Copyright © 2011 Pearson Education, Inc. All rights reserved. Getting a New Sequence of Behaviors to Occur with Behavioral Chaining Chapter 11

Vocabulary S D : discriminative stimulus: stimulus in the presence of which a response is reinforced; stimulus indicates that a response will “pay off.” (e.g., S D of cat coming to you with ears forward meowing has a response from you of petting the cat and a reward of purring). S  :S delta: stimulus in the presence of which a response is not reinforced (does not “pay off.”) (e.g., S  of cat coming to you with ears back and hissing… a response of petting will provoke no response or running away). Copyright © 2011 Pearson Education, Inc. All rights reserved.

Definition Behavioral Chain –A sequence of discriminative stimuli (S D s) and responses (Rs) in which: Each response except the last produces the S D for the next response The last response is followed by the reinforcer Each S D in a behavioral chain is: –A cue for the next response –A conditioned reinforcer for the previous response (other than the first S D )

Copyright © 2011 Pearson Education, Inc. All rights reserved. Stimulus Response Chain Each response produces a cue for the next response S D 1  R 1  S D 2  R 2  S D 3  R 3 …  S + S + is the reinforcer at the end Stimulus-response connections are “links” in the chain If any response is not produced by S D before it, the chain will be broken

Copyright © 2011 Pearson Education, Inc. All rights reserved. Teaching a Behavioral Chain Total Task Presentation –Attempt all steps of the chain –Continue until every step is mastered –Prompting is provided as needed –Reinforcement is provided upon completing last step Backward Chaining –Last step first –Then, the next-to-the last step is taught and linked with last step –On each trial, the last step in the chain is reinforced Forward Chaining –Initial step first –Then, first and second, etc. –On each trial, last step that was developed is reinforced

Copyright © 2011 Pearson Education, Inc. All rights reserved. Chaining Formats Total Task Presentation Backward Chaining S 1  R 1 S 2  R 2 S 3  R 3 Reinforcer S 3  R 3 Reinforcer S 2  R 2 S 3  R 3 Reinforcer S 1  R 1 S 2  R 2 S 3  R 3 Reinforcer

Copyright © 2011 Pearson Education, Inc. All rights reserved. Chaining Formats Forward Chaining S 1  R 1 Reinforcer S 1  R 1 S 2  R 2 Reinforcer S 1  R 1 S 2  R 2 S 3  R 3 Reinforcer

Copyright © 2011 Pearson Education, Inc. All rights reserved. Chaining, Fading, and Shaping Compared All are gradual change procedures –Gradually, through a series of steps, all produce new behavior Shaping steps –Reinforcement of closer and closer approximations of desired behavior Fading steps –Reinforcement the final desired response in the presence of closer and closer approximations to the final desired stimulus for that response Chaining steps –Reinforcing more and more of the specific stimulus- response links

Copyright © 2011 Pearson Education, Inc. All rights reserved. Influencing the Effectiveness of Behavioral Chaining Do a task analysis: Identify the components of the final sequence –Task analysis – process of breaking a task down into smaller steps or component responses to facilitate training –Components should be selected so that there is a clear stimulus signaling the completion of each component –Review each of the controlling stimuli for each of the responses in the sequence If similar stimuli control different responses, there is more chance for error and confusion

Copyright © 2011 Pearson Education, Inc. All rights reserved. Influencing the Effectiveness of Behavioral Chaining Consider strategies for independent use of prompts by learners –Written task analysis –Picture prompts –Reciting self-instructions

Copyright © 2011 Pearson Education, Inc. All rights reserved. Influencing the Effectiveness of Behavioral Chaining Consider conducting a preliminary modeling trial –Model entire sequence while verbally describing the performance of each step Begin training the behavior chain –Give instructions to begin work –Start with appropriate step for the type of chaining method used –If learner makes a mistake, use error correction Provide necessary instruction or physical guidance After the error is corrected, move to the next step

Copyright © 2011 Pearson Education, Inc. All rights reserved. Influencing the Effectiveness of Behavioral Chaining Consider using ample social and other reinforcers Decrease extra assistance at individual steps as quickly as possible

Copyright © 2011 Pearson Education, Inc. All rights reserved. Pitfalls of Behavioral Chaining Adventitious chains –Chains that contain a response member that is not necessary for reinforcement Special care needs to be taken to avoid undesirable adventitious chaining

Copyright © 2011 Pearson Education, Inc. All rights reserved. Guideline for the Effective Use of Behavioral Chaining Do task analysis Consider strategies for independent use of prompts by learners If necessary, do a preliminary modeling trial Teach the units in the proper sequence To expedite learning, use fading procedures to decrease extra help that may be needed by client to perform some of the steps If using backward or forward chaining, make sure that on each trial the learner performs the entire set of steps learned up to that point Early in training, use ample reinforcement; decrease gradually Make sure that reinforcer used is effective

Copyright © 2011 Pearson Education, Inc. All rights reserved. Eliminating Inappropriate Behavior Through Punishment Chapter 12

Copyright © 2011 Pearson Education, Inc. All rights reserved. Definitions Punisher –Event that, when presented immediately after a behavior, causes that behavior to decrease in frequency –Synonyms Aversive stimuli Aversives Principle of Punishment –If in a certain situation a person engages in a behavior that is followed immediately by a punisher, then the person is less likely to do the same thing again in a similar situation.

