Example of positive punishment.

• everyday example 
• applied example 

Everyday: Speeding ticket for speeding behavior. 

Applied: Extra homework for talking during class. 

examples of negative punishment

• applied
• everyday

Every day: suspended an individual's driving privileges because of too many speeding tickets. 

Applied: losing leisure/free time for talking during class. 

time out

response cost

contingent presentation of verbal reprimands 

physical restraint 

Water mist 

response blocking 

contingent exercise 

over corrrection

1. emotional responding 
2. aggression
3. escape/avoidance person implementing 
4. modeling of Undesirable Behavior (spanking, verbal reprimands)
5.  possibly behavioral contrast 
6. implementing punishment may be negatively reinforced
7. Does not address the cause of the challenging bx in the first place 
8.   Requires lots of supervision, resources, and time. 

Define behavioral contrast

can be caused by a change in the reinforcement schedule or punishment schedule 

• teach replacement bx
• antecedent interventions 
• increasing supervision to  ensure extinction procedures are implemented correctly and consistently 
• be aware of topography of the bx to arrange the environment to make as safe as possible 
• Thin schedule of punishment 

An environmental variable that (a) alters (increases or decreases) the reinforcing or punishing effectiveness of some stimulus, object, or event; and (b) alters (increases or decreases) the current frequency of all behavior that has been reinforced or punished by that stimulus, object, or event. 

A motivating operation that increases the effectiveness of some stimulus, object, or event as a reinforcer. For example, food deprivation establishes food as an effective reinforcer.

A motivating operation that decreases the reinforcing effectiveness of a stimulus, object, or event. For example, the reinforcing effectiveness of food is abolished as a result of food ingestion.

A motivating operation whose value-altering effect depends on a learning history. For example, because of the relation between locked doors and keys, having to open a locked door is a CMO that makes keys more effective as reinforcers, and evokes behavior that has obtained such keys.

A motivating operation whose value-altering effect does not depend on a learning history. For example, food deprivation increases the reinforcing effectiveness of food without the necessity of any learning history.

An increase in the current frequency of behavior that has been reinforced by some stimulus, object, or event whose reinforcing effectiveness depends on the same motivating operation. For example, food deprivation evokes (increases the current frequency of) behavior such as opening the fridge that has been reinforced by food.

A term with two meanings in contemporary behavior analysis literature. In its original and most fundamental usage, functional analysis denotes demonstrations of functional relations between environmental variables and behavior.

In the context of determining the purposes (functions) of problem behavior for an individual, functional analysis entails experimentally arranging antecedents and consequences representing those in the person’s natural routines so that their separate effects on problem behavior can be observed and measured.

1. Traditional
2. Brief
3. IISCA
4. Latency
5. Precursor
6. Single condition
7. FA with protective gear 
8. Trial-based 

An analysis in which only one or two 5- to 10-min sessions are conducted for each condition. A convincing demonstration of function may be achieved by either alternating a condition that produces problem behavior with one that does not or conducting a contingency reversal. Brief functional analysis may reveal a functional relation in fewer sessions than a full functional analysis.

An analysis in which each session is terminated as soon as a problem behavior occurs. The index of problem behavior is the latency from the onset of the establishing operation to the first occurrence of the problem behavior. The condition with the shortest latency is the condition maintaining the problem behavior 

An analysis in which a series of trials is interspersed among classroom activities. Each trial consists of two 1-minute components: (a) the establishing operation and contingency for problem behavior (test condition), and (b) continuous access to the reinforcer (control condition).

In the test condition, multiple contingencies are implemented simultaneously (e.g., attention and escape) when the problem behavior is demonstrated. In the control condition, those same reinforcers are presented noncontingently and continuously.

Precursor FA A variation of the functional analysis that analyzes the precursors to challenging behavior (i.e., responses that reliably occur close in time before the challenging behavior). Each trial is terminated as soon as the precursor response is observed.

An FA is the manipulation of variables to determine the function of behavior. 

A descriptive assessment involves ABC data, scatterplot, and direct observation of the behavior.

That treatment plan will usually include some sort of functional communication training or replacement skill to replace that challenging behavior. Finally we’ll continue to monitor the child and collect data to see if our theory was correct and hopefully see the behavior decrease through intervention. 

The discontinuing of reinforcement of a previously reinforced behavior (i.e., responses no longer produce reinforcement); the primary effect is a decrease in the frequency of the behavior until it reaches a pre-reinforced level or ultimately ceases to occur. 

