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1/7/2022

Chapter 2 EAB 3002

Experimental Analysis of Behavior

DR. TARA LOUGHREY, BCBA-D

Objectives of Chapter 2 1. Review ABC’s of behavior and respondent vs operant behavior

2. Identify types of reinforcement

3. Learn about functional analysis of behavior and functional relations

4. Identify types of response and stimulus classes

5. Identify types of operant antecedent events

6. Identify types of motivation operations

7. Identify the characteristics of the reversal design

8. Discuss advantages and disadvantages of using the reversal design

Respondent (S-R relations)

Operant (S-R-S relations)

Control of antecedents Control of antecedents and consequences

Typically involves smooth muscle and glands

Involves skeletal muscles

Involuntary behavior: Autonomic Nervous System

Voluntary: Sympathetic nervous system

Stimulus elicits reflex response

Stimulus evokes operant response

Antecedent Vs. Consequence

•Antecedent: stimulus change that comes BEFORE the response

•Consequence: stimulus change that comes AFTER the response

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Operant Antecedents

Motivating Operations Discriminative stimuli

Types of Consequences

Consequences involve two general types of environmental changes: 1. Stimuli are added to the environment (something is presented, turned

on, increased, etc.) Positive (+)

2. Stimuli are withdrawn or removed from the environment (something is removed, turned off, decreased, etc.) Negative (-)

Types of Reinforcement

Positive (+) Negative (-)

Reinforcement

Positive Reinforcement SR/r+

Present something that results in future increase in behavior

(get something you like!)

+ Appetitive Stimulus

Negative Reinforcement SR/r- (Relief)

Remove something that results in future increase in behavior

(avoid/escape something you don’t like!)

- Aversive Stimulus

The light turns red and I step on the brake. The

light turning red served as a______

1. Antecedent

2. Reinforcer

3. Stimulus class

4. Consequence

ASR

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Jimmy says “iPad,” and Kevin gives Jimmy the iPad. Kevin giving Jimmy the iPad served as a ___________.

1) Antecedent

2) Reinforcer

3) Stimulus class

4) Consequence

ASR

Jimmy says “iPad,” and Kevin gives Jimmy the iPad. Jimmy saying “iPad” served as a ________ for Kevin giving Jimmy the iPad.

1. Antecedent

2. Reinforcer

3. Stimulus class

4. Consequence

ASR

I hold out my arms and baby gives me a hug. Holding out my arms in front of baby has increased over the past week.

1. Positive Reinforcement

2. Negative Reinforcement

3. Neither

ASR

Mommy takes her baby to the store. Baby starts crying. Mommy gets a cookie from the bakery and gives it to the baby. Baby stops crying. Next time they get to the store, the baby starts crying again. Mommy gives the cookie again, and crying ceases. Three weeks of this, and now the baby is already crying as soon as mommy pulls into the parking lot. The baby’s crying is most likely maintained by:

1. Positive Reinforcement

2. Negative Reinforcement

3. Neither

ASR

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Mommy’s “cookie-giving” was maintained by:

1. Positive Reinforcement

2. Negative Reinforcement

3. Neither

ASR

Chris is throwing paper while Dr. P gives a lecture, so Dr. P asks him to leave the classroom. Dr. P can now deliver her lecture without distractions. In the future, Dr. P sends Chris out of class the first time he throws paper. (Dr. P is the one behaving)

1. Positive Reinforcement

2. Negative Reinforcement

3. Neither

ASR

Structural Approach to Behavior

•Focus on structure (topography) of response

•Focus on innate origins of behavior

•Uses hypothetical constructs to explain behavior • Diagnosis • State • Trait • Religion, political beliefs

•Problems with This Account: ➢Uses circular reasoning such as diagnoses to account for behavioral deficits ➢Does not explain solution of how to arrange environment to teach behavior

