Positive Punishment: Punishment by Stimulus Presentation
Introduction Punishment is: o Poorly understood o Frequently misapplied o Controversial Many recommendations for punishment are derived from basic research conducted more than 40 years ago. Azrin and Holz, Campbell and Church, See Van Houten
Introduction As a principle of behavior, punishment is not about punishing the person. Punishment is a: response consequence contingency suppresses the future frequency of a behavior or response.
Punishment § § § Is a procedure Occurs when a response is followed by a stimulus that decreases the future frequency of similar responses Is not defined by the actions of the delivery device or person Is not defined by the nature of the consequence. A decrease in the behavior must be observed before a consequence-based intervention qualifies as punishment
Two Types of Punishment § Positive: Presentation of a stimulus (or an increase in the intensity of an already present stimulus) immediately following a response that results in a decrease in the frequency of the response behavior. Negative: The termination / removal of an stimulus (or a decrease in the intensity of an already present stimulus) immediately following a response that results in a decrease in the future frequency of the behavior.
Definitions & Nature of Punishment Discriminative Effects of Punishment The 3 term contingency for punishment (1) In a particular stimulus situation (S), (2) some kinds of behavior (R), when followed immediately by (3) certain stimulus changes (SP), show a decreased future frequency of occurrence in the same or in similar situations.
Definitions & Nature of Punishment Discriminative Effects of Punishment If punishment occurs only in some stimulus conditions and not in others, the suppressive effects of punishment will be most prevalent under those conditions. Discriminative stimulus for punishment is SDp.
Recovery from Punishment Two options: § Suppression under punishment conditions When punishment is discontinued responding returns Response rate may briefly exceed the level at which it was occurring prior to punishment § Total suppression Permanent of the response.
Definitions & Nature of Punishment Unconditioned and Conditioned Punishers A punisher is a stimulus change that immediately follows the occurrence of a behavior and reduces the future frequency of that type of behavior.
Definitions & Nature of Punishment Unconditioned and Conditioned Punishers An unconditioned punisher is a stimulus whose presentation functions as punishment without having been paired with any other punishers. Product of the evolutionary history of a species (phylogeny); all biologically intact members of a species are more or less susceptible to punishment by the same unconditioned punishers.
Definitions & Nature of Punishment Factors That Influence the Effectiveness of Punishment Severity or Intensity of punishment Manner of Introduction Certainty Schedule Availability of reinforcement for the target behavior Availability of reinforcement for an alternative behavior.
Severity or Intensity of the Stimulus Intensity refers to the physical parameters of the stimulus. Severity refers to the degree of suppression achieved. Very intense punisher that produces minimal suppression is a mild punisher. Low intensity stimuli that produce complete suppression are severe punishers.
Manner of Introduction Sudden introduction of punishment produces much greater response suppression than if the punishment intensity is gradually increased. o Don’t begin with mild punishers and make more intense. If use gradual small punishers and increase the intensity, it takes a more intense punisher to suppress the unwanted behavior than if had given the full amount immediately. Is problematic for Human Rights Organizations and Criminal Justice System.
Manner of Introduction If you give intense punisher first, often times milder punishers that had no effect before now become effective. Gradual low intensity punishers lead to temporary suppression. Moderate intensity punishers lead to partial suppression. Intense punishers lead to total suppression.
Intensity can differ amongst individuals E. g. , $200 ticket for speeding Bill Gates You It will impact you more. Public Whipping, May affect you both the same.
Immediacy of Punishment In general, the longer the delay between the response and the punisher, the less effective the punisher becomes. Immediate punishment is no more effective than stimulus delivery within the first hour. After the first hour, effectiveness continues to decrease.
Punishment Certainty Can have high intensity. Can have good immediacy. But will be ineffective if there is low certainty. The greater the certainty of receiving the punishing stimulus, the greater the response suppression.
Example If have high intensity but low certainty of apprehension, you will usually perform the behavior. Rob a Bank get 10 million dollars. Get caught you get executed. 1/10 million chance of apprehension. Vs 1/1000 chance of apprehension.
Relates to Concept of Deterrence What is the probability of being caught if I do a behavior. The higher the odds of success, the more likely the probability of engaging in the behavior. Occurs even when severity is high.
Two Types of Deterrence General Deterrence o Prevents you from engaging in the act in the first place. Specific Deterrence o Relates to preventing you from repeating the behavior after being caught.
Availability of Unpunished Responses Even low intensity punishers can be effective when an alternative unpunished behavior is available that produces reinforcement. With no alternatives, need higher intensity.
How Often is the Punished Behavior Reinforced? Punishers are more effective when punished behavior is no longer reinforced. The more reinforcement for the behavior, the less effective the punisher becomes. Also, depends on the intensity.
Examples Kid in class shoots a spit wad. Teacher – Stand in the corner Kid gets lots of attention from other kids Behavior increases Drug selling behavior by juveniles Get caught – slap on the wrist Also, kid gets lots of attention.