A child cries and throws a tantrum when they want access to a tangible and this behavior results in access to the tangible. when the crying behavior is in extinction, the child would not get access to the item for crying and throwing a tantrum.

Although the individual implementing extinction initially did not reward the problem behavior, they gave in and reinforced the behavior after the learner engaged in the problem behavior for over 5 minutes. 

refers to the functional relation between withholding reinforcement for a previously reinforced behavior and the resultant diminishing rate of response.

 refers to the diminishing rate of a previously reinforced behavior when that behavior no longer produces reinforcement.

withhold attention

Do not allow the client to escape the aversive event or task. 

Withhold reinforcing aspect of the behavior by masking or removing the sensory consequence. 

1. extinction burst
2. response variation
3. initial increase in response magnitude
4. spontaneous recovery
5. resurgence
6. emotional outbursts
7. aggression

• withhold reinforcers maintaining the behavior 
• withhold reinforcement consistently
• combined with other procedures
• use instructions 
• plan for extinction produced aggression 
• increase the number of extinction trials 
• include those close to the client in the intervention
• guard against unintentional extinction
• maintain extinction decreased behavior  

define event recording

encompasses a wide variety of procedures for detecting and recording the number of times a behavior of interest occurs. 

Event recording is also used to measure discrete trial behaviors, in which the count for each trial or opportunity to respond is either 1 or 0, representing the occurrence or nonoccurrence of the target behavior. 

 clear start and end of behavior

doesn't occur at a high rate

task-orientated and continuous measurements are not a good choice for event recording.

duration

response latency

IRT

defined as the elapsed time between two successive responses.

 define parametric analysis

give an example/nonexample 

when or why to conduct

Define: A parametric analysis is an experiment designed to discover the differential effects of a range of values of an independent variable.

Example: examining the effects of the reinforcement schedule on the behavior.

non-example: an experimental study that measures one intervention against another.

Why or when to conduct:  it should be run to determine to what extent manipulations to the independent variable has on the target behavior. 

A response followed immediately by the presentation of a stimulus change that results in similar responses occurring more often.

Provide a examples of positive reinforcement.

• Everyday example
• Educational example 

Everyday example: setting my alarm to wake up in time for work has woke me up in time for work, so I will continue to set my alarm. 

Educational example: providing verbal praise for correct responding during discrete trial training, DTT.

A response followed immediately by the presentation of a stimulus change that results in similar responses occurring more often.

Provide examples of negative reinforcement.

• Everyday
• Applied Educational

Every day: suspended phone service for nonpayment.

Applied educational: removal of an aversive stimulus or event for compliance.  

1. Fixed interval
2. variable interval
3. fixed ratio
4. variable ratio
5. non-contingent 

A schedule of reinforcement requiring a fixed number of responses for reinforcement (e.g., an FR 4 schedule of reinforcement follows every fourth response).

A schedule of reinforcement in which reinforcement is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced (e.g., on an FI 3-min schedule, the first response following the passage of 3 minutes is reinforced).

A schedule of reinforcement that provides reinforcement for the first correct response following the elapse of variable durations of time occurring in a random or unpredictable order. The mean duration of the intervals is used to describe the schedule (e.g., on a VI 10-min schedule, reinforcement is delivered for the first response following an average of 10 minutes since the last reinforced response, but the time that elapses following the last reinforced response might range from 30 seconds or less to 25 minutes or more).

A schedule of reinforcement requiring a varying number of responses for reinforcement. The number of responses required varies around a random number; the mean number of responses required for reinforcement is used to describe the schedule (e.g., on a VR 10 schedule an average of 10 responses must be emitted for reinforcement, but the number of responses required following the last reinforced response might range from 1 to 30 or more).

A procedure in which stimuli with known reinforcing properties are presented on fixed-time (FT) or variable-time (VT) schedules completely independent of behavior; often used as an antecedent intervention to reduce problem behavior.

stair step/ break and run 

burst pause burse pattern

high rates of response and pausing 

• Scalloped pattern
• an uptick in responding right before the end of the interval. 

• An FI schedule produces a low to moderate state of responding 

HIGH  STEADY RATES OF RESPONDING WITH NO REINFORCEMENT PAUSE

UPWARD TREND LINE

moderate steady rate of response with no post-reinforcement pausing 

Describes the resistance to change in a behavior’s rate of responding following an alteration in reinforcement conditions. The momentum metaphor has also been used to describe the effects produced by the high-probability (high-p) request sequence.

Presenting a learner with three high-probability tasks increases the probability of the lower-probability task. 

