Reinforcement and Punishment

Total Page:16

File Type:pdf, Size:1020Kb

Reinforcement and Punishment Reinforcement and Increasing and Punishment Decreasing Behaviors POSITIVE NEGATIVE POSITIVE REINFORCEMENT REINFORCEMENT PUNISHMENT What We’ll Cover: NEGATIVE EXAMPLES IN ABA HOW IT RELATES TO PUNISHMENT/ YOUR CHILD EXTINCTION But First, Some Vocab! • Stimulus: a thing or event that evokes a specific functional reaction What do you think of when I say: Reinforcement? Punishment? Reinforcement vs. Punishment • In ABA, when we say reinforcement, we want to increase a behavior • When we say punishment, we want to decrease a behavior Getting a hug, high-five, smile, saying “good job!” or other forms or praise after completing your homework (+) Examples of Positive Receiving a paycheck for doing work Reinforcers Preferred snack or food after cleaning up Your Turn! What are some more examples of positive reinforcers? Examples of (-) Negative Reinforcers DOING THE DISHES TO STOP A LEAVING THE TABLE AFTER PRESSING A BUTTON TO TURN PARENT FROM NAGGING EATING TWO BITES OF BROCCOLI OFF A VERY LOUD ALARM Your turn! What are some other examples of negative reinforcers? Touching a hot stove and feeling pain (+) Examples of Positive Yelling at a child for picking his nose Punishment Eating rotten food and having a bad taste in your mouth after Your turn! What are some other examples of positive punishment? Taking away screen time when A child kicks his peer during his a child refuses to finish their favorite game, soccer, and is (-) Examples homework removed from the game of Negative Child continually flips the lights Closely related to extinction, Punishment on and off because it is visually the removal of reinforcement stimulating, so the parent for a previously reinforced disables the light switch. behavior Your Turn! What are some more examples of negative punishment? We use TONS of positive reinforcement Example: Giving praise or adding a sticker to a during sticker board when answering a question correctly sessions to reinforce our lessons Using Reinforcement in ABA We use negative Example: Allowing a timer to play until the child reinforcers sits down to start a lesson too! While we never yell at Example: Saying “stop” or “try again” during session may lower the amount of clients, some of our times a child does a less-preferred behavior, like picking their nose or giving phrases may act as an incorrect answer Using positive punishment Punishment in ABA Example: While a therapist is talking with parents, the child realizes they cannot tie their We use extinction shoe, and starts screaming and hitting the therapist and parent. The therapist and parent often wait to answer the child until they say, “Excuse me” or “Can you help me?” Let’s Talk About Your Kiddo Can we think of examples that reinforcement and punishment is used with your child? Questions? You did it! You • You can now take your new skills to the real world (and brag completed an ABA to all your friends). parent training • Please contact your therapist if you have any follow-up through Tanager questions about what you learned today. Place! This PowerPoint was created by Lexys Sillin, RBT and approved by Blake Stephenson BCBA References M.A., K. P. (2013, February 5). The Difference between Positive/Negative Reinforcement and Positive/Negative Punishment. Retrieved from https://bcotb.com/the-difference-between-positivenegative- reinforcement-and-positivenegative-punishment/ Staddon, J. E. R; D. T Cerutti (February 2003). "Operant Conditioning". Annual Review of Psychology. 54 (1): 115–144. doi:10.1146/annurev.psych.54.101601.145124. PMC 1473025. PMID 12415075 What is Reinforcement and Why Is It Important in ABA? (n.d.). Retrieved from https://www.appliedbehavioranalysisedu.org/what-is- reinforcement-and-why-is-it-important-in-aba/.