Is the Punisher Delivered Before the Reinforcer Punishment is more effective when it is delivered before the behavior is reinforced. Early studies found it was more effective. Today it is not so clear cut.
Self Control / Self Management Relates to immediacy vs. delayed consequences for a behavior. Several Types
Self Control / Self Management Small Immed. Pos o Smoke Cig Small Immed. Neg o See Dentist Small Immed. Pos o Save Money Small Immed. Neg o Meet new People Delayed Lg. Neg Cancer, Death Delayed Lg. Neg Get Root Canal Delayed Lg. Pos Buy a boat or car Delayed Lg. Pos Fall in love Generally, immediate consequences have a greater impact than delayed consequences.
Schedule The greater the proportion of responses that are followed by the punisher is the greater the response reduction. Continuous Punishment (FR-1) Schedule = Gives maximal response suppression, but allows for rapid recovery when the punishment contingency is removed.
Classic Mistakes /Inappropriate use of Punishment Ignore behaviors that should be punished. o Puts persons on a random schedule Don’t start early. o Usually wait until misbehavior persists or becomes more severe Delay. o Wait until class is over before sending to principal’s office Don’t reinforce alternative “good” behavior.
Side Effects of Punishment § May be a general decrease in all behavior § Kids who are punished may not talk as much – can become withdrawn. § May cause emotional outbursts. § May generate hostility toward the source or the person giving the punisher. § Escape and Avoidance § Increased rate of the problem behavior under nonpunishment § Modeling undesirable behavior § Not teaching the learner what to do Yelling, acting out, fear
More Side Effects Physical punishment is highly correlated with aggressive behavior in kids. Lots of physical punishment increases aggression in kids. Negative Reinforcement of the Punishing Agent’s Behavior o Punishment tends to terminate the punished behavior quickly. The deliver’s behavior is negatively reinforced by the immediate cessation of the punished behavior.
Some Techniques Reprimands Response Blocking Contingent Exercise Overcorrection Electrical Stimulation
Reprimands The delivery of verbal reprimands following the occurrence of misbehavior is an example of attempted positive punishment. Reprimands given repeatedly may lead to the subject habituating to the stimulus
Social Reprimands Are expressions of disapproval. Does not include body language or intensity. Is a problem for teachers. o Usually give more reprimands (usually ineffectively as well) than reinforcers. 33
White Examined students in grades 1 -12. Found, o After grade two, in every class, reprimands excluded praise. o Teachers gave at least one reprimand every two minutes. o Often teachers gave more reprimands to students in “low ability classes” than “high ability classes. ” 34
Factors that Influence Reprimands 35 Verbal and non-verbal behavior Verbal content Proximity Immediacy Intensity Firmness of voice Backup punishers Praise for alternative behaviors.
Verbal and Non-Verbal Behavior Verbal content can have an effect. Using eye contact grasping the arm or shoulder markedly increases the effectiveness. o Depends on the setting and age of the person • School • Home 36 Don’t need to yell – use your normal voice.
Studies 37 Using verbal alone takes 4 -7 times for a behavior change. Verbal + non-verbal only takes 1 -2 times for behavior change.
Verbal Content 38 Specifically Define the Target Behavior. Johnny or Susie stop that = poor. Johnny or Susie stop talking = better. Johnny or Susie stop talking and work on your math = best.
Proximity 39 Closer you are when giving the reprimand, the greater the decrease in the behavior. 1 yard vs. 10 yards.
Immediacy The faster the reprimand is given following the response, the greater the response suppression. Problem o If reprimanding all the time – organisms go on extinction. 40
Intensity 41 More intense the reprimand (loudness), the more effective the suppression. Note: Reprimands do not need to be loud to be effective.
Firmness of Voice 42 Use a “I Mean Business” tone. Firmness is very important.
Backup Punishers 43 When paired with backup punishers, reprimands can be very effective.
Praise for Alternative Behaviors 44 When you use praise for alternative behaviors, reprimands become more effective.
Response Blocking § § § Physically intervening as soon as the person begins to emit the problem behavior to prevent or “block” the completion of the response Has been show to be effective in reducing the frequency of some problem behaviors. Suppressive effects of response blocking may be due to punishment or to extinction. Must be approached with great care. Can get side effects such as aggression and resistance
Contingent Exercise An intervention in which a person is required to perform a response that is not topographically related to the problem behavior.
Overcorrection § The learner is required to engage in effortful behavior that is directly or logically related to the problem. 2 Forms: Restitutional Positive Practice
Restitutional Overcorrection § § The learner is required to repair or return the environment to its original state Then to engage in additional behavior to bring the environment to a condition vastly better than it was in prior to the misbehavior.
Positive Practice Overcorrection The learner is required to repeat a correct form of the behavior, or a behavior incompatible with the problem, a specified number of times.
Contingent Electric Stimulation 46 studies have demonstrated that contingent electric stimulation can be a safe and highly effective method for suppressing chronic and life- threatening self-injurious behavior (SIB). Self-Injurious Behavior Inhibiting System (SIBIS) One of the most rigorously researched and carefully applied procedures for implementing punishment by electric stimulation for self-inflicted blows to the head or face.