Stroop Effect •Response competition and reinforcement history at work

•Behavior analytic explanation: • A stronger reinforcement history for reading responses competes with

response of labeling colors correctly

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Functional Account of Behavior •Considers/analyzes circumstances surrounding behavior (antecedents and consequences)

• Classified behavior by its by function, NOT structure

•Behavior analyzed with 4 term-contingency

•EO-SD-R-SR+/R-

Advantages of a Functional Approach

•More accurately describes defective behavior than structural accounts

•Describes strategies to teach behavior regarding what teach, when to teach, and how to arrange environment to support learning

Functional Analysis

• A method of analyzing behavior- environment relationships

• Classifies behavior according to is function and history of reinforcement

• Specific predictable antecedents and consequences are programmed to evaluate problem behavior.

• Demonstrating a causal relationship between environmental event and target response

•Evaluating potential determinants of problem behavior against 3 testable hypotheses

1. Is problem behavior maintained by access to adult attention? • Attention condition

2. Is problem behavior maintained by escape from instructions or academic demands?

• Escape condition

3. Is problem behavior maintained by sensory stimulation? • Alone condition

Functional Analysis

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•How is this hypothesis evaluated?

• Adult attention is allocated away from the child to a different task (e.g., reading a magazine).

• Attention is delivered immediately following every occurrence of problem behavior.

Is problem behavior maintained by access to adult attention?

•What are we trying to learn?

• Does the problem behavior persists because it reliably results in attention from nearby adults?

•How is this hypothesis evaluated?

• A task is presented (e.g., math worksheet, nonpreferred food, getting dressed).

• Contingent on the occurrence of problem behavior, the task materials are removed and the child does not have to complete the demand.

Is problem behavior maintained by escape?

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Is problem behavior maintained by escape?

•What are we trying to learn?

• Does the problem behavior persists because it reliably results in escape from demands?

Is problem behavior maintained by automatic reinforcement?

•How is this hypothesis evaluated?

• A child is monitored in the absence of adults or materials and no consequences are programmed.

Is problem behavior maintained by automatic reinforcement?

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•What are we trying to learn?

• Does the problem behavior persists when no adult attention or escape from demands is provided?

•Toy Play Condition

• The level of problem behavior in this condition serves as the primary comparison to the other test conditions.

•How is the environment arranged?

• Preferred items (e.g., toy, game, video, etc.) are provided

• Attention is delivered continuously

• No demands are presented

Child-Directed Toy Play

Good job playing!

Continuous Attention

•What are we trying to learn?

• Does the problem behavior occurs when access to preferred toys is provided, attention is delivered, and no tasks are presented?

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ASR

To determine if problem behavior is maintained by access to adult attention which test condition is most appropriate?

1. Alone condition

2. Toy play condition

3. Escape condition

4. Attention condition

ASR

To determine if problem behavior is maintained by escape from academic instructions or demands which test condition is most appropriate?

1. Alone condition

2. Toy play condition

3. Escape condition

4. Attention condition

Response classes

Topographical response class

Functional

response class

Topographical response class

◦A class (group) of responses (single instances of behavior) that share appearance.

◦2 or more responses that share a common physical feature (topography)

◦Same topography, different situations or outcomes (functions)

Topographical Response Class

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 You pick up your smartphone to ask Siri a question.

 You pick up your smartphone to call your friend.

 You pick up your smartphone to take a picture.

 You pick up your smartphone to answer a call.

 You pick up your smartphone to play Music.

 You pick up your smartphone to avoid making eye contact with an ex that you see at a distance.

Topographical Response Class

A class (group) of responses (single instances of behavior) that share function (effect on environment).

• Topography is different (i.e., different appearance/form)

• Outcome (function) is the same

• Responses occurs under similar situations (stimulus conditions)

• Speaking loosely, response is part of the same functional class when it serves the same purpose as another response

Functional Response Class

How many ways to open a beer bottle?

