Unit 3
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In Unit 2, we explored the many ways in
which biological processes can influence
behavior.
However, as future ABA practitioners, our
foremost interest is in how we can work to
change behaviors effectively in our clients.
Doing so means that we believe in and
understand the principles of how
environmental variables can govern behavior.
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In this unit, we will learn about the principles
of operant conditioning. In simple terms, the
word "operant" means to effect change.
Behavior analysts use an understanding of
environmental consequences to bring about
change in behavior.
In this unit, we will focus on the most basic
concept of operant conditioning, which is
reinforcement.
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The basic idea behind this concept is that
reinforcement can increase a desired behavior.
While the idea seems simple, there are many
factors that can affect the success of a
particular reinforcement in changing
behavior.
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We also will look at another operant
principle, punishment, and its effects on
behavior.
Finally, we will explore the principles of
classical conditioning. In classical
conditioning, we look at how our reflexes,
such as basic emotional responses, can
become associated with new stimuli.
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Reading: We will read about classical and
operant conditioning and how the
environment affects behavior.
Read the following selections in your
textbook, Applied Behavior Analysis:
 pp. 258-289, which focus on positive
reinforcement
 pp. 292-302, which explore the topic of negative
reinforcement
 pp. 326-345, about the principles of punishment
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Discussion: This week's discussions will
focus on the principles of both operant and
classical conditioning and how these
principles work to change behavior in realworld scenarios.
 Discussion Question #1 – Negative Reinforcement
 Discussion Question #2 – Classical Conditioning
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Seminar Discussion: We will further our
discussions on applying conditioning
principles in order to change behaviors.
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A relatively permanent change in behavior due
to experience.
The modification of preexisting behavior and
understanding.
 Plays a central role in most aspects of human
behavior.
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Learning is defined as any lasting change in
behavior that results from experience.
 Three learning theories:
 Classical Conditioning
 Operant Conditioning
 Social Learning Theory
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Behavior therapies are based on two assumptions:
1. Behavior is learned.
2. Behavior can be changed by applying the
principles of classical conditioning, operant
conditioning, and observational learning.
At the most fundamental level, learning theory
assumes that problem behavior is learned and can
be unlearned.
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Learning processes are equally capable of
producing adaptive or maladaptive behavior,
depending on the environmental stimuli and
consequences experienced by the learner.
Based on this assumption, applied behavioral
analysts can use the same learning
mechanisms to replace maladaptive behaviors
with new adaptive behaviors.
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There are three basic underlying assumptions
to learning theory:
 Human behavior is governed by basic learning
principles.
 Humans are neither good nor evil; they are shaped
by their environment.
 All people are capable of modifying behaviors
under the right circumstance.
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Learn associations between stimuli.
Does not teach new behaviors.
Exhibit different behaviors in association to
stimuli.
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Classical conditioning was accidentally
discovered around the beginning of the 20th
century by Russian physiologist Ivan Pavlov.
Pavlov was studying digestive process in dogs
when he discovered that the dogs salivated
before they received their food.
In fact, after repeated pairing of the lab attendant
and the food, the dogs started to salivate at the sight
of the lab assistants.
 Pavlov coined this phenomena “psychic secretions."
 He noted that dogs were not only responding to a
biological need (hunger), but also a need developed
by learning.
 Pavlov spent the rest of life researching why this
associate learning occurred, which is now called
classical conditioning.
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To experiment on classical conditioning,
Pavlov utilized a tuning fork and meat
powder.
He hit the tuning fork and followed the
sound with the meat powder.
Pavlov presented the sound (tuning fork)
with the meat powder at the exact same
time increments.
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In the beginning, the dog salivated only to the
meat powder, but after this was repeated,
salivated at the sound of the tuning fork.
Even when Pavlov took away the meat
powder, the dog continued to salivate at the
sound of the tuning fork.
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In classical conditioning, the client learns to
associate one stimulus with another.
The client learns that the first stimulus is a
cue for the second stimulus.
In Pavlov’s experiment above, the tuning fork
cued the dogs that food might be coming.
In technical terms, the food is an unconditioned
stimulus (UCS) and the salivation is the
unconditioned response (UCR).
The bell is a neutral stimulus until the dog learns to
associate the bell with food.
Then the bell becomes a conditioned stimulus (CS)
which produces the conditioned response (CR) of
salivation after repeated pairings between the bell
and food.