Recommended publications
  • Rule-Based Reinforcement Learning Augmented by External Knowledge
    Rule-based Reinforcement Learning augmented by External Knowledge Nicolas Bougie12, Ryutaro Ichise1 1 National Institute of Informatics 2 The Graduate University for Advanced Studies Sokendai [email protected], [email protected] Abstract Learning from scratch and lack of interpretability impose some problems on deep reinforcement learning methods. Reinforcement learning has achieved several suc- Randomly initializing the weights of a neural network is in- cesses in sequential decision problems. However, efficient. Furthermore, this is likely intractable to train the these methods require a large number of training model in many domains due to a large amount of required iterations in complex environments. A standard data. Additionally, most RL algorithms cannot introduce ex- paradigm to tackle this challenge is to extend rein- ternal knowledge limiting their performance. Moreover, the forcement learning to handle function approxima- impossibility to explain and understand the reason for a de- tion with deep learning. Lack of interpretability cision restricts their use to non-safety critical domains, ex- and impossibility to introduce background knowl- cluding for example medicine or law. An approach to tackle edge limits their usability in many safety-critical these problems is to combine simple reinforcement learning real-world scenarios. In this paper, we study how techniques and external knowledge. to combine reinforcement learning and external A powerful recent idea to address the problem of computa- knowledge. We derive a rule-based variant ver- tional expenses is to modularize the model into an ensemble sion of the Sarsa(λ) algorithm, which we call Sarsa- of experts [Lample and Chaplot, 2017], [Bougie and Ichise, rb(λ), that augments data with complex knowledge 2017].
    [Show full text]
  • Personality and Individual Differences 128 (2018) 162–169
    Personality and Individual Differences 128 (2018) 162–169 Contents lists available at ScienceDirect Personality and Individual Differences journal homepage: www.elsevier.com/locate/paid Risk as reward: Reinforcement sensitivity theory and psychopathic T personality perspectives on everyday risk-taking ⁎ Liam P. Satchella, , Alison M. Baconb, Jennifer L. Firthc, Philip J. Corrd a School of Law and Criminology, University of West London, United Kingdom b School of Psychology, Plymouth University, United Kingdom c Department of Psychology, Nottingham Trent University, United Kingdom d Department of Psychology, City, University of London, United Kingdom ARTICLE INFO ABSTRACT Keywords: This study updates and synthesises research on the extent to which impulsive and antisocial disposition predicts Personality everyday pro- and antisocial risk-taking behaviour. We use the Reinforcement Sensitivity Theory (RST) of Reinforcement Sensitivity Theory personality to measure approach, avoidance, and inhibition dispositions, as well as measures of Callous- Psychopathy Unemotional and psychopathic personalities. In an international sample of 454 respondents, results showed that Callous-unemotional traits RST, psychopathic personality, and callous-unemotional measures accounted for different aspects of risk-taking Risk-taking behaviour. Specifically, traits associated with ‘fearlessness’ related more to ‘prosocial’ (recreational and social) risk-taking, whilst traits associated with ‘impulsivity’ related more to ‘antisocial’ (ethical and health) risk-taking. Further, we demonstrate that psychopathic personality may be demonstrated by combining the RST and callous- unemotional traits (high impulsivity, callousness, and low fear). Overall this study showed how impulsive, fearless and antisocial traits can be used in combination to identify pro- and anti-social risk-taking behaviours; suggestions for future research are indicated. 1.
    [Show full text]
  • Action to End Child Sexual Abuse and Exploitation
    ACTION TO END CHILD SEXUAL ABUSE AND EXPLOITATION Published by UNICEF Child Protection Section Programme Division 3 United Nations Plaza New York, NY 10017 Email: [email protected] Website: www.unicef.org © United Nations Children’s Fund (UNICEF) December 2020. Permission is required to reproduce any part of this publication. Permission will be freely granted to educational or non-profit organizations. For more information on usage rights, please contact: [email protected] Cover photo: © UNICEF/UNI303881/Zaidi Design and layout by Big Yellow Taxi, Inc. Suggested citation: United Nations Children’s Fund (2020) Action to end child sexual abuse and exploitation, UNICEF, New York This publication has been produced with financial support from the End Violence Fund. However, the opinions, findings, conclusions, and recommendations expressed herein do not necessarily reflect those of the End Violence Fund. Click on section bars to navigate publication CONTENTS 1. Introduction ............................................3 6. Service delivery ...................................21 2. A Global Problem...................................5 7. Social & behavioural change ................27 3. Building on the evidence .................... 11 8. Gaps & challenges ...............................31 4. A Theory of Change ............................13 Endnotes .................................................32 5. Enabling National Environments ..........15 1 Ending Child Sexual Abuse and Exploitation: A Review of the Evidence ACKNOWLEDGEMENTS
    [Show full text]
  • Fact Sheet - Reinforcement
    FACT SHEET - REINFORCEMENT Positive Reinforcement Because many children with autism have difficulty with communication, play skills, and socialization, it is often difficult to motivate them to engage in activities that incorporate these skills. Positive reinforcement can provide additional motivation to help shape and increase developmentally approriate behaviors. A positive reinforcer is anything that is added following a behavior that increases the likelihood of the behavior occuring again in the future. Rewards are often given to children when they engage in desirable behaviors, but if the reward does Contact Information not cause those behaviors to increase in the future, then the reward is not actually a Website: positive reinforcer. www.coe.fau.edu/card/ Various Forms of Reinforcement Boca Raton Campus 777 Glades Road Natural Reinforcement: A child’s positive behaviors and social interactions Boca Raton, FL. 33431 are reinforced naturally. The natural consequences of positive behaviors become reinforcing themselves. Successful interactions become motivating to the child. Main Line: 561/ 297-2023 Toll Free: 1-888-632-6395 Examples: Fax: 561/297-2507 ♦ There is a ball out of reach for a child. The child says, “Ball,” and an adult Port St Lucie Campus hands the ball to the child. Access to the ball is reinforcing and increases the likelihood of the child requesting “ball” in the future. 500 NW California Blvd. ♦ A child is struggling with a difficult puzzle. The child says, “Help,” and an Port St Lucie, FL. 34986 adult helps the child. Completion of the puzzle is reinforcing. This successful interaction increases the likelihood of the child attempting puzzles Main Line: 561/ 297-2023 in the future and requesting help when needed.
