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M4: Discussion

Javier Garcia

Mary Lou Fulton Teachers College

Arizona State University

SPE 527: Behavior Analytic Assessment

CI Carly Vivio

February 7, 2021
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Section 1

Chapter 11 Terms and Definitions

Three-term contingency

Definition. The three-term contingency describes the relationship between the variables

and stimuli occurring before a behavior, the behavior that occurs afterward, and the consequence

that arises because of that behavior (Cooper et al., 2020).

Example. Antecedent: Teacher says, “clap hands.” Child claps hands. Teacher says,

“Good job!” A teacher might tell a learner to clap their hands; this is the antecedent or the stimuli

occurring before a behavior. The child may clap their hands; this is the behavior. The teacher

praises the child for clapping; this is the consequence to the behavior.

Discriminative stimulus (SD)

Definition. A specific stimulus that a learner has associated with a reinforcer. The

discriminative stimulus is a stimulus that a learner has been conditioned to associate with a

reinforcer (Boutot, 2021).

Example. For a tacting program, a therapist holds up a picture of an animal and says

“What’s this?” The learner states the name of the animal, and as a result, the learner is given a

reinforcer. The utterance of “What’s this?” is the discriminative stimulus because the learner

knows that a particular response to that question will result in being given a reinforcer.
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Establishing Operation

Definition. An external or internal stimulus that makes a particular reinforcer increase in

value (Boutot, 2021).

Example. We are working with a learner that greatly values going outside to try to find

lizards. If we were to keep the learner inside, we would be increasing the value of going outside

as a reinforcer. The longer they are kept inside, the more the value of going outside increases.

The learner will be more motivated to do their work for the reward of going outside to look for

lizards.

Abolishing Operation

Definition. An external or internal stimulus that makes a particular reinforcer decrease in

value (Boutot, 2021).

Example. We are working with a learner who prefers Goldfish as a reinforcer. As we

repeatedly feed them Goldfish, the value of Goldfish as a reinforcer decreases. The learner will

be less motivated to do their work for Goldfish because they are satiated by how much they have

already had.

Four-term contingency

Definition. An arrangement that shows the relationship that motivating operations have

on the antecedent, behavior, and consequence (Cooper et al., 2020).

Example. Client does not get access to iPad throughout school day, which has an

establishing operant effect on the iPad as a reinforcer. At the end of the school day, the client is

presented with the iPad and given the instruction: “first you go to the bathroom, then you’ll get
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the iPad”. If the client goes to the bathroom with no challenging behaviors then he will earn the

iPad.

Automatic reinforcement

Definition. Reinforcement that occurs internally for the learner, without the need for

outside forces to deliver reinforcement (Cooper et al., 2020).

Example. Brushing one's teeth to escape the feeling of dirty teeth or to gain the feeling of

clean teeth. Licking your lips when they are chapped because because the wet tongue feels good

applied to the chapped lips. No external sources provided the antecedent, played any part in the

behavior, and the consequence came purely from the positive feelings in their own mind.

Unconditioned reinforcement

Definition. Reinforcement that is based on our basic human needs (Cooper et al., 2020).

Example. Food, sex, shelter, rest, and water are all unconditioned reinforcers.

Conditioned reinforcement

Definition. A stimulus that has been paired with another reinforcer to gain value, but

would otherwise not be a reinforcing stimulus (Cooper et al., 2020).

Example. Money is a conditioned reinforcer. We have learned that money will give us

access to other reinforcers like food, sex, shelter, and rest. Without those associations, it would

simply be dirty paper or numbers on paper.

Premack Principle
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Definition. Setting the contingency that a non-preferred task must be completed first

before receiving a reinforcer (Cooper et al., 2020).

Example. First, do your homework. Then, you can play with the iPad.

Noncontingent Reinforcement

Definition. Providing reinforcement on a fixed schedule, even in the absence of the target

behavior (Cooper et al., 2020).

Example. When working with youth in a detention center, every 15 minutes the staff will

provide praise and attention because they have been deprived of attention throughout the day.

