Operant
conditioning
Prepared by: Shuhudha Rizwan
B. F. Skinner
Operant Conditioning
The use of pleasant or
unpleasant consequences to
control the occurrence of
behaviour
Why do we need to reinforce behaviour?

To strengthen that behaviour
Why do we need to punish behaviour?

To weaken that behaviour
What is a reinforcer?

1.
-
2.
-
A pleasurable consequence that maintains or
increases a behaviour.
Primary reinforcers
Consequences that satisfy a basic needs. E.g.
Food, water
Secondary reinforcers
Consequences that people learn to value
through its association with a primary
reinforcer. E.g. stars, badges.
What is a punisher?

1.
-
2.
-
An unpleasurable consequence that weakens or
stops behaviour.
Type 1 punishment (presentation punishment)
An unpleasant consequence that a person tries to
avoid from. E.g. scolding, beating, kneeling down
Type 2 punishment (removal punishment)
Withdrawal of a pleasant consequence. E.g. not
allowing a student to play football.
Reinforcement or punishment?
Added to the
situation
Removed from
the situation
Strengthen
behaviour
Positive
reinforcement
Negative
reinforcement
weaken
behaviour
Type 1
punishment
Type 2
punishment
Time out

The procedure of removing a student from
a situation in which misbehaviour is was
being reinforced.
Practical Reinforcers
1.
2.
3.
4.
5.
6.
7.
8.
9.
Self-reinforcement
Praise
Attention
Grades and recognition
Home-based reinforcement
Privileges
Activity reinforcers
Tangible reinforcers
Food
LIMITATIONS OF REINFORCEMENT





It is difficult to identify rewards and
punishments
You must control all sources of reinforcement
Internal changes can be difficult to create
Students may come to hate teachers who use
punishment
Punishing is difficult to do well
Effective punishment must be
1) immediate
(right now!)
2) intense (the biggest possible
stick)
3) unavoidable (there is no escape)
4) consistent (every time)