The previous example of the # of ways to open a beer

bottle is best represented as a……

1. Topographical Response Class

2. Functional Response Class

ASR

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I raise my hand to get the professors attention; I raise

my hand to high-five a client; I raise my hand to hail a cab in NYC. Raising my hand is an example of a:

1. Topographical Response Class

2. Functional Response Class

ASR

When I am choking, I start to cough, I ask a

waiter for water, I point to a picture of a water

bottle, or I grab my throat for help.

These responses constitute a:

1. Topographical Response Class

2. Functional Response Class

ASR

Kevin is teaching a client to communicate. When he holds up the iPad, the boy says “iPad.” When Kevin says “iPad,” the boy says “iPad.” When Kevin shows the boy a picture of an iPad, the boy says, “iPad.” The boy saying iPad is an example of

1. Topographical Response Class

2. Functional Response Class

ASR

When I start to gag, I eventually vomit. Gagging

can be considered a for vomiting.

1. Antecedent

2. Reinforcer

3. Stimulus class

4. Consequence

5. None of the above

ASR

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◦ A person's own behavior (e.g., gagging) CANNOT be an antecedent for subsequent behavior (e.g., vomiting).

◦ Gagging would be called a precursor and likely part of the same functional response class.

◦ Recall that an antecedent is a stimulus change, not a response.

◦ However; one’s behavior can be an antecedent for someone else’s behavior ◦ EX: When Jane starts to gag, Chris vomits. The sound of Jane gagging served as an

antecedent for Chris vomiting.

NOTE

ASR Responses within the same response class tend to be emitted in a particular order arranged as a ;

1. Functional relation

2. Response hierarchy

3. Topographical relation

4. Response allocation

ASR In a response hierarchy, we will typically engage in the response that requires the least effort while maximizing the rate of reinforcement

1. True

2. False

ASR Pairing a neutral stimulus with an unconditioned stimulus results in a

1. Conditioned stimulus function

2. Reinforcement function

3. Discriminative function

4. Discriminative stimulus

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ASR Operant conditioning whereby a stimulus that follows a response increases its likelihood is evidence of a

1. Conditioned stimulus function

2. Reinforcement function

3. Discriminative function

4. Discriminative stimulus

ASR Events that precede operant behavior and increase the future probability of the behavior are called;

1. Positive reinforcers

2. Negative reinforcers

3. Stimulus class

4. Discriminative stimuli

ASR A discriminative stimulus (SD) acquires its function because it has been paired with this type of consequence event:

1. Extinction

2. Reinforcement

3. Punishment

4. None of the above

• Two or more stimuli that;

a) Share common features (appearance, shape, color, or function)

b) Have similar effects on behavior

• Examples: cars, furniture, clothing, food…..

Stimulus Class

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A knife, a saw, and a pair of scissors are an example of a(n) _________.

1. Antecedent

2. Reinforcer

3. Stimulus class

4. Consequence

ASR

The sight of blood and the smell of rotting food make me gag, and can be considered a(n):

1. Antecedent

2. Reinforcer

3. Stimulus class

4. Consequence

5. A and C

ASR

Who elaborated on the term Establishing Operation?

1. Skinner

2. Watson

3. Michael

4. Pavlov

Establishing Operations (EO) ◦ Increases value of a reinforcer

◦ Strengthens the effect of stimulus as a reinforcer

Abolishing Operations (AO) ◦ Decreases value of a reinforcer

◦ Weakens the effect of a stimulus as a reinforcer

MOs: 2 General Types

• Affected by an organism’s state of deprivation and satiation

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ASR Walking outside in Omaha, Nebraska in the winter

without gloves makes my hands very cold! When I get to my office, I turn on my space heater immediately.

Being cold increased the value of heat, thus it had an:

1. Establishing Effect (Value altering effect) 2. Abolishing Effect 3. Evocative Effect 4. Abative Effect

ASR Walking outside in Omaha, Nebraska in the winter without makes my hands very cold! When I get to my office, I turn on my space heater immediately.