    [Show full text]
  • What's Wrong with the Sociology of Punishment?1
    1 What’s Wrong with the Sociology of Punishment?1 John Braithwaite Australian National University Abstract The sociology of punishment is seen through the work of David Garland, as contributing useful insights, but less than it might because of its focus on societal choices of whether and how to punish instead of on choices of whether to regulate by punishment or by a range of other important strategies. A problem in Garland’s genealogical method is that branches of the genealogy are sawn off – the branches where the chosen instruments of regulation decentre punishment. This blinds us to the hybridity of predominantly punitive regulation of crime in the streets that is reshaped by more risk- preventive and restorative technologies of regulation for crime in the suites, and vice versa. Such hybridity is illustrated by contrasting the regulation of pharmaceuticals with that of “narcotics” and by juxtaposing the approaches to a variety of business regulatory challenges. A four-act drama of Rudoph Guiliani’s career as a law enforcer - Wall Street prosecutor (I), “zero-tolerance” mayor (II), Mafia enforcement in New York (III), and Rudi the Rock of America’s stand against terrorism (IV) - is used to illustrate the significance of the hybridity we could be more open to seeing. Guiliani takes criminal enforcement models into business regulation and business regulatory models to street crime. The weakness of a genealogical approach to punishment can be covered by the strengths of a history of regulation that is methodologically committed to synoptically surveying all the important techniques of regulation deployed to control a specific problem (like drug abuse).
    [Show full text]
  • Punishment on Trial √ Feel Guilty When You Punish Your Child for Some Misbehavior, but Have Ennio Been Told That Such Is Bad Parenting?
    PunishmentPunishment onon TrialTrial Cipani PunishmentPunishment onon TrialTrial Do you: √ believe that extreme child misbehaviors necessitate physical punishment? √ equate spanking with punishment? √ believe punishment does not work for your child? √ hear from professionals that punishing children for misbehavior is abusive and doesn’t even work? Punishment on Trial Punishment on √ feel guilty when you punish your child for some misbehavior, but have Ennio been told that such is bad parenting? If you answered “yes” to one or more of the above questions, this book may Cipani be just the definitive resource you need. Punishment is a controversial topic that parents face daily: To use or not to use? Professionals, parents, and teachers need answers that are based on factual information. This book, Punishment on Trial, provides that source. Effective punishment can take many forms, most of which do not involve physical punishment. This book brings a blend of science, clinical experience, and logic to a discussion of the efficacy of punishment for child behavior problems. Dr. Cipani is a licensed psychologist with over 25 years of experience working with children and adults. He is the author of numerous books on child behavior, and is a full professor in clinical psychology at Alliant International University in Fresno, California. 52495 Context Press $24.95 9 781878 978516 1-878978-51-9 A Resource Guide to Child Discipline i Punishment on Trial ii iii Punishment on Trial Ennio Cipani Alliant International University CONTEXT PRESS Reno, Nevada iv ________________________________________________________________________ Punishment on Trial Paperback pp. 137 Distributed by New Harbinger Publications, Inc. ________________________________________________________________________ Library of Congress Cataloging-in-Publication Data Cipani, Ennio.
