CONSEQUENCES OF BEHAVIOR AND THEIR IMPACT
Negative Rein forcer
•A stimulus whose removal reinforces and leads to a higher likelihood that the response bringing about this
removal will be repeated: in simpler terms it means repeating a behavior in order to get rid of a negative
stimulus.
•A stimulus whose removal reinforces and leads to a higher likelihood that the response bringing about this
removal will be repeated: in simpler terms it means repeating a behavior in order to get rid of a negative
stimulus.
Punishment
Punishment is an unpleasant or painful stimulus whose introduction following a certain behavior decreases
the likelihood that the behavior will occur again.
Punishment is an unpleasant or painful stimulus whose introduction following a certain behavior decreases
the likelihood that the behavior will occur again.
No reinforcement
This also deters or stops a behavior from being repeated.
This also deters or stops a behavior from being repeated.
Schedules of Reinforcement
•The procedures involving specific frequency and timing of reinforcing a desired behavior
•The procedures involving specific frequency and timing of reinforcing a desired behavior
SCHEDULES OF REINFORCEMENT
Continuous Versus Partial Schedules
Continuous Schedule
Reinforcing the behavior every time it is repeated.
Partial Schedule
The behavior is reinforced but not every time.
Continuous Versus Partial Schedules
Continuous Schedule
Reinforcing the behavior every time it is repeated.
Partial Schedule
The behavior is reinforced but not every time.
Fixed Ratio Schedule
The organism is reinforced only after a specific number of responses is made e.g. salary after 7 days.
Variable Ratio Schedule
The organism is reinforced after a varying number of responses is made (not a fixed number) e.g. surprise bonus.
The organism is reinforced only after a specific number of responses is made e.g. salary after 7 days.
Variable Ratio Schedule
The organism is reinforced after a varying number of responses is made (not a fixed number) e.g. surprise bonus.
PARTIAL SCHEDULES OF REINFORCEMENT CONSIDERING THE PERIOD OR AMOUNT OF TIME
Fixed- Interval Schedule
The organism is reinforced after pre fixed time intervals e.g. giving students a candy every two days.
The organism is reinforced after pre fixed time intervals e.g. giving students a candy every two days.
Variable- Interval Schedule
The organism is reinforced after around an average time interval instead of fixed ones e.g. at times giving 2 candies after 6days, and one after two days.
Remember!!! Immediate and appropriate reinforcement is essential for learning. Consistency is the golden rule; follow the pattern of reinforcement regularly and never let the organism feel that his/her/its behavior is not been observed and the progress not followed.
The organism is reinforced after around an average time interval instead of fixed ones e.g. at times giving 2 candies after 6days, and one after two days.
Remember!!! Immediate and appropriate reinforcement is essential for learning. Consistency is the golden rule; follow the pattern of reinforcement regularly and never let the organism feel that his/her/its behavior is not been observed and the progress not followed.
The most effective schedule of reinforcement is the variable-interval schedule.
Shaping
• Successive approximations of a required/-desired response are reinforced until that response is fully learnt:
• In the beginning each and every success is reinforced with a reward, no matter how small the success.
• Once the desired response is learnt the reinforcer immediately follows it, every time it happens.
• Once learnt the behavior, in many cases, the organism may not need reinforcement since many behaviors are self-reinforcing e.g. learning to play a musical instrument.
• Successive approximations of a required/-desired response are reinforced until that response is fully learnt:
• In the beginning each and every success is reinforced with a reward, no matter how small the success.
• Once the desired response is learnt the reinforcer immediately follows it, every time it happens.
• Once learnt the behavior, in many cases, the organism may not need reinforcement since many behaviors are self-reinforcing e.g. learning to play a musical instrument.
Stages in Shaping
Acquisition: Initially the response rate following reinforcement may be slow but at one stage it increases to
the maximum-----acquisition.
Extinction:If reinforcement is withheld the response rate decreases and finally no response is shown------ extinction.
Shaping Can Best Be Used For
•Learning alphabets, vocabulary, mathematical tables, or a new language.
•Learning to play a musical Instrument.
•Appropriate classroom behavior.
•Training mentally handicapped children.
Acquisition: Initially the response rate following reinforcement may be slow but at one stage it increases to
the maximum-----acquisition.
Extinction:If reinforcement is withheld the response rate decreases and finally no response is shown------ extinction.
Shaping Can Best Be Used For
•Learning alphabets, vocabulary, mathematical tables, or a new language.
•Learning to play a musical Instrument.
•Appropriate classroom behavior.
•Training mentally handicapped children.
Behavior Modification
•A therapeutic/intervention strategy used for modifying behavior in such a manner that the frequency of desired behavior is increased up tothe optimal level, and the frequency of undesired behavior is brought down to the minimum…or to extinction level.
•The intervention is based upon the operant principles of learning.
•A therapeutic/intervention strategy used for modifying behavior in such a manner that the frequency of desired behavior is increased up tothe optimal level, and the frequency of undesired behavior is brought down to the minimum…or to extinction level.
•The intervention is based upon the operant principles of learning.
Steps in Behavior Modification
•Identification of goals in terms of target behavior.
•Recording the preliminary/background information concerning the behavior in question.
•Designing the intervention, issues involved, and deciding its components.
•Implementation of the planned program as well as careful monitoring.
•Recording the events, progress, and problems during the implementation phase.
•Evaluating the program and making alterations if required.
•Identification of goals in terms of target behavior.
•Recording the preliminary/background information concerning the behavior in question.
•Designing the intervention, issues involved, and deciding its components.
•Implementation of the planned program as well as careful monitoring.
•Recording the events, progress, and problems during the implementation phase.
•Evaluating the program and making alterations if required.
Token Economy/ Token System:
•The person is rewarded with some form of a token every time a desired behavior is exhibited.
•The token can be play money/token or a chip representing money; it can be the silver or gold stars earned by the child; parents can give different colored paper tokens for good behavior.
•After a specific number of tokens have been earned, they can be exchanged for something desirable.
•The person is rewarded with some form of a token every time a desired behavior is exhibited.
•The token can be play money/token or a chip representing money; it can be the silver or gold stars earned by the child; parents can give different colored paper tokens for good behavior.
•After a specific number of tokens have been earned, they can be exchanged for something desirable.
Contingency Contracting
•A written contract is held between the client and the therapist, specifying all goal-behaviors as well as consequences; parents and teachers can also use it.
•The contract is followed strictly no matter if the consequences of behavior are negative, and the client may in fact dislike them; the purpose is to promote target behavior e.g. if an over-eater fails to refrain from confectionary throughout the week, he will have to send a donation cheque for drinks in a marathon; the cheques are prepared at the beginning of the program.
•A written contract is held between the client and the therapist, specifying all goal-behaviors as well as consequences; parents and teachers can also use it.
•The contract is followed strictly no matter if the consequences of behavior are negative, and the client may in fact dislike them; the purpose is to promote target behavior e.g. if an over-eater fails to refrain from confectionary throughout the week, he will have to send a donation cheque for drinks in a marathon; the cheques are prepared at the beginning of the program.
Comments
Post a Comment