Thus the cold served as a(n):

1. Establishing Operation (EO)

2. Abolishing Operation (AO)

3. SD

ASR Walking outside in Omaha, Nebraska in the winter without makes my hands very cold! When I get to my office, I turn on my space heater immediately.

The space heater in my office served as a(n):

1. Establishing Operation (EO)

2. Abolishing Operation (AO)

3. SD

ASR https://www.youtube.com/watch?v=NeK8GNLylkc

In the video, the words “turn” and “peck” functioned as;

1. Conditioned stimuli

2. Response class

3. Discriminative stimuli

4. Reinforcers

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ASR In the video, Skinner kept pigeons on a low-calorie diet to occasion a;

1. Establishing operation for food

2. Abolishing operation for food

• When a stimulus change consistently alters a dimensional quantity (measure) of a response class

• There can be functional relations between an antecedent and response, or response and consequence

Examples:

• When it is cold outside, I always put on a jacket before leaving my apartment

• When I push the elevator button, the elevator always door opens

• When Bobby hits his Mom, she always says “ouch.”

Functional Relation

•Instead of saying, “cause and effect,” we say functional relation

Why?

•Relations between stimuli and responses are always changing as our environment is always changing

•Difficult to say that X (stimulus) caused Y (response)

•Rather, in the presence of X, Y is likely to occur or Y is more likely to occur if it is followed by X

EX:

Incorrect: Rain causes Jane to open her umbrella.

Correct: When it is raining, Jane is more likely to open her umbrella OR there is a functional relation between rain and opening her umbrella.

Functional Relations

We determine functional relations through systematic manipulations.

We manipulate the environment, not the person behaving

Functional Relations

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1) Orderly relations between stimulus classes and response classes

2) Changes in the IV results in changes in the DV

◦ -IV- independent variable, which is some environmental event

◦ -DV- dependent variable, which is some dimensional quantity of behavior

3) The value of the DV changes in an orderly fashion with introduction and removal of the IV

4) Functional relations are demonstrated with systematic manipulations

Critical Attributes of Functional Relations

Basic Premise of Research Research: manipulate IV and measure corresponding changes in the DV

IV: Independent variable ◦ Manipulation of some environmental variable

DV: Dependent variable ◦ Behavior

Functional Relations •To demonstrate relations, must isolate IV

•Eliminate extraneous/confounding variables

•Experimenter demonstrates that changes in IV result in changes in the bx = functional relation

•All other variables are held constant

•Demonstrates experimental control of the behavior

ASR In behavior analytic research, each subject is a replication of the experiment. A single individual is exposed to the values of the independent variable using this type of research design;

1. Single-subject design

2. Group design

3. Statistical analysis

4. Multi-variate analysis

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ASR Replication of the findings across individuals adds to the of the findings;

1. Internal validity

2. Generality

3. Statistical validity

A-B-A-B Reversal Design •Compares treatment with baseline at least twice

•Variations of the reversal design especially with more than one treatment

•ABABAB, ABACABAC, ABACADABACAD

•Reversal refers to reverting back to baseline after treatment

•Also called withdrawal of treatment

A-B-A-B Design Disadvantages: ◦ Cannot be used when it is unethical to remove treatment

◦ Cannot be used when treatment produces permanent changes in behavior

Advantages: ◦ Can demonstrate functional relations

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2 8 14 20 26 32 38 44 50 56 62 68 74 80 86 92 98 104 110 116 122 128 134

SESSIONS

G R

A M

S O

F I N

T A

K E

BL Treatment BL Treatment Follow-up

Caregiver

Progress toward the goals is assessed through ongoing inspection of data.

Elements of Experimental Control

ASR Functional relations are demonstrated when introduction of the independent variable produces orderly and immediate changes in the

1. Level of behavior

2. Trend of behavior

3. Variability of behavior

4. All of the above

ASR A stable baseline is important to establish prior to introducing a new medication to show the medication effects.

1. True

2. False

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