    [Show full text]
  • Definitions of Child Abuse and Neglect
    STATE STATUTES Current Through March 2019 WHAT’S INSIDE Defining child abuse or Definitions of Child neglect in State law Abuse and Neglect Standards for reporting Child abuse and neglect are defined by Federal Persons responsible for the child and State laws. At the State level, child abuse and neglect may be defined in both civil and criminal Exceptions statutes. This publication presents civil definitions that determine the grounds for intervention by Summaries of State laws State child protective agencies.1 At the Federal level, the Child Abuse Prevention and Treatment To find statute information for a Act (CAPTA) has defined child abuse and neglect particular State, as "any recent act or failure to act on the part go to of a parent or caregiver that results in death, https://www.childwelfare. serious physical or emotional harm, sexual abuse, gov/topics/systemwide/ or exploitation, or an act or failure to act that laws-policies/state/. presents an imminent risk of serious harm."2 1 States also may define child abuse and neglect in criminal statutes. These definitions provide the grounds for the arrest and prosecution of the offenders. 2 CAPTA Reauthorization Act of 2010 (P.L. 111-320), 42 U.S.C. § 5101, Note (§ 3). Children’s Bureau/ACYF/ACF/HHS 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov Definitions of Child Abuse and Neglect https://www.childwelfare.gov CAPTA defines sexual abuse as follows: and neglect in statute.5 States recognize the different types of abuse in their definitions, including physical abuse, The employment, use, persuasion, inducement, neglect, sexual abuse, and emotional abuse.
    [Show full text]
  • The Building Blocks of Treatment in Cognitive-Behavioral Therapy
    Isr J Psychiatry Relat Sci Vol 46 No. 4 (2009) 245–250 The Building Blocks of Treatment in Cognitive-Behavioral Therapy Jonathan D. Huppert, PhD Department of Psychology, The Hebrew University of Jerusalem, Jerusalem, Israel Abstract: Cognitive behavioral therapy (CBT) is a set of treatments that focus on altering thoughts, sensations, emo- tions and behaviors by addressing identified maintenance mechanisms such as distorted thinking or avoidance. The current article describes the history of CBT and provides a description of many of the basic techniques used in CBT. These include: psychoeducation, self-monitoring, cognitive restructuring, in vivo exposure, imaginal exposure, and homework assignments. Cognitive-behavioral therapy (CBT) is probably progress has been made in understanding the psy- better called cognitive and behavioral therapies, chological mechanisms involved in treatment (e.g., given that there are many treatments and traditions 10), though there is still much to understand. that fall under the rubric of CBT. These therapies The basic tenets of CBT theory of mental illness have different emphases on theory (e.g., cognitive is that psychopathology is comprised of maladap- versus behavioral) and application (e.g., practical tive associations among thoughts, behaviors and vs. theoretical). Historically, behavior therapy de- emotions that are maintained by cognitive (at- veloped out of learning theory traditions of Pavlov tention, interpretation, memory) and behavioral (1) and Skinner (2), both of whom considered processes (avoidance, reinforcement, etc.). Within learning’s implications for psychopathology. More CBT theories, there are different emphases on direct clinical applications of behavioral prin- aspects of the characteristics of psychopathology ciples were developed by Mowrer (3), Watson and and their maintenance mechanisms (e.g., 11–14).
    [Show full text]
  • Throwing More Light on the Dark Side of Personality: a Re-Examination of Reinforcement
    City Research Online City, University of London Institutional Repository Citation: Broerman, R. L., Ross, S. & Corr, P. J. (2014). Throwing more light on the dark side of psychopathy: An extension of previous findings for the revised Reinforcement Sensitivity Theory. Personality and Individual Differences, 68, pp. 165-169. doi: 10.1016/j.paid.2014.04.024 This is the accepted version of the paper. This version of the publication may differ from the final published version. Permanent repository link: http://openaccess.city.ac.uk/16257/ Link to published version: http://dx.doi.org/10.1016/j.paid.2014.04.024 Copyright and reuse: City Research Online aims to make research outputs of City, University of London available to a wider audience. Copyright and Moral Rights remain with the author(s) and/or copyright holders. URLs from City Research Online may be freely distributed and linked to. City Research Online: http://openaccess.city.ac.uk/ [email protected] Throwing More Light on the Dark Side of Personality: A Re-examination of Reinforcement Sensitivity Theory in Primary and Secondary Psychopathy Scales Broerman, R. L. Ross, S. R. Corr, P. J. Introduction Due to researchers’ differing opinions regarding the construct of psychopathy, the distinction between primary and secondary psychopathy, though it has long been recognized to exist, has yet to be fully understood. This distinction, originally proposed by Karpman (1941, 1948), suggests two separate etiologies leading to psychopathy. Whereas primary psychopathy stems from genetic influences resulting in emotional deficits, secondary psychopathy is associated with environmental factors such as abuse (Lee & Salekin, 2010). Additionally, primary psychopathy is characterized by lack of fear/anxiety, secondary psychopathy is thought more to represent a vulnerability to experience higher levels of negative affect in general (Vassileva, Kosson, Abramowitz, & Conrad, 2005).
