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Bhimanapalli 1 Name: Hima Bhimanapalli Date: 3/31/2024 Punishment: Negative Punishment Professor Southwick Foundations of Learning and Behavior Analysis Questions Week 10 Punishment: Negative Punishment Directions: Answer each question in complete sentences. Page numbers are provided. 1. Describe the use of a negative punishment contingency to reduce self-injury. Include: a. The person whose behavior was modified: Jamal, a 9-year-old boy, who was physically abuse to himself was the person whose behavior is being modified. b. The undesirable behavior: The undesirable behavior is Jamal banging his chin on his shoulder. c. The reinforcer used: The reinforcer used was the loss of human contact on Jamal. d. The contingency: The contingency is that when Jamal bangs his chin on his shoulder, Jamal loses physical contact. e. The results: The results were that by the second walk, Jamal’s self-injury has dropped from 396 times to only six per hours. 2. Diagram the negative punishment contingency used by Allyon, Garber and Allison for getting rid of a child’s inappropriate nighttime visits. (149) Before: Byron is not with his parents Behavior: Byron gets in parent's bed. After: Byron no longer has a comfortable bed. After: Byron is with his parents Before: Byron has a comfortable bed.

Bhimanapalli 2 3. Response Cost Contingency (149) a. Define it: The response-contingent removal of a tangible reinforcer resulting in a decreased frequency of that response. b. Show how the intervention to reduce threats meets the three criteria needed for that procedure to be response cost: The intervention to reduce treats meets the three criteria needed for that procedure to be response cost because the cost was points. Every time one of the buys threatened someone, they would lose points. 4. Describe the use of time out to reduce disruptive and destructive behavior. Include: (150- 151) a. The person whose behavior was modified: The person whose behavior was modified was a four-year-old boy named Sam. b. The undesirable behavior: The undesirable behavior was being disruptive and destructive. c. The reinforcer used: The reinforcer used was getting a time-out. d. The contingency: Any time Sam created a disruption (such as bouncing a basketball off his mother’s head), he was not allowed to play with the toys. e. The results: The results were that with the first 15-minute intervention session and time-out procedure, Sam’s disruption went from 60% to only 3%. 5. Compare and contrast exclusionary and non-exclusionary time out. (152) Exclusionary Time Out Non-Exclusionary Time Out Exclusionary time out The person remains in the immediate setting during time out. Non-exclusionary time out The person is excluded from the immediate setting during time out. Sam can play with the toys Sam bounces a basketball off his mother's head. Sam can't play with the toys.

Bhimanapalli 3 6. Describe a behavioral intervention using non-exclusionary time out to reduce hyperactivity. Specify: (152-153) a. The response classes: The response class in the example from the textbook is non- exclusionary time-out. b. The negative punishment contingency: The negative punishment contingency in this example is that any time any of the boys would start actin gup, the teacher would remove the ribbon from that boy for three minutes and during the time he got not reinforcers. c. The presumed reinforcers: Presumed reinforcers for the boys included the teacher giving the child a smile, praise, tough, or a small snack. d. The contingency diagram: e. The results: The results ended up being great! The boys first started out as noisy and unruly, but they quieted down once they got their ribbons put on. f. Any other interesting feature of the intervention: Something I think that was interesting is that it is non-exclusionary and not exclusionary time-out, btu the intervention still worked. I always thought that for time-out to work you needed to be away from all the other kids and be excluded, btu this study shows that that is not needed. 7. Diagram the contingency Dawn used to help April stop her crying (Larson & Allyon). (154-155) 8. What are the two main values of basic scientific research? (160-161) Two main values of basic scientific research include helping humanity and adding to human knowledge. 9. Compare and contrast positive punishment, negative punishment, response cost and time out. (161-163) April hears a female singer, etc. April cries. April doesn't hear a female singer, etc. Mike has his rbbon. Mike runs, yells, grabs, or throws. Mike loses his ribbon.

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Bhimanapalli 4 Positive Punishment Negative Punishment Time Out Response Cost Positive Punishment Uses a contingency that is aimed to correct an undesired behavior. Procedure is used to correct undesirable behavior. Contingency used to correct an undesirable behavior. Negative Punishment A contingency aimed to correct an undesirable behavior. The removal of access to reinforcers. Removing access to reinforces. Time Out Procedure that is aimed to correct and undesirable behavior. Removing negative reinforcers and access to a reinforcer. Removing access to reinforcers. Response Cost A contingency that is aimed to correct an undesirable behavior. A contingency where something is being taken away whenever the undesirable behavior is displayed. A contingency where something is being taken away whenever the undesirable behavior is shown. 10. Give an example of collecting baseline data and what might happen if you didn’t. (165) An example of collecting baseline data is if a young man named Frank who slaps himself constantly came to you for help. You can observe Frank slapping himself for eleven 30- minute periods. You see that his frequency of slapping dropped from 600 an hour to nearly 0 in an hour. However, you did nothing, all you were doing were observing him. However, hypothetically if you used a pharmacology intervention on Frank to get rid of the slapping and did not collect baseline data first, then it would have looked as if the drug is the reason why Frank stopped slapping his face. This would cause Frank to be on a drug, that he never needed, for the rest of his life. So, collecting baseline data is so important so that you know exactly what you are observing and if your intervention does work later on.

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