chapter 11 and 12

Describe three of the ways clinicians can use positive reinforcement effectively.

1. Set an easily achieved initial criterion for reinforcement." During this, the practitioner should know who their client is. The practitioner will want to set the primary criterion. This will allow the individual to produce reinforcement for their first response. After, the practitioner will increase the criterion for their reinforcement as their performance starts to improve. To start this, look at the behavior that you want to intensify and set the initial criterion greater than the individual's average baseline but lower or equivalent to their greatest. 2. "Use direct rather than indirect reinforcement contingencies when possible." With the indirect reinforcement contingency, the reaction does not generate reinforcement straightforwardly. The individual who is giving the assessment will then give the reinforcement using direct reinforcement contingencies that could potentially improve their performance. 3. "Initially reinforce each occurrence for the behavior initially." Specify the reinforcement for each time the target behavior happens. This will increase the behavior. When you know what the behavior is, you can slowly start to take away the reinforcement. This will allow for the occasions of the behavior to be reinforced.

Define negative reinforcement and give an example. Describe its effect on behavior, and distinguish it from positive reinforcement in terms of what happens after the response.

A negative reinforcement is reducing or wedding out the stimulus contingent which will produce a response. This will lead to a growth of the upcoming occurrences for the response you want to show specific behavior. By doing so, something unlikable by the individual will be removed to increase the possibility of the behavior wanted. An example is my dog escapes to not go in their cage when I must leave. The particular behavior is being taught which when looking at this, the target behavior must grow when they know that the unlikable item will be removed. In terms of positive reinforcement, we want this kind of behavior to happen again when showing the stimulus. You are adding something meaning increasing the target behavior by enhancing something preferred

Describe the difference between positive reinforcement and positive reinforcer

A positive reinforcer is offered and will cause the individual to increase their behavior. When looking at positive reinforcement, this allows for a person to do an action followed by a reinforcer, so they continue doing that same behavior next time

Define satiation. Provide one example of satiation with a client or from your own life (yourself, child, pet, etc.)_

A satiation is a decrease in how much of the operant behavior is presented. This outcome with constant contact with the reinforcer is followed by the behavior. This also goes along with decreasing the efficiency of the reinforcer. An example is my dog has his favorite avocado toy that he likes to play fetch with. I would throw his avocado and he would have to go get it. He loves it at the start of playing but at the end, he doesn't care to play. Every time he runs, he receives the avocado which will make him less tired at the end.

Define automatic reinforcement, and provide one example of your own behavior or a client's behavior that is maintained by automatic reinforcement.

Automatic reinforcement is the behavior that has a stimulus modification in relation that happens without the consequence by the other individual. Automatic reinforcement can happen when behavior continues in the lack of any recognized or identified reinforcer. An example would be if a bug bites your arm, you will itch the bite. You feel the urge to itch the bite because of the sensation. Another example is stimming which in this case would be flapping. The child is flapping due to being excited.

Define Define automaticity as it relates to operant reinforcement and discuss how this concept affects your clinical work. as it relates to operant reinforcement and discuss how this concept affects your clinical work.

Automaticity happens without the individual not knowing that it was happening. We look at the behavior and may not have to see the reinforcement from that. An individual does not have to comprehend or mention the relation among the individual's actions and the emphasis on the consequences. This concept affects my clinical work because if we practice our work over and over, this will eventually become an experienced ability. The behavior is altered by the consequences which allows for the me in my clinical work to see if the reinforcement did work.

Summarize some of the applications of negative reinforcement cited in the chapter

Cited in the chapter, applied behavior analysis have discovered the threptic uses. This would treat the pediatric feeding complications. The expansion of the individual's performance has possibly resulted in the error improvement that has had may trials. This would allow the students to practice for their precise performance. This would also allow to give the individual extra work which in this case may act as the "negative reinforcement." In the chapter it mentions a strategy to treat the problem behaviors is continued by negative reinforcement. This would strengthen an additional approach behavior across the negative reinforcement.

Why is delivering reinforcement immediately so important?

Delivering reinforcement is so important because this allows for the individual to respond a certain way. This allows for the individual to see what behavior is being reinforced and allows for the connection to be strong and clear. The individual who Is receiving the reinforcement will continued to do the desired behavior in that setting

Define, discriminate between, and give examples of unconditioned and conditioned negative reinforcers.

