative Reinforcement (Avoidance) Before  Behavior  After You could If You getYou do get wet an Umbrella not get wet

48. Your Turn Come up with an example of how your behavior was negatively reinforced through avoidance and share with your peers.

49. BEHAVIORAL CONTINGENCY TABLE (DRAFT 1) Change in BehaviorPresent StimulusRemove Stimulus Behavior Increases Positive Reinforcement(S +R ) Negative Reinforcement(S -R ) (Escape/Avoidance)

50. Major Pitfall Sick Social Cycle (Victim’s escape Model) BeforeBehavior After Pos. R+Baby hasBaby cries Baby Gets no candy candy Neg. R+Cry for Mom gives Baby Quits crying candyCandy

51. Your turn Come up with an example of the sick social cycle model (victims escape model) and share it with your peers.

52. Considerations when using Escape and Avoidance 1. Train escape before training avoidance 2. If possible use a warning stimulus (S W ) 3. Be aware of side effects: e.g. Aggression 4. Positive reinforcement should be used as well 5. State the rules of the procedures to the person

53. Chapter 6: Punishment Type I (Application) and Type II (Removal)

54. Punishment Process of reducing behavior by immediately presenting an aversive condition (or removing a reinforcer) contingent upon a response that results in a decrease in the frequency of that response Punishment always decreases behavior!

55. Type I Punishment: Adding Aversive Stimulation 1. Reprimand 2.Spanking Remember: If it does not decrease behavior it is not punishment.

56. Example: Type I Punishment Before  Behavior  After No aversiveYou engage inAversive condition Conditiontarget behavior presented.

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

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

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

60. Type II Punishment (Penalty): removing reinforcement 1. Response Cost 2.Time-Out Remember: It must decrease behavior or it is not punishment!

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

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

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

64. BEHAVIORAL CONTINGENCY TABLE (DRAFT 3) Change in BehaviorPresent StimulusRemove 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)

65. Major Pitfall Sick Social Cycle (Victim’s punishment Model) Before  Behavior  After Teacher Need a reader Ask Student Student Cusses Student Student Asked No BXXX Don’t read to Read aloud aloud

66. 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

67. 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

68. Chapter 12: Schedules of Reinforcement

69. General Intermittent: Reinforcement occurs once in a while. Continuous: Reinforcement after each response. Resistance to Extinction: The number responses or amount of time before a response extinguishes. √ Intermittent > Continuous

70. Three General Schedules Ratio Schedules: Based on Number of responses Interval Schedules: Based on Time Duration Schedules: Based on response for specified time period

71. Fixed Ratio (FR) Schedules Definition: Reinforcement follows a fixed number of responses General Effect: After a response is reinforced no responding occurs for a period of time then responding occurs at a high, steady rate until the next reinforcer is delivered. – If the ratio is large the post reinforcement pause will be long

72. FR Schedule example Every 5 th behavior Mouse clicking Slot Machine (non-example)

73. Establishing intermittently reinforced Behavior: –Reinforce continuously and slowly thin the schedule as responding stabilizes. –Do not strain the ratio (i.e., thin to quickly).

74. Variable-Ratio (VR) Schedules Definition: Reinforcer follows after a variable number of responses. General Effect: High rate of responding with no post reinforcement pause.

75. Example VR Schedules Slot Machines (True Example)

76. Fixed Interval (FI) Schedules Definition: A reinforcer is contingent on the first response, after a fixed interval of time since the last opportunity for reinforcement. Result: A fixed interval often produces a scallop and a post reinforcement pause.

77. Example: Fixed Interval Schedule Slot Machine (non-example) Checking the mail

78. Non-contingent reinforcement Definition: Delivery of a reinforcer independent of a response after the passage of a fixed period of time. Result: Whatever behavior was emitted prior to R+ is likely to be emitted more often.

79. Superstitious Behavior Behavior that is maintained by a contiguous relationship between known reinforcement and a response. Organism behaves as behavior causes response but really doesn’t. Examples: Slot Machines, Athletic Competitions, Performances

80. Variable Interval Schedules of Reinforcement Definition: A reinforcer is delivered contingent upon the first response after a variable interval of time since the last opportunity for reinforcement.

81. Example of VI Scheuldes Slot Machines (non-example) Pop Quizzes

82. Limited Hold Reinforcement made available for only a specified period of time. While supplies last, before time runs out, expiration dates

83. Fixed Duration Schedules of Reinforcement (FD) Must engage in a behavior for fixed period of time to earn reinforcement. Result: Long periods of continuous behavior with PRP

84. Example: Fixed Duration Schedule Work for one hour and you earn 20 bucks

85. Variable Duration Schedules of Reinforcement (VD) Must engage in a behavior for a variable (avg.) period of time to earn reinforcement Result: Long periods of continuous behavior with minimal PRP

86. Example: Variable Duration Schedule Getting heat through friction How long does it have to be?