Copyright © 2011 Pearson Education, Inc. All rights reserved. Behavior Modification versus Layperson View of Punishment Behavior Modification View: –Punishment should be immediate –Technical word – application of immediate consequences to decrease behavior Differs from Layperson View –Layperson view Should involve retribution Should be used as a deterrent for potential wrong-doers –Behavior modification view: should be used sparingly to decrease or eliminate undesirable behavior

Copyright © 2011 Pearson Education, Inc. All rights reserved. Specific Types of Punishers Pain-inducing punishers –Physical punishers –Activate pain receptors –Unconditioned punishers Reprimands –Verbal reprimands –Fixed stare –Firm grasp –Conditioned punishers

Copyright © 2011 Pearson Education, Inc. All rights reserved. Specific Types of Punishers Time-outs –Moving a person to a less reinforcing situation –Exclusionary time-out Removing a person for a short time from a situation Time-out room –Nonexclusionary time-out Using a stimulus associated with less reinforcement Response Cost –Removal of specified amount of reinforcer –May involve indirect effects (delayed punishment)

Copyright © 2011 Pearson Education, Inc. All rights reserved. Increasing the Effectiveness of Punishment Increase stimuli for positive, alternative behaviors Minimize the cause of undesirable behaviors Select an appropriate punisher –The more intense the better; however, intensity that is needed is dependent upon the causes of undesirable behavior Adding an antecedent to punishment –S Dp – stimulus in the presence of which a response will be punished Delivering the punisher –Most effective when delivered immediately after the behavior –Occasional punishment is less effective than punishment that follows every instance of the undesirable behavior –Delivery of punishment should not be paired with positive reinforcement – this weakens the punisher

Copyright © 2011 Pearson Education, Inc. All rights reserved. Should Punishment Be Used? Can have harmful effects: 1.Elicits aggressive behavior 2.Can produce undesirable emotional side effects (i.e. crying, fearfulness) 3.Escape and avoidance behavior Can cause the situation and people associated with the aversive stimulus to become conditioned punishers 4.No new behavior is taught 5.Modeling of punishment Children may learn to apply aversive stimuli on others 6.Continued use of punishment Punishment results in quick suppression of undesirable behavior This can lead to overuse and not enough use of reinforcement of desirable behavior

Copyright © 2011 Pearson Education, Inc. All rights reserved. Behavior Modifiers and Punishment Programs Recommendation to use punishment as a last resort because: –Easy to abuse –Application can have harmful side effects Consider designing punishment programs only when: –Clear steps are taken to maximize the conditions for a desirable alternative response and to minimize the causes of the response to be punished –The behavior is very maladaptive and it is in the client’s best interest to bring about rapid behavior change –The client (or parent or guardian) provides informed consent –The intervention meets ethical standards –Punishment is applied according to clear guidelines –The program includes safeguards to protect the client

Copyright © 2011 Pearson Education, Inc. All rights reserved. Pitfall of Punishment May discourage close approximations of behavior from developing into target behavior May result in undesirable side effects

Copyright © 2011 Pearson Education, Inc. All rights reserved. Guidelines for the Effective Application of Punishment Select a response –Punishment is more effective with a specific behavior Maximize the conditions for a desirable alternative response –Select alternative behavior –Provide strong prompts –Reinforce Minimize the causes of the response to be punished Select an effective punisher Present clear S Dp s Deliver the punisher –Present immediately after every instance of response to be decreased –Administer in a calm, matter-of-fact manner –Do not pair with reinforcement Take data

Copyright © 2011 Pearson Education, Inc. All rights reserved. Establishing Behavior by Escape and Avoidance Conditioning Chapter 13

Copyright © 2011 Pearson Education, Inc. All rights reserved. Escape Conditioning Removal of aversive stimuli after response, increases likelihood of response Negative reinforcement Aversive stimulus must be present for desired response to occur Preparatory training for Avoidance Conditioning

Copyright © 2011 Pearson Education, Inc. All rights reserved. Examples of Escape Conditioning The associated text is “See Table 13-1 for other examples of escape conditioning.” (page 161)

Copyright © 2011 Pearson Education, Inc. All rights reserved. Avoidance Conditioning Behavior will increase in frequency if it prevents an aversive stimulus from occurring.

Copyright © 2011 Pearson Education, Inc. All rights reserved. Avoidance Conditioning

Copyright © 2011 Pearson Education, Inc. All rights reserved. Discriminated Avoidance Conditioning Involves a warning signal of a forthcoming aversive stimulus –Synonyms: conditioned aversive stimulus, conditioned punisher A conditioned aversive stimulus is also a conditioned punisher; that is, it will suppress the occurrence of any response that it follows

Copyright © 2011 Pearson Education, Inc. All rights reserved. Pitfall of Escape and Avoidance Conditioning Undesirable behavior may be strengthened Inadvertent establishment of conditioned aversive stimuli –Individual responds by avoiding or escaping them Maintains undesirable behaviors of the teacher or other caregivers

Copyright © 2011 Pearson Education, Inc. All rights reserved. Guidelines for the Effective Application Avoidance procedure preferable over escape procedure Target behavior should be established by escape conditioning before it is put on an avoidance procedure Use warning signal to signal impending aversive stimulus during avoidance conditioning Use escape and avoidance conditioning cautiously Use positive reinforcement in conjunction with escape and avoidance conditioning Individuals should be told about the contingencies