1. Principles of Behavior Sixth Edition Richard W. Malott Western Michigan University Power Point by Nikki Hoffmeister

2. Chapter 5 Penalty (Negative Punishment)

3. Example: Behavioral Juvenile Corrections 2 school boys were arguing during class a lot. They were juvenile delinquents from a group home who were given permission to go to the high school.

4. What did the behavior analysts do to get the boys to stop fighting? They used the loss of points as a penalty for fighting. The points were used at the group home in exchange for reinforcers, such as riding bikes and watching TV. They earned the points by being productive. Before Mark has all his points. Behavior Mark threatens Herb. After Mark loses 50 points.

5. Results

6. What is a Penalty Contingency? Penalty Contingency (Negative Punishment): The response-contingent removal of a reinforcer (positive reinforcer) resulting in a decreased frequency of that response.

7. What is the penalty principle? Penalty Principle: A response becomes less frequent if the loss of a reinforcer or a decrease in a reinforcer has followed it in the past.

8. Examples Before Your car has a beautiful rear end. Behavior You run the yellow traffic light. After Your car has a smashed rear end. Before You’re in the game. Behavior You foul the guard. After You’re out of the game.

9. By the way… The reinforcer lost in a penalty contingency… cannot be the one that’s maintaining the penalized response.

10. Behavior Before Mark has all his points. Behavior Mark threatens Herb. After Mark loses 50 points. Before Mark has no attention. After Mark has attention. Inappropriate Natural Reinforcement Contingency Performance-Management Punishment Contingency

11. Using Penalty to Decrease Self-Injury Since Jim was born, he had psychotherapy and drug treatments to reduce hyperactivity, screaming, and self- injury. Nothing worked. He still engaged in SIB, including banging his chin on his shoulder.

12. What did the behavior analysts do to help Jim? They noticed that physical contact with others was a huge reinforcer for Jim. So each time he banged his chin they would remove any physical contact. Before Jim has physical contact. Behavior Jim bangs his chin on his shoulder. After Jim loses physical contact.

13. Results

14. Example: Behavioral Juvenile Corrections Back in school with Mark and Herb… Mark’s grammar was horrible. To be more specific, he says “ain’t” all the time. Good grammar is important to many people, including potential employers.

15. What traditional intervention was used to help Mark’s grammar? Before Mark receives no correction. Behavior Mark says “ain’t.” After Mark receives a correction.

16. What were the results of the traditional intervention? His frequency of saying “ain’t” rose from: –55 per day (baseline), to… –74 per day (correction procedure).

17. What did the behavior analysts do to help Mark? They used a penalty contingency. Before Mark has all his points. Behavior Mark says “ain’t.” After Mark loses 20 points.

18. Results

19. What is a Response-Cost Contingency? It’s a type of penalty contingency. Response-Cost Contingency: The response-contingent removal of a tangible reinforcer resulting in a decreased frequency of that response.

20. What do we mean by tangible reinforcer? Food Money Points Tokens Etc.

21. To get praise from coach, the athletes must do 100 push-ups. Is the requirement of 100 push-ups an example of response-cost? No. That’s a response requirement. That’s effort of the response class, not removal of reinforcers.

22. Coach hears a player use foul language during the game and sends her to the showers. Is that response-cost? No. The coach removed an activity reinforcer (playing the game), not a tangible reinforcer, such as money. It is penalty, but not response-cost.

23. Example: Behavioral Child and Family Counseling Sam was a rowdy 4-year old, who frequently engaged in a lot of disruptive behavior. He couldn’t even play for 15 seconds before bouncing a basketball off of his mother’s head.

24. What did the behavior analysts do to help Sam (and Mom)? Added a time-out contingency. Before Sam can play with the toys. Behavior Sam bounces a basketball off his mother’s head. After Sam can’t play with the toys.

25. Results

26. What is a Time-Out Contingency? Another type of penalty contingency. Time-Out Contingency: The response-contingent removal of access to a reinforcer resulting in a decreased frequency of that response.

27. Is this time out? “Johnny, you’re making too much noise here in the classroom. Go out to the playground and stay there until I tell you to come back in.” No, it might be reinforcement

28. 2 Types of Time-Out Exclusionary Time-Out –Person is excluded from the immediate setting. Non-Exclusionary Time-Out –Person remains in the immediate setting during time-out. Sitting in a chair away from the regular activities.

29. Example: Behavioral Special Education 8-year old Mike had an IQ of 27. He engaged in a lot of aggressive behaviors, such as yelling, running around the classroom, and grabbing and throwing things at teachers. The behavior analysts observed that Mike wore a colored ribbon around his neck.

30. What did the behavior analysts do to help Mike? They added a penalty contingency. Before Mike has his ribbon. Behavior Mike runs, yells, grabs, or throws. After Mike loses his ribbon for 3 minutes.

31. What kind of Penalty Contingency? Response-cost or Time-out? –Time-out because he temporarily lost access to a reinforcer. Exclusionary or Non-exclusionary? –Non-exclusionary because he stayed in the classroom.

32. Results

33. Contingency Table (Final) PresentRemove StimulusReinforcement (Positive Reinforcement) Penalty (Negative Punishment ) Aversive Condition Punishment (Positive Punishment) Escape (Negative Reinforcement)

34. Contingency Table (Final) Present StimulusRemove Stimulus Response Frequency Increases Reinforcement Contingency (Positive Reinforcement) Escape Contingency (Negative Reinforcement) Response Frequency Decreases Punishment Contingency (Positive Punishment) Penalty Contingency (Negative Punishment)

36. Example of Time-Out Behavioral Medicine 2-week old April had been crying day and night. The doctor says it’s colic. But Dr. William Sears (pediatrician) claims that colic is something a baby does, not something it has.

