M.Baker_ABA622_Week4_Discussion

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Running head: [SHORTENED TITLE UP TO 50 CHARACTERS] 1 ABA 622: Week 4 Discussion – Positive Punishment VS. Negative Punishmen Baker, Michelle National University

[SHORTENED TITLE UP TO 50 CHARACTERS] 2 ABA 622: Week 4 Discussion – Positive Punishment VS. Negative Punishment Positive Punishment VS. Negative Punishment Negative punishment and positive punishment are similar, in terms of sharing the same goal to decrease the frequency of an aversive behavior, however they both differ in techniques or procedures used to produce a stimulus change, decreasing the targeted response. “As with reinforcement, the modifiers positive and negative when used with punishment connote neither the intention nor the desirability of the behavior change produced; they specify only that the stimulus change that functioned as the punishing consequence is best described as the presentation of a new stimulus (positive punishment) or the termination (or reduction in intensity or amount) of an already present stimulus (negative punishment) (Cooper, p. 352).” That is, like reinforcement, punishment has 2 modifying procedures, which is positive and negative, that both help produce a decrease in frequency of aversive behavior. Negative is the removal, while positive is the presentation or addition of something that causes a stimulus change. “Punishment has occurred when a response is followed immediately by a stimulus change that decreases the future frequency of that type of behavior (Cooper et al, p. 327).” In other words, negative punishment and positive punishment are both used to decrease frequency of behaviors. The aversive behavior decreases, due to the client learning the history of a consequential stimulus change, which teaches the client that the aversive response has an aversive consequence. “Just as there were two main types of negative punishment procedures, response cost and timeout, there are two major positive punishment procedures: those involving the presentation of aversive stimuli and those requiring effort to the point of aversiveness (i.e., contingent effort) (Mayer, p. 685).” That is, negative punishment and positive punishment are similar, in that, the presentation (positive) and the removal (negative) of a stimulus or event is a contingent consequence, which is unpleasant to the client. The client will often try to escape both positive punishment and negative punishment, due to the presentation or removal of stimuli, which causes the client to feel unpleasant and re-learn the contingency, in order to not receive the consequences again, thus, reducing the frequency of the unwanted behavior (Mayer, p. 685). “The

[SHORTENED TITLE UP TO 50 CHARACTERS] 3 behavior analyst (BA) recommends reinforcement rather than punishment whenever possible. If punishment procedures are necessary, the BA always includes reinforcement procedures for alternative behavior in the program (Maye 673).” To conclude, ABA practitioners take measures to implement reduction of aversive behaviors by also implementing reinforcing programs for balance, providing training and extra supervision for those involved and implementing a plan of extinction (EXT), in order to eventually do away with either the positive punishment or negative punishment procedures. Negative Punishment [To update the table of contents (TOC), apply the appropriate heading style to just the heading text at the start of a paragraph and it will show up in your TOC. To do this, select the text for your heading. Then, apply the style you need.] Positive Punishment [To update the table of contents (TOC), apply the appropriate heading style to just the heading text at the start of a paragraph and it will show up in your TOC. To do this, select the text for your heading. Then, apply the style you need.]

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[SHORTENED TITLE UP TO 50 CHARACTERS] 4

[SHORTENED TITLE UP TO 50 CHARACTERS] 5 References Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education, 263-286, 325-369. Mayer, G. R., Sulzer-Azaroff, B., Wallace, M., (2014). Behavior Analysis for Lasting Change, 4th Edition, Cornwall-on-Hudson: Sloan Publishing, 657-711.

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