1. Unit 3

2.  In Unit 2, we explored the many ways in which biological processes can influence behavior.  However, as future ABA practitioners, our foremost interest is in how we can work to change behaviors effectively in our clients.  Doing so means that we believe in and understand the principles of how environmental variables can govern behavior.

3.  In this unit, we will learn about the principles of operant conditioning. In simple terms, the word "operant" means to effect change. Behavior analysts use an understanding of environmental consequences to bring about change in behavior.  In this unit, we will focus on the most basic concept of operant conditioning, which is reinforcement.

4.  The basic idea behind this concept is that reinforcement can increase a desired behavior.  While the idea seems simple, there are many factors that can affect the success of a particular reinforcement in changing behavior.

5.  We also will look at another operant principle, punishment, and its effects on behavior.  Finally, we will explore the principles of classical conditioning. In classical conditioning, we look at how our reflexes, such as basic emotional responses, can become associated with new stimuli.

6.  Reading: We will read about classical and operant conditioning and how the environment affects behavior.  Read the following selections in your textbook, Applied Behavior Analysis :  pp. 258-289, which focus on positive reinforcement  pp. 292-302, which explore the topic of negative reinforcement  pp. 326-345, about the principles of punishment

7.  Discussion: This week's discussions will focus on the principles of both operant and classical conditioning and how these principles work to change behavior in real- world scenarios.  Discussion Question #1 – Negative Reinforcement  Discussion Question #2 – Classical Conditioning

8.  Seminar Discussion: We will further our discussions on applying conditioning principles in order to change behaviors.

9.  A relatively permanent change in behavior due to experience.  The modification of preexisting behavior and understanding.  Plays a central role in most aspects of human behavior. 9

10.  Learning is defined as any lasting change in behavior that results from experience.  Three learning theories:  Classical Conditioning  Operant Conditioning  Social Learning Theory

11. Behavior therapies are based on two assumptions: 1. Behavior is learned. 2. Behavior can be changed by applying the principles of classical conditioning, operant conditioning, and observational learning.

12. At the most fundamental level, learning theory assumes that problem behavior is learned and can be unlearned.

13.  Learning processes are equally capable of producing adaptive or maladaptive behavior, depending on the environmental stimuli and consequences experienced by the learner.  Based on this assumption, applied behavioral analysts can use the same learning mechanisms to replace maladaptive behaviors with new adaptive behaviors.

14.  There are three basic underlying assumptions to learning theory:  Human behavior is governed by basic learning principles.  Humans are neither good nor evil; they are shaped by their environment.  All people are capable of modifying behaviors under the right circumstance.

15.  Learn associations between stimuli.  Does not teach new behaviors.  Exhibit different behaviors in association to stimuli.

16.  Classical conditioning was accidentally discovered around the beginning of the 20th century by Russian physiologist Ivan Pavlov.  Pavlov was studying digestive process in dogs when he discovered that the dogs salivated before they received their food.

17.  In fact, after repeated pairing of the lab attendant and the food, the dogs started to salivate at the sight of the lab assistants.  Pavlov coined this phenomena “psychic secretions."  He noted that dogs were not only responding to a biological need (hunger), but also a need developed by learning.  Pavlov spent the rest of life researching why this associate learning occurred, which is now called classical conditioning.

18.  To experiment on classical conditioning, Pavlov utilized a tuning fork and meat powder.  He hit the tuning fork and followed the sound with the meat powder.  Pavlov presented the sound (tuning fork) with the meat powder at the exact same time increments.

19.  In the beginning, the dog salivated only to the meat powder, but after this was repeated, salivated at the sound of the tuning fork.  Even when Pavlov took away the meat powder, the dog continued to salivate at the sound of the tuning fork.

23.  In classical conditioning, the client learns to associate one stimulus with another.  The client learns that the first stimulus is a cue for the second stimulus.  In Pavlov’s experiment above, the tuning fork cued the dogs that food might be coming.

24. In technical terms, the food is an unconditioned stimulus (UCS) and the salivation is the unconditioned response (UCR). The bell is a neutral stimulus until the dog learns to associate the bell with food. Then the bell becomes a conditioned stimulus (CS) which produces the conditioned response (CR) of salivation after repeated pairings between the bell and food.