Discriminate between is differentiating between two items, objects or even people. This is where the individual will select amongst two items, objects or even people. They are choosing between. An example of an unconditioned negative reinforcer is a migraine. Another example would be a big bang down the street. This would be a loud noise resulting in the response that effectively removes the distress that will be reinforced. An example of a conditioned negative reinforcer is making sure sunblock is put on your child for them to not get sunburnt.

Define "escape" and "avoidance" as they relate to negative reinforcement. Give examples of each.

Escape is where the individual engages in specifics to prevent the continuing incident from happening. The individual is interacting with the aversive stimulus. An example would be a child lowers the tv because it was too loud. Avoidance is stopping the performance of the stimulus. The individual will interact with the aversive stimulus. An example would be not going to the mall because there are big crowds. That may cause anxiety so some people may avoid. These relate to negative reinforcement because they are two types of reinforcement that are trying to prevent the stimulus.

Summarize the ethical concerns about using negative reinforcement.

Ethical concerns about the use of positive and negative reinforcement are similar and arise from the severity of the antecedent event (EO) that occasions behavior. Most EOs for behavior maintained by negative reinforcement can be viewed as aversive events. Extremely noxious events, when presented as antecedent stimuli, cannot be justified as part of a typical behavior change program. Another concern with negative reinforcement is that the presence of aversive stimuli can itself generate behaviors that compete with the acquisition of desired behavior.

Define a generalized conditioned reinforcer.

Generalized conditioned reinforcers are the conditioned reinforcers that result with the pairing with lots of "unconditioned and conditioned reinforcers." These don't rely on the present EO for the reinforcement for the efficiency. This offers the essentials for applying a reinforcement system that will improve numerous behaviors for different individuals.

What are motivating operations (MO's) and what are their two effects on behavior?

Motivating operations are environmental variables that change the efficiency of the "stimulus, object or event." They also change the recent occurrence of all the behaviors that have been strengthened by the "stimulus, object, or event." Motivating operations consists of two effects which are establishing operations and abolishing operations.

Explain why negative reinforcement and punishment do not refer to "good" or "bad" or other moral concepts.

Negative reinforcement and punishment do not refer to "good" or "bad" because negative does not me bad in this aspect. Negative means removing or reducing to increase a response. Looking at punishment, this means that the behavior, is declining due to the reducing of the stimulus. Negative reinforcement is not bad and is not a reprimand to the individual.

Describe the factors that influence the effectiveness of negative reinforcement. Give real-life examples of applications of each.

One factor that influences the effectiveness of negative reinforcement includes the magnitude. An example would be my client does not like the sound of bells. Every time he hears the bells go off; he will receive a bonus minute for the computer while staying calm. He hears the bell; he is being reinforced will that bonus minute. He is being reinforced which is the bonus minute by hearing that negative noise. This is the number of reinforcers but referring to if the stimulation is there before and after the response has happened. Another influence includes the stimulus changing right away resulting in the target responding happening. Another influence that will influence the effectiveness includes the rate at which the target response happens is continually producing the discharge "from and postponement of the EO." There also could be contingency where the response must happen to elicit the consequence. An example of this would be giving my client access to the computer for his break after he just finished his nonpreferred activity.

Explain fully the difference between positive and negative reinforcement, making sure you focus on the key distinction of the difference.

Positive and negative reinforcement differ because positive reinforcement includes the contingent stimulus appearance whereas negative reinforcement includes the contingent stimulus extinction.

Define positive reinforcement in technical terms. Provide one example (not from the book) that includes the effects on behavior

Positive reinforcement happens when the response is followed by the performance of the stimulus difference that may expand the potential rate of a comparable response. Positive reinforcement is a way of rewarding behavior in a positive way for the behavior to occur over and over. One example of positive reinforcement is I praise Megan when she waits patiently for her computer break.

How is a preference assessment different from a reinforcer assessment?

Preference assessment and reinforcer assessment are different because preference assessment recognizes the stimuli as a possible reinforcer whereas a reinforcer assessment looks at the efficiency of the stimuli as the reinforcer. Preference assessment happens before applying treatment whereas reinforcer assessment happens while treatment has already started. The reinforcer assessment is where the individual is going to manipulate the stimuli and has limitations due to the person running the assessment.

Multiple assessments

more than one type of evaluation instrument used to determine student learning and needed support for improving learning

automatic negative reinforcement.

occurs when the target behavior automatically reduces or eliminates an aversive stimulus as a consequence of the behavior and the behavior is strengthened

magnitude

the great size or importance of something

single stimulus assessment

there will be a series of trials presenting the stimuli one at a time. If the individual moves, moves their body or essentially approaches the item, that will be recorded. The percentage is recorded and calculated by how many times the individual approached the item per stimulus.