Water Mist When the person is emitting the response, spray them with a water mist Gets over the problems with electric shock Can be very effective Use the same principles as Electric shock
Guidelines for Using Punishment Effectively Punishment as part of a behavior change program has nothing to do with retribution. 1. Punishment is not about threats. 2. When punishers are threatened and not delivered, the child learns that your verbal threats are not associated with the actual punishing behavior.
Guidelines for Using Punishment Effectively Select Effective and Appropriate Punishers Conduct Punisher Assessments Parallel process to a reinforcer assessment (Ch. 11). Advantages: 1. The sooner an effective punisher can be identified, the sooner it can be applied to treat the problem behavior. 2. Data from punisher assessments might reveal the magnitude or intensity of punisher necessary for behavioral suppression. Allows practitioner to determine the smallest intensity of punisher that is still affective.
Guidelines for Using Punishment Effectively Consider Using Varied Punishers Varying the form of the punishing stimulus enhanced the punishing effect. It appears that by presenting a varied format of commonly used punishers, inappropriate behaviors may further decrease without the use of more intrusive punishment procedures.
Guidelines for Using Punishment Effectively Use the Least Intensity of Punishment That is Effective Ethical guidelines and the doctrine of the least restrictive alternative demand that the most effective, but least intrusive, form of punishment be used initially. Questions to answer when deciding on a form of punishment: Will this form of punishment suppress the behavior? Will this form of punishment be controlled from application to application?
Guidelines for Using Punishment Effectively Experience the Punishment Personally Practitioners should experience any punisher personally before the treatment begins Doing to reminds the practitioner that the technique produces physical discomfort.
Guidelines for Using Punishment Effectively Deliver the Punishment Immediately Every instance of the inappropriate behavior should be punished. Punishment affects most the behavior that immediately precedes the onset of punishment.
Guidelines for Using Punishment Effectively Deliver the Punishment at the Beginning of the Response Chain As much as practical, punishment should occur early in the behavioral sequence rather than later.
Guidelines for Using Punishment Effectively Deliver the Punishment Unemotionally Punishment should be delivered in a business-like, matterof-fact manner. Resist statement such as, “I told you so. ” “Now, you’ve gone and done i. ” and “What do you have to say for yourself? ” All you want to do is modify behavior, not make people atone for their sins.
Guidelines for Using Punishment Effectively Punish Each Instance of the Behavior Punishment is most effective when the punisher follows each instance of the behavior.
Guidelines for Using Punishment Effectively Provide Response Prompts and Reinforcement for Alternative Behavior. Punishment is most effective when the learner can make other responses for reinforcement. The more reinforcement the learner obtains by emitting appropriate behavior, the less motivate he will be to emit the problem behavior.
Guidelines for Using Punishment Effectively Watch for Side Effects of Punishment The suppression of one inappropriate behavior may lead to the increased expression of another or the complete suppression of all other behaviors. Decreasing episodes of self-injurious behavior bay produce increased levels of verbal noncompliance Expand observations to include collateral or parallel behaviors.
Guidelines for Using Punishment Effectively Record, Graph and Evaluate Data Daily Data collection in the first session or two of a punishment based intervention is especially critical. Graphing the frequency of the target behavior before, during, and after the presentation of the punisher establishes the effectiveness of punishment.
Best Procedure MONITOR BEHAVIOR IMPLEMENT A INTERVENTION Use Reinforcement Techniques. Reinforce good behavior and extinguish or punish bad behavior
Ethical Considerations Regarding the Use of Punishment Right to Safe and Humane Treatment The first ethical canon and responsibility for any human services program is to do no harm.
Ethical Considerations Regarding the Use of Punishment Least Restrictive Alternative The less intrusive procedures should be tried and found to be ineffective before more intrusive procedures are implemented. Interventions can be viewed as falling along a continuum of restrictiveness from least to most.
Ethical considerations Regarding the Use of Punishment Least Restrictive Alternative A procedure’s overall level of restrictiveness is a combined function of its absolute level of restrictiveness, the amount of time required to produce a clinically acceptable outcome, and the consequences associated with delayed intervention.
Ethical considerations Regarding the Use of Punishment Right to Effective Treatment Failing to use a punishment procedure that research has show to suppress self-destructive behavior similar to the client’s is unethical because it withholds a potentially effective treatment and may maintain a dangerous or uncomfortable state for the person.
Ethical considerations Regarding the Use of Punishment Developing and Using a Punishment Policy can Procedural Safeguards Follow a written policy statement. Consult local, state, or professional association policy statement regarding the use of punishment.
Concluding Perspectives Recognizing Punishment's Natural and Necessary Role in Learning Behavior analysts should not shy away from punishment. Positive and negative punishment contingencies naturally as a part of everyday life.
Conclusions Positive Punishment can be very effective Must be done within the context of an Applied Behavior Analysis perspective
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