25.  Unconditioned Stimulus (UCS) A stimulus that elicits a response without conditioning  Unconditioned Response (UCR) Automatic response elicited by the unconditioned stimulus

26.  Conditioned Stimulus (CS) A neutral stimulus that when paired with an unconditioned stimulus (UCS) elicits a similar response  Conditioned Response (CR) A response that is learned by pairing the originally neutral conditioned stimulus (CS) with the unconditioned stimulus (UCS)

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28.  Acquisition The acquisition phase is the consistent parings of the CS (bell) and the UCS (food) that produces a CR (salivation).  In the example above, this phase occurs when the dog begins to salivate at the sound of the bell. Conditioning occurs more rapidly when the food follows the bell by a half a second.

29.  People learn associations between responses and the stimuli that follow between behavior and its consequences. 29

30.  A process in which responses are learned on the basis of their rewarding or punishing consequences. 30

31. Operant conditioning can be described as behavior adjustments as a result of greater or lesser negative or positive reinforcement and punishment. Skinner hypothesized that human behaviors were controlled by rewards and punishment and that their behaviors can be explained by principles of operant conditioning

32.  SKINNER’S OPERANT CONDITIONING Beginning in the 1930’s, Skinner started his experimentation on the behavior of animals.  Skinner's quest was to observe the relationship between observable stimuli and response.  Essentially, he wanted to know why these animals behaved the way that they do.

33.  Skinner controlled his experiments by using “Skinner boxes.”  The Skinner box was a contraption that would automatically dispense food pellets and electric shocks.  Skinner believed that the learning he observed in his Skinner boxes could apply to human behavior.  He called this learning operant conditioning.

34.  Operant conditioning can be described as behavior adjustments as a result of greater or lesser negative or positive reinforcement and punishment.  Skinner hypothesized that human behaviors were controlled by rewards and punishment and that their behaviors can be explained by principles of operant conditioning

35.  Operant – A response that has some effect on the world. 35

36.  In operant conditioning, organisms learn to do the behaviors that lead to pleasant consequences and avoid the responses that lead to painful consequences.  Operant learning is the process by which organisms learn what works and what does not.

37.  In operant learning, there are four ways that consequences influence behavior.  Contingency is a causal relationship between two events:  Event A (a behavior) occurs  Event B (a consequence) follows

38.  Reinforcement The process in which a behavior is strengthened, and thus, more likely to happen again.  Positive Reinforcement Making a behavior stronger by following the behavior with a pleasant stimulus. For example, a rat presses a lever and receives food.

39.  Reinforcement The process in which a behavior is strengthened, and thus, more likely to happen again.  Negative Reinforcement Making a behavior stronger by taking away a negative stimulus. For example, a rat presses a lever and turns off the electric shock

41.  Punishment The process in which a behavior is weakened, and thus, less likely to happen again.

42.  Negative Punishment Reducing a behavior by removing a pleasant stimulus when the behavior occurs. If the rat was previously given food for each lever press, but now receives food consistently when not pressing the lever (and not when it presses the lever), the rat will learn to stop pressing the lever.

43.  Positive Punishment Reducing a behavior by presenting an unpleasant stimulus when the behavior occurs. If the rat previously pressed the lever and received food and now receives a shock, the rat will learn not to press the lever.

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45. 1. Provide reinforcement or incentives for behaviors that you want more of. 2. Provide punishment for behaviors you want less of.

46. Reinforcement and punishment must be applied in specific ways to be successful: – Reinforcement and punishment must be consistent. – Reinforcement and punishment must occur very quickly after the behavior has occurred. – Reinforcement must be something that the child or adolescent actually wants.

47. Provide reinforcement or incentives for behaviors that you want more of. Examples include: More attention (e.g., interacting, noticing, commenting) Praise (e.g., "Good job!" "I like that!") Concrete rewards (e.g., favorite treat, book or toy) Privileges (e.g., going to the zoo, a movie or having a friend over to play) Removal of negatives (e.g., "If you keep up with your school work and keep your room clean this week, then you can be excused from yard work this weekend.")

48. Provide punishment for behaviors you want less of. Examples include: Time out Critical feedback (e.g., "No," "I don’t like it when you do that") Removal of privileges (e.g., television viewing, time with friends) Ignoring or withdrawing attention (e.g., not responding or reacting to a child when he or she whining or throwing a tantrum) Enforcing consequences (e.g., additional chores or homework assignment)

49.  Reinforcement and punishment must be applied in specific ways to be successful:  Reinforcement and punishment must be consistent.  Reinforcement and punishment must occur very quickly after the behavior has occurred.  Reinforcement must be something that the child or adolescent actually wants.