Negative reinforcement occurs when something unpleasant or uncomfortable is removed or taken away in order to increase the likelihood of the desired behavior.

what is a negative reinforcement

Social Negative Reinforcement

when another person terminates an aversive interaction, task, or activity after the occurrence of a target behavior, and as a result, the behavior is more likely to occur

Define a stimulus preference assessment. Describe the single stimulus, paired stimuli, and multiple stimuli assessments described by Cooper et al. (2020).

Stimulus preference is a way to regulate the stimuli the person differentially picks, high to low preference for the stimulus, the circumstances under those inclinations values when that specific task is demanded or wanted, and if highly favored objects will help as efficient reinforcers. When doing a single stimulus assessment, there will be a series of trials presenting the stimuli one at a time. If the individual moves, moves their body or essentially approaches the item, that will be recorded. The percentage is recorded and calculated by how many times the individual approached the item per stimulus. When doing the paired stimulus assessment, there will be a series of trials presenting the stimuli two at a time. During the trials, the individual can contact one piece. The percentage and preferences are documented. The calculations are recorded by the "percentage of approach responses per stimuli." Multiple assessments- When starting the trials, there will be multiple stimulus placed out front. The Individual is allowed to pick one item. When the individual, that item will not be replaced. The lasting stimuli will be altered. The individual will choose from the items that are left. This will go on until all items are picked. Preferences are calculated by the approach responses "per stimuli" through every trial.

Explain what is meant by stimulus presentation versus stimulus termination. Give examples from real life.

Stimulus presenting escalates that the target behavior will occur. Giving a reinforcer escalates possibility the target behavior will happen. An example is every time Megan sits while a friend talks during morning meeting, she will receive a toke, on her token board. Termination is wedding out the stimulus to support the occurrence of the behavior to increase. An example would be if Megan receives a good report by her teacher, her guardian can discard taking out the trash which in this case would act as the stimulus.

Define primary (unconditioned) and secondary (conditioned) reinforcers.

The primary (unconditioned) reinforcer is the stimulus modification that occupies as the reinforcement however, the individual has no specific knowledge with this. This is learned one before by frequent pairing. Secondary unconditioned reinforcers are the formerly neutral stimulus that did change and has developed the ability to function as a reinforcer throughout stimulus pairing. The pairing will consist of one or more unconditioned reinforcements or conditioned supports.

Describe the two forms of motivating operations.

The two forms of motivation operations are establishing operations and abolishing operations. Establishing operations is increasing the present value of that specific reinforcer. Abolishing operations is decreasing the present value of that specific reinforcer.

Define and discriminate between social and automatic negative reinforcement. What is the critical difference between these two?

There is a difference between social and automatic negative reinforcement. Social negative reinforcement includes trying to end the action through the other individual. Automatic negative reinforcement includes stimulus termination as straight forward for the result to have the response.

Summarize the point(s) made in the section "Identifying the Context of Negative Reinforcement." Provide a real-life example of the main point(s).

When looking at the section, "Identifying the Context of Negative Reinforcement," there were great points being made. One point I found was there was equal importance that needed to be placed on the antecedent event (EO). This allowed for emphasis on reinforcing consequences due to the behaviors happening. The negative reinforcer is essentially leaving and not observed by the individual. Another point is the reports about the EO's might be challenging due to the individual who may have restricted verbal abilities and may not be able to emphasis that they are undergoing "aversive simulation." When undergoing this, these individuals may engage in behaviors to try and leave the situation including a tantrum, aggression, self-injury and possibly a destructive behavior. An example is a child hitting their head due to wanting to leave that potential situation. Another point made was children have more problem behaviors when completing the difficult tasks conditions rather than the easy task conditions. The results showed that the individuals problem behavior was more towards escape whereas the difficult tasks were further leaning towards aversive versus the easy tasks. The consequences that trailed after the problem behavior were unidentified, it may be likely the behaviors were supported by another consequence. In this case this may have been the positive reinforcer. In this section, Iwata, Dorsey, Slifer, Bauman and Richman all established a method for categorizing the types of contingencies that support problem behavior by watching individuals under a sequence of conditions. One condition is the performance of task demands and eliminating the demands when the problem behavior happens.

contingency

a future event or circumstance that is possible but cannot be predicted with certainty