Consequences, Behavior, and Verbal Behavior

Introduction

Using motivating operations, stimulus class, verbal behavior, and derived stimulus relations may effectively teach complicated verbal techniques and address behavioral issues. This study explores the distinctions between starting and stopping activities. We shall explain why they are employed as part of a behavior modification approach. Before going on to the next topic, each form of Differential Reinforcement will be explained and shown, followed by a discussion on how to use support to reduce behavior. This section will define stimulus and stimulus classes and provide examples. The paper shall include a case study on prompt fading and transferring stimulus control.

1: Motivating Operations & Reinforcement

Establishing and Abolishing Operations

Motivational factors include the establishment and termination of activities.

Motivational factors play a crucial role in applied behavior analysis for addressing and managing problematic behavior. Laraway, Snycerski, Michael, and Poling (2003) define motivating operations as occurrences in the environment that affect the significance of reinforcers and punishers. Motivating operations may be separated into two categories: establishing and abolishing operations. Laraway et al. (2003) differentiate between activities that either increase or reduce the reinforcing effects of stimuli. Establishing operations increases reinforcer efficacy, whereas abolishing operations lowers it. This is the primary distinction between establishing and abolishing operations. Establishing operations improves the efficacy of stimuli, whereas abolishing operations reduces their effectiveness.

Manipulating motivating operations to modify behavior may be quite effective. It might work wonders because motivation is always changing. After changing motivation, the next step is to identify the present motivation. Giving a child who is not permitted to consume soda the option to get it as a reward for doing chores might inspire them to finish chores. This is considered an establishing operation as the individual is driven to gain what they are lacking. If a person regularly consumes soda, they may lack motivation to finish their responsibilities. This would be called an abolishing operation. However, individual motivations vary. The changes might occur in response to age or the level of interest in the stimulus. For instance, if a person is thirsty (deprivation), a glass of water has a substantially higher reinforcing effect, which is an establishing operation.

In behavioral change interventions, influencing and establishing operations entails finding and exploiting situations that boost the value of a targeted outcome. For example, if someone wishes to push a kid to complete their schoolwork, they might manage the establishing operation by letting the child play video games only when they have completed their responsibilities. This improves the reinforcing effect of playing video games, making it more likely that schoolwork will be completed.

On the other hand, abolishing operations reduces the reinforcing value of the outcome. For example, if someone has just finished a huge meal, the reinforcing value of food declines since they are no longer starving. In behavior change interventions, modifying AOs entails finding and mitigating factors that reduce the value of an undesirable outcome. For instance, if someone wishes to lessen a child’s tantrums in a grocery store, they may make sure the kid has eaten before going shopping, lowering the reinforcing value of getting a snack.

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Rule governed and Contingency-Shaped Behaviors

Rule-governed behaviors are impacted by verbal commands, rules, or contingency descriptions. For example, when someone understands traffic restrictions as outlined in a driver’s manual, their behavior is rule-governed. Contingency-shaped behaviors, on the other hand, are taught by direct contact with the environment, in which outcomes affect conduct without explicit verbal instruction. For instance, in an operant instruction room, a rat learns to press a lever for food reinforcement.

Positive Reinforcement 

Positive reinforcement entails providing a desirable stimulus to improve the chance of a behavior repeating. Giving a kid a sticker for doing chores, for instance, raises the probability that they will do them again.

Negative Reinforcement 

Negative reinforcement involves reducing an aversive stimulus to improve the chance of a behavior reoccurring. One example is shutting off a loud alarm by waking up early, which reinforces the habit of waking up early.