Providing this scheduled attention meets their need for attention to hopefully prevent problem

behaviors.

DRO - Differential Replacement of Other Behavior

Definition. Providing reinforcement in the absence of the targeted challenging behavior

(Cooper et al., 2020).

Example. When working with a student who makes noise during class, the teacher

praises them for not making noise after a few minutes.

Differential Replacement of Alternative Behavior

Definition. Providing reinforcement for an alternative behavior from the targeted

challenging behavior (Cooper et al., 2020).

Example. When working with a child that normally hits their dog, providing

reinforcement when they are calmly petting or giving the dog gentle hugs.
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Section 2

Reinforcement and Applied Behavior Analysis

Reinforcement Contingency vs Bribery

In our reading of chapter five of Behavior Analysis for Lasting Change, we were

confronted with the fact that critics of applied behavior analysis say that reinforcement and

bribery are the same. Bribery though, is done with a corruptive motivation and mainly serves the

person doing the bribing. Also, bribery is conducted before the behavior occurs, such as a child

being given ice cream with the promise that they do their homework (Mayer et al., 2019).

In applied behavior analysis, we only offer reinforcement after the behavior has occurred,

such as a contingency being made that a child earns ice cream after they have finished their

homework. Furthermore, in applied behavior analysis, we are working towards goals of

increasing the learner’s socially important behaviors and decreasing their challenging behaviors.

The reinforcement techniques used are a part of a plan agreed upon by the learner’s caregivers

and practitioners, all looking to serve the best interests of the learner (Mayer et al., 2019).

Importance of and Reliance on Reinforcement in ABA Practice

The use of reinforcement is a proven, evidence-based method for enacting behavior

change. Behavior analysts theorized that reinforcement is a basic unit of learning in humans, and

the research done to test the theory has backed up this notion. This theory and research are the

basis of the field of applied behavior analysis. With reinforcement as a proven tool, we can
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increase socially functional behavior (Cooper et al., 2020). Further, where punishment is used as

the method of suppressing challenging behaviors, reinforcement can be used to a better effect.

We can find out why the challenging behavior is occurring, then teach alternate and functional

behaviors through reinforcement without the need for punishment, except in more extreme cases

(Boutot, 2021).

Section 3

Functional Behavior Analysis

How do the activities used in an FBA focus on reinforcement for the individual?

Finally, we discussed the role of reinforcement in a functional behavior analysis. As

practitioners using a functional behavior analysis, we are seeking to find out why a challenging

behavior is occurring. The challenging behavior has been maintained or increased by

reinforcement, so it is our job to figure out what is reinforcing this behavior. With that

knowledge in mind, we can then take the correct steps to implement an appropriate extinction

protocol (Boutot, 2021).

Motivational Operants and Challenging Behavior

As practitioners we are seeking to find the motivational operant that is fueling the

potency of the reinforcer. It may be that the learner is satiated by a certain item, or is deprived of

a certain food, and therefore engages in challenging or undesired behaviors. Once we conduct the

necessary assessments, we can determine what we need to do to create behavior change, whether

that be providing non-contingent reinforcement, using extinction, or utilizing another

intervention strategy. Understanding these parts of the behavior contingency will give us the

tools we need to implement an appropriate intervention (Boutot, 2021).

References

Boutot, E. A. (2021) SPE 527 webinar 3: Functions of behavior as related to motivational

operants [Webinar]. Arizona State University. https://api.playposit.com/player_v2?

type=bulb&bulb_id=86331&section_id=1028038&resource_link_id=asucanvas.playposit

.com_c8488b184030166587cf4f5316e86f213d1c0d9c&render_path=play2

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (5th ed.).

Pearson.

Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M. (2019). Behavior analysis for lasting change.

Cornwall-on-Hudson, New York: Sloan Publishing.

Recording URL

https://drive.google.com/file/d/1PTViDSXdH60AmjSTe3gu-rIs9zfuScyX/view?usp=sharing