Principles of Behavior Management (PSY333):

1. Principles of Behavior Management (PSY333): Gary L. Cates, Ph.D., N.C.S.P

2. My Behavior Management Project Gary L. Cates

3. Decreasing dinning-out General reason why I want to quit dinning out. Research supported reason1 why I should quit dinning out. Research supported reason 2 why I should quit dinning out.

4. Research on Target Behavior • Study 1 looked at ____ and found ___ • Study 2 investigated _____ and the data suggested that _____. • The research has not investigated the extent to which keeping a log may impact dinning out.

5. Purpose of the study • Purpose of the study was to determine extent to which a log would be helpful in the decreasing dining out behavior.

6. Method • Participant/setting • Procedures • Design and Dependent variables • Inter-observer Reliability (if applicable)

7. Results Should have at least one graph for each behavior targeted. No statistics are needed.

8. Discussion • Summarize purpose and results • What were the strengths of the projects • What were the weaknesses • What would you do differently • Tips for others considering doing a similar behavior modification project. • Ask for questions and provide answers

9. Questions?

10. Stimulus Discrimination and Stimulus Generalization

11. 3 Types of Stimuli • Discriminative Stimulus: Reinforcement is available (SD) • Neutral Stimulus: No reinforcement or punishment is available (SΔ ) • Warning Stimulus: Punishments is available

12. Discrimination Training • Learning when to behave and when not to behave • Reinforcing a response in presence of one stimulus but not another e. g. Colors

13. Color Discrimination

14. What about you? • When have you engaged in stimulus discrimination today?

15. Stimulus Control • Degree of correlation between stimulus and response • Degree to which a behavior occurs in presence of a specific stimulus • e.g. Traffic light

16. Color Discrimination Revisited

17. What about you? • What behaviors do you have that are under stimulus control?

18. Let’s discriminate Learning an Alien Language

19. Effective discrimination training • Choose distinct signals • Minimize opportunities for error • Minimize stimulus array • Maximize Number of learning trials • Make use of rules

20. Stimulus Generalization • Responding similarly across two or more stimuli √ The more the stimuli are alike the more likely the response to take place e.g. finding your car

21. What about you? • What behaviors/responses do you generalize across settings? • Can that response always be generalized? • Should that response always be generalized?

22. Classes of Stimuli Stimulus Class: Set of stimuli with similar characteristics in common AKA: Concept Equivalence Class: Set of stimuli with different characteristics, but represent the same thing e.g. Written name, verbal name, picture of person

23. Inducing Stimuli Classes √ Explicit training is not necessarily needed to induce stimulus control across stimuli • Symmetry: A = B • Reflexivity: A = A • Transivity: A = B; B = C; A = C

24. Discriminating discrimination among other discriminative stimuli Stimulus discrimination and escape e.g. hailing a taxi out in the cold: Must have no patrons in it. Stimulus discrimination and punishment e.g. Boiling pan: Do not touch or you get burned.

25. Stimulus Discrimination and Differential Reinforcement DR- 2 responses (right way and wrong way)and 1 stimulus e.g. Asking mom for money SD- Two stimuli (Right signal wrong Signal) and 1 response e.g. Asking mom OR dad for money?

26. Requirements for stimulus control • Attention of the subject • Sensory capabilities of the subject • The stimulus must stand out relative to other stimuli.

27. Shaping, Chaining, Prompting & Fading

28. Shaping Reinforcing successive approximations to the target response while extinguishing preceding approximations. √ Does not have to be done in an exact way This concept requires understanding of Reinforcement, extinction, and Differential Reinforcement.

29. Terms Terminal Behavior: The final goal of an intervention Operant Level: Frequency of responding before reinforcement Initial Behavior: Some behavior that resembles the terminal behavior in some way. Intermediate behaviors: Those behaviors that more closely approximate the target responses.

30. Lookin’ for a volunteer • Who wants to shape up their behavior?

31. Chaining √ Must be done in a general stepwise format e. g. making a sandwich √ Each response serves a dual function • Signal for next response • Reinforcer for completion of the previous response.

32. Task Analysis • Breaking a behavioral chain into its smaller responses. • Extent to which you are successful with teaching new behaviors from a chaining perspective is directly related to your ability to do a good task analysis.

33. 2 Types of chaining Forward Chaining (total task presentation) Presenting each link in a forward format - Example: Putting on a pair of pants Backward Chaining: Presenting each link of a chain in a backward format. - Example: Putting on a pair of pants.

34. Time to make a chain Do a task analysis for making an omelet Do a task analysis for a chain of responses that you consider yourself an expert in that perhaps no one else in the class is.

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

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

37. 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: Coke Classic vs Caffeine Free Coke Example 6: Phobias Example 7: Bedwetting Example 8: Aversion Therapy

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

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

40. 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

41. Drug Overdoses • Most are due to taking too much poison. However, they often occur in novel environment but no more drug than they took before. • Drugs not only produce a high, but also counter effects to reduce the high. • The drug, Room, Needle Prick

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

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

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

45. Systematic Desensitization • You should seek help if you: • are uncomfortable during the creation of the hierarchy • Contradictory SUDS Ratings • Can’t produce visual imagery • Inability to control the beginning or ending of image • Inability to meet goals