RMIA= rapid motor imitation antecedent procedure

Define IOA

The degree to which two or more independent observers report the same observed values after measuring the same events.

It is an indicator of measurement quality.

1. determine the competence of new observers
2. detect observer drift
3. judge whether the definition of the target behavior is clear and the system is not too difficult to use
4. convince others of the relative believability of the data.

1. independent
2. dependent
3. interdependent

 is an arrangement in which a contingency is presented to all members of a group, but reinforcement is delivered only to those group members who meet the criterion outlined in the contingency

the reward for the whole group is dependent on the performance of an individual student or small group. 

 is one in which all members of a group must meet the criterion of the contingency (individually and as a group) before any member earns the reward.

Theoretically, interdependent group contingencies have a value-added advantage over dependent and independent group contingencies insofar as they yoke students to achieve a common goal, thereby capitalizing on peer pressure and group cohesiveness.

as the personal application of behavior change tactics that produces a desired change in behavior.

Self-monitoring is a procedure whereby a person observes and responds to, usually by recording, the behavior he is trying to change.

Provide materials that make self-monitoring easy.

Provide supplementary cues or prompts.

Self-monitor the most important dimension of the target behavior.

Self-monitor early and often, but do not interrupt the flow of a desired behavior targeted for increase.

Reinforce accurate self-monitoring.

1. reinforcer dependency
2. reinforcing a behavior that you do not intend to increase 
3. providing harmful reinforcer

Extinction

differential reinforcement 

Demand Fading 

FCT/DRA

DRI

DRA

Extinction

Define component analysis

example and non-example

when and why to conduct?

Definition: Any experiment designed to identify the active elements of a treatment condition, the relative contributions of different variables in a treatment package, and/or the necessary and sufficient components of an intervention. Component analyses take many forms, but the basic strategy is to compare levels of response across successive phases in which the intervention is implemented with one or more components left out.

For example, in a compound intervention package, DRO and extinction are both components of the package that need to be effective. It would evaluate each component on its own and together to analyze any differentiation. 

non-example: comparing two treatments against one another.

When or why would it be conducted? to determine if all the components are needed in the intervention to be effective.

Define comparative analysis

provide example and non-example

when to conduct?

 A comparative analysis looks at two or more treatments in an attempt to determine which is more effective. 

example: comparing Extinction against DRA 

Non-example: analyzing how much of the reinforcer is needed to be effective.

when to conduct: it should be conducted to determine which intervention works best with the current client.

What is a compound schedule of reinforcement?

A schedule of reinforcement consisting of two or more elements of continuous reinforcement (CRF), the four intermittent schedules of reinforcement (FR, VR, FI, VI), differential reinforcement of various rates of responding (DRH, DRL), and extinction The elements from these basic schedules can occur successively or simultaneously, with or without discriminative stimuli; reinforcement may be contingent on meeting the requirements of each element of the schedule independently or in combination with all elements.

Compound schedules of reinforcement occur when

(a) two or more contingencies of reinforcement;

(b) operate independently and simultaneously;

(c) for two or more behaviors.

Each schedule is correlated with a discriminative stimulus. People in the natural environment have opportunities to make choices among concurrently available events.

For example, Sharon receives a weekly allowance from her parents, contingent on doing daily homework and cello practice. After school, she can choose when to do homework and when to practice the cello, and she can distribute her responses between these two simultaneously available schedules of reinforcement. Applied behavior analysts use concurrent schedules for reinforcer assessment and for behavioral interventions.

Using Concurrent Schedules for Reinforcer Assessment

Applied behavior analysts have used concurrent schedules extensively to provide choices during the assessment of consequence preferences and the assessment of response quantities (e.g., rate, latency, magnitude) and reinforcer quantities (e.g., rate, duration, immediacy, amount). Responding to concurrent schedules provides a desirable assessment procedure because (a) the participant makes choices, (b) making choices during assessment approximates the natural environment, (c) the schedule is effective in producing hypotheses about potential reinforcers operating in the participant’s environment, and (d) these assessments require the participant to choose between stimuli rather than indicating a preference for a given stimulus (Adelinis, Piazza, & Goh, 2001; Neef, Bicard, & Endo, 2001; Piazza et al., 1999).

1. Compound
2. Concurrent 
3. Alternative 

A schedule of reinforcement in which two or more contingencies of reinforcement (elements) operate independently and simultaneously for two or more behaviors

1. DRA
2. DRO
3. DRI
4. DRH
5. DRL