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A detailed analysis of team discussions on key concepts in applied behavior analysis (aba), including generalized reinforcers and punishers, automatic and socially mediated reinforcement, sensory extinction, and conditioned punishment. The discussions involve critical thinking and application of aba principles to real-life scenarios, providing valuable insights for students and professionals in the field.
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Team Discussion Four: Synchronous - Group I- Meeting on April 4th, 2019 5:30 P.M. AZ Olivia Campbell, Joel Garcia, Rebekah Kruder, Keelan Day, Katelynn Black, Whitley Sanders, Ekeshia Crum, Victoria Bellamy Arizona State University SPE 526
Part I Generalized Reinforcers and Punishers Generalized conditioned punishers and reinforcers can be referred to as a stimulus change that has a history of being paired with many forms of powerful unconditioned and conditioned punishers and reinforcers (Cooper, Heron, & Heward, 2007). Due to the pairing history, generalized punishers and reinforcers tend to become effective under various settings for numerous behaviors. As a result, they are often effective longer and can be immune to states of deprivation and satiation. Key attributes for generalized conditioned reinforcers include 1) an increase in the likelihood of the behavior happening in the future, 2) the stimulus itself may not be reinforcing, but becomes reinforcing through pairing history, 3) and it should be able to apply in various settings and behaviors. An example of a generalized conditioned reinforcer would be social approval or attention because it is often paired with other reinforcers such as food and human touch. Through this process, it becomes reinforcing on its own and no longer needs to be paired. A non-example of a generalized reinforcer would be food because it is a primary reinforcer that is reinforcing on its own and does not need to be paired with other reinforcers to become effective if it increases behavior in the future. Key attributes for generalized conditioned punishers include 1) a decrease in the likelihood that the behavior will happen in the future, 2) the stimulus change in itself may not be punishing, but becomes punishing through its pairing history, and 3) it must be able to be generalized to various settings and behaviors. An example of a generalized conditioned punisher would be a reprimand such as “Don’t do that!” because while the statement itself may not be considered punishing at first, through continuous pairing with punishing stimuli such as pain or
behavior which is one of the most challenging to eliminate. Cooper, Heron, and Heward (2007) state that using extinction for automatic reinforcement is not a recommended treatment option. In the Relias module, a child was playing with a firetruck and would constantly hit the buttons to see the lights and sounds. The child’s behavior of hitting the button was reinforced by seeing the lights and hearing the sound. It was placed on extinction when the adult removed the batteries; the child could still hit the buttons, but no reinforcement (lights) would be provided. A non- example would be when a client is automatically reinforced by the self-injurious behavior of hitting his chin repeatedly with the palm of his hand. In response, instead of letting the behavior occur or masking the stimulation, the therapist blocks the client’s hand from hitting his chin with a gardening pad. Cooper et al. (2007), states that in contrast to extinction, “response blocking prevents the occurrence of the target behavior”(p. 458). Therefore, blocking looks similar but is not an extinction procedure. Part II Some of the challenging questions from the ASR and Comprehension Check that we discussed as a group include:
1. Which of the following is an example of conditioned punishment? a) John did not show up for work on time throughout the last month. As a result, his boss reprimanded him. In this month, John continued showing up late. b) John ate a lot during dinner, but his mom forced him to eat more. Since then, John has started to eat less. c) None of these is an example of conditioned punishment. d) John was watching TV while completing his math assignments. His mom saw that and knocked on his head - it hurt! He immediately focused on his assignments. Initially, a few of us chose answer choice B due to the understanding that the food was paired with an undesired stimulus (eating while full). Upon further discussion, it was decided
that B is incorrect due to the inclusion of food, which is an unconditioned reinforcer. Since John’s mother forced him to eat more food after he was full, this could potentially lead to pain from an overstuffed stomach and therefore it would be considered an unconditioned punisher. After looking at the other options again, it was decided that none of the choices were examples of conditioned punishers. Answer choice A does not show punishment taking place since there was no decrease in future behavior, which is a key attribute of punishment (Mayer, Sulzer- Azaroff, & Wallace, 2019). Choice D is also not a conditioned punisher since the hit on the head, which causes pain, is an unconditioned punisher.
2. Which of the following statements is correct? Statement 1: Extinction produces an initial, immediate increase in response rate. Statement 2: Extinction produces a steep reduction in response rate. a) Both statements are correct. b) Only Statement 1 is correct. c) Neither statement is correct. d) Only Statement 2 is correct. Choice A was chosen at first by a few of us with the initial thought process of seeing the extinction graph decline dramatically once extinction was introduced and after the initial extinction burst. After reexamination of the extinction graph (Figure 4, p. 474) provided by Cooper et al. (2007), it is discovered that the decline of the response is much more gradual than steep. The rate of the decline is also determined on the resistance of the behavior to extinction, therefore, statement 2 is incorrect. Statement 1 is supported by the graph’s depiction of the initial increase (extinction burst) immediately following the implementation of the extinction procedure, which leaves the correct answer choice “b) only statement 1 is correct”.
Initially the the second answer was chosen, “neither generalized punishers or unconditioned punishers require stimulus-stimulus pairing to function as punishers.” It seemed like the best choice before more in-depth studying and a solid understanding of the concept took place. Generalized conditioned punishers do not require control of specific conditions (Cooper et al. 2007). The repetitive unpairing that takes place has to happen in order for the conditioned punisher to diminish in effectiveness. The correct answer is the third choice, “through repeatedly unpairing of an unconditioned punisher and a conditioned punisher, the conditioned punisher will eventually lose the effectiveness.”
References: Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ. Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M. (2019). Behavior analysis for lasting change (4thed.). Cornwall-on-Hudson, NY: Sloan Publishing. Relias: Consequence interventions. (n.d.). Retrieved March 31, 2019, from https://arizonastateuniversity.training.reliaslearning.com/Learning/CurrentTraining.aspx Yuan, C. Module 4 - Classification of Consequences. [Video] Retrieved from Arizona State University Canvas Website: https://asu.instructure.com/courses/17486/external_tools/retrieve? display=borderless&url=https%3A%2F%2Fwww.playposit.com%2FLTI%2Flaunch %2F986403%2Fplay%2Fembed