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Unconditioned Stimulus (UCS)
A stimulus that elicits a response without
conditioning
Unconditioned Response (UCR)
Automatic response elicited by the
unconditioned stimulus
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Conditioned Stimulus (CS)
A neutral stimulus that when paired with an
unconditioned stimulus (UCS) elicits a
similar response
Conditioned Response (CR)
A response that is learned by pairing the
originally neutral conditioned stimulus (CS)
with the unconditioned stimulus (UCS)
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Acquisition
The acquisition phase is the consistent
parings of the CS (bell) and the UCS (food)
that produces a CR (salivation).
In the example above, this phase occurs when
the dog begins to salivate at the sound of the
bell. Conditioning occurs more rapidly when
the food follows the bell by a half a second.
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People learn associations between responses
and the stimuli that follow between behavior
and its consequences.
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A process in which responses are learned on
the basis of their rewarding or punishing
consequences.
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Operant conditioning can be described as
behavior adjustments as a result of greater or
lesser negative or positive reinforcement and
punishment.
Skinner hypothesized that human behaviors
were controlled by rewards and punishment
and that their behaviors can be explained by
principles of operant conditioning
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SKINNER’S OPERANT CONDITIONING
Beginning in the 1930’s, Skinner started his
experimentation on the behavior of animals.
Skinner's quest was to observe the
relationship between observable stimuli and
response.
Essentially, he wanted to know why these
animals behaved the way that they do.
Skinner controlled his experiments by
using “Skinner boxes.”
 The Skinner box was a contraption
that would automatically dispense
food pellets and electric shocks.
 Skinner believed that the learning he
observed in his Skinner boxes could
apply to human behavior.
 He called this learning operant
conditioning.
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Operant conditioning can be described as
behavior adjustments as a result of greater or
lesser negative or positive reinforcement and
punishment.
Skinner hypothesized that human behaviors
were controlled by rewards and punishment
and that their behaviors can be explained by
principles of operant conditioning
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Operant – A response that has some effect on
the world.
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In operant conditioning, organisms learn to do
the behaviors that lead to pleasant
consequences and avoid the responses that
lead to painful consequences.
Operant learning is the process by which
organisms learn what works and what does
not.
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In operant learning, there are four ways that
consequences influence behavior.
Contingency is a causal relationship between
two events:
 Event A (a behavior) occurs
 Event B (a consequence) follows
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Reinforcement
The process in which a behavior is
strengthened, and thus, more likely to
happen again.
 Positive Reinforcement
Making a behavior stronger by following the
behavior with a pleasant stimulus. For
example, a rat presses a lever and receives food.
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Reinforcement
The process in which a behavior is
strengthened, and thus, more likely to happen
again.
 Negative Reinforcement
Making a behavior stronger by taking away a
negative stimulus. For example, a rat presses a
lever and turns off the electric shock
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Punishment
The process in which a behavior is weakened,
and thus, less likely to happen again.
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Negative Punishment
Reducing a behavior by removing a pleasant
stimulus when the behavior occurs. If the rat
was previously given food for each lever press,
but now receives food consistently when not
pressing the lever (and not when it presses
the lever), the rat will learn to stop pressing
the lever.
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Positive Punishment
Reducing a behavior by presenting an
unpleasant stimulus when the behavior
occurs. If the rat previously pressed the lever
and received food and now receives a shock,
the rat will learn not to press the lever.
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1.
2.
Provide reinforcement or incentives for
behaviors that you want more of.
Provide punishment for behaviors you want
less of.
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Reinforcement and punishment must be
applied in specific ways to be successful:
– Reinforcement and punishment must be
consistent.
– Reinforcement and punishment must occur very
quickly after the behavior has occurred.
– Reinforcement must be something that the child
or adolescent actually wants.
Provide reinforcement or incentives for behaviors that
you want more of.
 Examples include:
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More attention (e.g., interacting, noticing, commenting)
Praise (e.g., "Good job!" "I like that!")
Concrete rewards (e.g., favorite treat, book or toy)
Privileges (e.g., going to the zoo, a movie or having a friend over
to play)
Removal of negatives (e.g., "If you keep up with your school work
and keep your room clean this week, then you can be excused
from yard work this weekend.")
Provide punishment for behaviors you want less of.
 Examples include:
 Time out
 Critical feedback (e.g., "No," "I don’t like it when you
do that")
 Removal of privileges (e.g., television viewing, time
with friends)
 Ignoring or withdrawing attention (e.g., not
responding or reacting to a child when he or she
whining or throwing a tantrum)
 Enforcing consequences (e.g., additional chores or
homework assignment)
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Reinforcement and punishment must be applied in
specific ways to be successful:
 Reinforcement and punishment must be
consistent.
 Reinforcement and punishment must occur very
quickly after the behavior has occurred.
 Reinforcement must be something that the child or
adolescent actually wants.