1. Respondent Conditioning Week 7

2. Respondent Conditioning Do not say Classical Conditioning - Eliciting not evoking behavior - Automatic Physiological responses not controlled free willed or operant responses

3. General Pavlov: Russian Physiologist US  UR US + CS  CR CS  CR

4. Examples Example 1: Salivating Dogs and Bells Example 2: Little Albert & White Rats Example 3: Chemo Therapy & Favorite foods Example 4: Mammalary Effusion: Leaking Breasts Example 5: Phobias Example 6: Bedwetting Example 7: Aversion Therapy

5. Factors That influence Respondent Conditioning Number of pairings inter-stimulus interval:.5 sec Continuous Pairing > Intermittent Pairing Intense Stimuli (CS US)

6. Respondent Extinction Stop pairing the CS with the UCS Q. How is this different than escape extinction?

7. Compound Stimulus Two stimuli together is your CS Generalized Conditioning – Second order conditioning, third order and so on – Generally it gets weaker and easier to extinguish √ Difficult due to respondent extinction

8. Drug Overdoses Generally due to taking too much poison. Novel environments play major role – Drugs not only produce a high, but also counter effects to reduce the high. – The drug, Room, Needle Prick – Thought? Coke Classic vs. Caffeine Free Coke

9. Operant-Respondent Interactions Emotions: Rewards and Punishers are associated with internal events Thinking: Words are associated with senses

10. Systematic Self-Desenstization Construct a Fear Hierarchy (0-100; least to most fearful) - SUD : Subjective Unit of Discomfort Deep Muscle Relaxation: Implement Program

11. Flooding Putting person in fearful situation with positive outcome. Not allowing the CS to be paired with UCS Not recommended

12. Punishment: Part 1 Week 7: Decreasing Behavior

13. General Definitional Components Immediate (Application or removal of stimulus) Contingent – must follow behavior Decreases behavior  S Dp

14. Type I Punishment: Stimulus Presentation (Positive Punishment) 1. Reprimand 2.Spanking 3.Response Blocking?? 4.Contingent Exercise 5.Overcorrection: Restitution & Positive Practice 6.Electric Stimulation Remember: If it does not decrease behavior it is not punishment.

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

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

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

18. 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) ?

19. Type II Punishment: Stimulus Removal (Negative Punishment - Penalty) 1. Response Cost: Bonus, Use with R+ 2.Time-Out: Planned Ignoring, Time-Out Ribbon (Talk about restitution and positive practice with time out) Remember: It must decrease behavior or it is not punishment!

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

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

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

23. 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)

24. Major Pitfall Sick Social Cycle (Victim’s punishment Model) Before  Behavior  After Teacher Ask Student Student Cusses Needs a reader Student Student Asked No B%*$CH!Doesn’t to Read aloud Red aloud

25. Unconditioned & Conditioned Punishers Unconditioned: Any unlearned stimulus that decreases behavior – Pain, odor, taste, physical restraint, extreme muscular effort, light, sound, temprature Conditioned: Any learned stimulus that decreases behavior

26. Factors that Influence Punishment Effectiveness Immediacy Itnesity/Magnitude Punishment Schedule Reinforcement Schedule DRA

27. Possible Side Effects Emotional & Aggressive Reactions Escape and Avoidance Behavioral Contrast Undesirable Modeling Negative Reinforcement of the Punishing Agent’s Behavior

28. 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

29. 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