    [Show full text]
  • PSYCO 282: Operant Conditioning Worksheet
    PSYCO 282 Behaviour Modification Operant Conditioning Worksheet Operant Conditioning Examples For each example below, decide whether the situation describes positive reinforcement (PR), negative reinforcement (NR), positive punishment (PP), or negative punishment (NP). Note: the examples are randomly ordered, and there are not equal numbers of each form of operant conditioning. Question Set #1 ___ 1. Johnny puts his quarter in the vending machine and gets a piece of candy. ___ 2. I put on sunscreen to avoid a sunburn. ___ 3. You stick your hand in a flame and you get a painful burn. ___ 4. Bobby fights with his sister and does not get to watch TV that night. ___ 5. A child misbehaves and gets a spanking. ___ 6. You come to work late regularly and you get demoted. ___ 7. You take an aspirin to eliminate a headache. ___ 8. You walk the dog to avoid having dog poop in the house. ___ 9. Nathan tells a good joke and his friends all laugh. ___ 10. You climb on a railing of a balcony and fall. ___ 11. Julie stays out past her curfew and now does not get to use the car for a week. ___ 12. Robert goes to work every day and gets a paycheck. ___ 13. Sue wears a bike helmet to avoid a head injury. ___ 14. Tim thinks he is sneaky and tries to text in class. He is caught and given a long, boring book to read. ___ 15. Emma smokes in school and gets hall privileges taken away. ___ 16.
    [Show full text]
  • Integrating the Olweus Bullying Prevention Program and Positive Behavioral Interventions and Supports in Pennsylvania
    Integrating the Olweus Bullying Prevention Program and Positive Behavioral Interventions and Supports in Pennsylvania 2 Integrating the Olweus Bullying Prevention Program and Positive Behavioral Interventions and Supports in Pennsylvania Overview of Workgroup and Method This report was prepared with input from This report was produced to summarize the Pennsylvania OBPP-PBIS workgroup. the workgroup’s findings related to the The workgroup included representation following questions: from statewide leadership organizations that support the dissemination of Olweus • Is it possible to implement both OBPP Bullying Prevention Program (OBPP) and and PBIS in a school? Positive Behavioral Interventions and • What strategies support co-implemen- Supports (PBIS) in the commonwealth, tation of OBPP and PBIS? as well as leaders from schools that have • What considerations are warranted experience with both programs/frame- when a school is selecting an evidence- works. The workgroup met on six different based school climate improvement occasions and conducted site visits of program, such as OBPP or PBIS? model implementation sites. Definitions of Bullying Among Youths Bullying is any unwanted aggressive behavior(s) by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Bullying may inflict harm or distress on the targeted youth including physical, psychological, social or educational harm. – Centers for
    [Show full text]
  • Giving Students the Tools to Reduce Bullying Behavior Through the Blending of School-Wide Positive Behavior Support, Explicit In
    Giving students the tools to reduce bullying behavior through the blending of school-wide positive behavior support, explicit instruction, and a redefinition of the bullying construct. CONTENTS ii. Before We Intervene ................................................................................... ii-1 1. Student Curriculum (Part 1) ..................................................................... 1-1 Objectives and Procedure ............................................................................................................... 1-1 Teaching the Social Responsibility Skills .................................................................................... 1-3 2. Student Curriculum (Part 2) ...................................................................... 2-1 Responding to Stop/walk/talk ...................................................................................................... 2-2 Group Practice .................................................................................................................................... 2-2 3. Gossip .............................................................................................................. 3-1 Stop/walk/talk with gossip ............................................................................................................ 3-2 Group Practice .................................................................................................................................... 3-2 4. Inappropriate Remarks ..............................................................................
    [Show full text]