1. Welcome Back!!!

2. First, let’s review concepts from Unit 2

3. What are issues to consider when selecting what behavior to target for change?

4. What are ways to measure change in behavior? How can this data be collected?

5. Now, we will focus on learning

6. What is learning?

7. Learning is defined as:  any lasting change in behavior that results from experience.  modification of preexisting behavior and understanding

8. Three Learning Theories  Classical Conditioning  Operant Conditioning  Social Learning Theory

9. Premises of Behavior Therapy  Behavior is learned (and hence can be unlearned)  Behavior can be changed by applying the principles of classical conditioning, operant conditioning, and observational learning.

10. Basic assumptions to Behavioral Therapy  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 circumstances.

11. Classical Conditioning

12.  Learn associations between stimuli.  Does not involve learning new behaviors  Exhibit different behaviors in association to stimuli.

13. Examples of Classical Conditioning  Sound of bell paired with presentation of food  dog starts to salivate when bell rings because he anticipates presentation of food  Pressing of bar paired with presentation of shock  dog avoids pressing bar or shows anxious behavior when doing so because he anticipates presentation of shock

14. Classical Conditioning  Overall, new stimuli are associated with old behaviors (ex., ringing with presentation of food or shock with pressing of bar)

15. Important Classical Conditioning Concepts  Unconditioned Stimulus (UCS): A stimulus that elicits a response without conditioning (presentation of food)  Unconditioned Response (UCR): Automatic response elicited by the unconditioned stimulus (salivation)  Conditioned Stimulus (CS): A neutral stimulus that when paired with an unconditioned stimulus (UCS) elicits a similar response (ringing of bell)  Conditioned Response (CR): A response that is learned by pairing the originally neutral conditioned stimulus (CS) with the unconditioned stimulus (UCS)  salivation to sound of bell

16. Discussion Question   Do you or anyone you know experience phobia? How might the principles of classical conditioning help you understand the origin of the phobia?

17. Operant Conditioning

18.  People learn associations between behavior and consequences and respond accordingly  learn to do the behaviors that lead to pleasant consequences and avoid the responses that lead to painful consequences.  Responses are learned on the basis of their rewarding or punishing consequences

19. Reinforcement vs. Punishment  Reinforcement: The process in which a behavior is strengthened, and thus, more likely to happen again.  Punishment: The process in which a behavior is weakened, and thus, less likely to happen again.

20. Positive and Negative Reinforcement  Positive reinforcement occurs when a behavior is followed by the presentation of a stimulus event and the future frequency of the behavior increases under similar environmental conditions.  Ex., clean room  earn allowance  clean room more often  Negative reinforcement occurs when a behavior is followed by the removal of a stimulus event and the future frequency of the behavior increases under similar environmental conditions.  Ex., clean room  parent stops nagging  clean room more often

21. Positive and Negative Punishment  Positive punishment occurs when a behavior is followed by the presentation of a stimulus event and the future frequency of the behavior decreases under similar environmental conditions.  Ex., stay out past curfew  get yelled at  stop staying out past curfew  Negative punishment occurs when a behavior is followed by the removal of a stimulus event and the future frequency of the behavior decreases under similar environmental conditions.  Ex., stay out past curfew  lose cell phone privileges  stop staying out past curfew

22.  Sally is playing with her toys, putting them in an electric socket. She gets a shock. She doesn’t put toys in the electric socket again. Positive Reinforcement, Negative Reinforcement, Positive Punishment, or Negative Punishment?

23. Positive Punishment

24. Positive Reinforcement, Negative Reinforcement, Positive Punishment, or Negative Punishment?  Gabe’s best friend stops talking to him after he cheats on a test at school. Gabe doesn’t cheat on a test again.

25. Negative Punishment

26. Positive Reinforcement, Negative Reinforcement, Positive Punishment, or Negative Punishment?  Mike receives extra allowance when he keeps his room clean. He is keeping his room clean more consistently.

27. Positive Reinforcement

28. Positive Reinforcement, Negative Reinforcement, Positive Punishment, or Negative Punishment?  Lisa’s boss doesn’t lecture her if she arrives to work on time. She has been arriving to work on time more frequently.

29. Negative Reinforcement

30. More Examples of Reinforcement More attention (e.g., interacting, noticing, commenting) More attention (e.g., interacting, noticing, commenting) Praise (e.g., "Good job!" "I like that!") Praise (e.g., "Good job!" "I like that!") Concrete rewards (e.g., favorite treat, book or toy) 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) 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.") 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.")

31. More Examples of Punishment Time out Time out Critical feedback (e.g., "No," "I don’t like it when you do that") Critical feedback (e.g., "No," "I don’t like it when you do that") Removal of privileges (e.g., television viewing, time with friends) 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) 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) Enforcing consequences (e.g., additional chores or homework assignment)

32. Guidelines for Effective Punishment  Specify why punishment is being given.  Emphasize that the behavior, not the person, is being punished.  Punishment should be immediate and noticeable.  Escalation effect problem  Identify and positively reinforce more appropriate responses.

33. Discussion Question   Why might punishment be considered less effective in changing behavior than reinforcement?

34. Drawbacks Punishment  Does not “erase” an undesirable habit.  Can produce unwanted side effects.  Often ineffective unless Given immediately after the undesirable behavior and Each time the behavior occurs.  Can become aggression if given in anger.

35. Reinforcement and punishment must be applied in specific ways to be successful: Reinforcement and punishment must be consistent. Reinforcement and punishment must be consistent. Reinforcement and punishment must occur very quickly after the behavior has occurred. Reinforcement and punishment must occur very quickly after the behavior has occurred. Reinforcement must be something that the individual actually wants. Reinforcement must be something that the individual actually wants.

36. Great job tonight!  Any ending questions or comments?