37. What did the behavior analysts do to help April? They told Mom to get a CD player and play music as long as April is awake and quiet for at least 30 seconds. Mom should also interact with her at that time. But if she cries, turn off the music.

38. And… Take care of any needs she might have. If she keeps crying, put her in her portable carrier for 3-5 minutes, and withdraw music and attention. Before April hears music. Behavior April cries. After April doesn’t hear music.

39. Results

40. Interesting Point No one in the history of medicine or in the history of psychology had been able to solve the problem of colic… until Larson and Ayllon applied behavior anaylsis to its solution in this case of the colicky baby.

41. Example of Time-Out Behavioral Medicine For 1/3 of failure-to-thrive infants, there is no physiological, anatomical, or medical cause. Behavior analysis seems to hold the only solution for non-organic failure-to-thrive babies.

42. Consider Claude’s Case 21 months old Kidneys do not respond properly In hospital for 4 th time because of his failure to thrive He wouldn’t eat and would vomit most solid food he did eat. He needed to gain weight to survive the surgery needed for his kidney problem.

43. Does Claude need to increase or decrease behavior? Both He needs to increase his acceptance and eating of food. Claude accepts his food. Before Claude gets no praise or contact. BehaviorAfter Claude gets praise or contact.

44. What behavior does he need to decrease? He needs to decrease his behavior of refusing food. They used the same penalty as they did for April. Before Claude hears music. Behavior Claude refuses food. After Claude does not hear music.

45. What else did they do? When Claude vomited, Mom turned off the music and said “No” firmly. She then put him in his crib, turned away from him until he stopped crying for 3 minutes. Then she would put him back in his chair and continue with his meal.

46. Results

48. What is the Law of Effect? The Law of Effect: The effects of our actions determine whether we will repeat them.

49. Suzy winks at Tim as he enters the classroom. He smiles… The next time he enters the classroom, he smiles before she winks. Is this an example of law of effect? If we’re analyzing smiling, then no. The effect of his action is not her wink, because the wink occurs before the smile. So even if he repeats the smile, it’s not because of the effect.

50. He normally ignores her, but this time she winks as he enters the classroom… He sits down next to her and begins to chat. Now she will more frequently wink at him when he enters… And he usually sits next to her. Law of effect? Yes. The effect of her wink was the reinforcer of attention.

51. Rolling Over the Dead Man “My girlfriend kisses me as long as I’m not chewing tobacco.” What’s the behavior? “My not chewing tobacco.” WRONG! That fails the dead man test.

52. How do you fix it? Roll over the dead man. Make the behavior the opposite of what you have: –“Chewing tobacco.” –“If I chew tobacco, my girlfriend won’t kiss me?” Right!

53. What’s the contingency? Punishment by the loss of kisses (Penalty) Before My girlfriend is kissing me. Behavior I put chewing tobacco in my mouth. After My girlfriend stops kissing me.

54. How about this one? “After I eat dinner at my girlfriend’s, I lie on the couch and don’t move; then she doesn’t ask me to do the dishes.” What’s the behavior? “Not moving; it allows me to avoid doing the dishes.” Wrong!

55. What do we do to fix it? Roll over the dead man. “If I move, my girlfriend will ask me to do the dishes.” What’s the contingency? Punishment by presentation of an aversive condition. Before I don’t have to do the dishes. Behavior I move after dinner. After I do have to do the dishes.

56. Basic Enrichment Whenever you have a penalty contingency, you must also have… A reinforcement contingency.

57. Before Sam can play with toys. Behavior Sam bounces a ball off his mom’s head. After Sam can’t play with toys. Before Sam has no attention. After Sam has attention. Inappropriate Natural Reinforcement Contingency Performance-Management Punishment Contingency

58. What Are the 2 Benefits of Basic Research? 1.To help humanity. 2.To add to human knowledge.

59. Penalty Contingencies Penalty Time-Out Response- Cost

60. Intermediate Enrichment Response CostTime Out Removal of the reinforcers themselves Removal of access to reinforcers Loss of earned reinforcers Loss of opportunity to earn reinforcer Lost foreverLost temporarily TangiblesActivities

61. Response-cost or Time-out? Before Mark has all his points. Behavior Mark threatens. After Mark loses 50 points. Response-cost

62. Response-cost or Time-out? Before Jim has physical contact. Behavior Jim bangs his chin on his shoulder. After Jim loses physical contact. More or less both He loses the reinforcer itself, and it is tangible, but the loss is only temporary.

63. Reversal Designs Remember the use of time-out from physical contact to reduce Jim’s SIB? Jim’s frequency of chin banging dropped from baseline to intervention. But maybe it was coincidence. Maybe something else happened at the same time as the intervention that actually caused the decrease.

64. How do scientists rule out such possibilities? Use a reversal design. What is a reversal design? Reversal Design: An experimental design in which we reverse between intervention and baseline conditions to assess the effects of those conditions.

65. What is a research design? It is the way you arrange the various conditions of your experiment or intervention. Reversal design is one type of research design. Reversal design is sometimes called an ABA design.

66. Reversal Design Example The colicky baby’s intervention actually involved six different phases. 1.Baseline 1 2.Non-contingent music (Mom turned on music sometimes, regardless of crying) 3.Time-Out 1 4.Baseline 2 5.Time-Out 2 6.Baseline 3

67. Results of Intervention

68. The Importance of Baselines We need to make sure our intervention, or Independent Variable, is causing any changes in the Dependent Variable. Important for scientific reasons and practical reasons.