ORDER A SIMILAR PAPER NOW

505 Assignment 2

1. Basic Procedures, Principles, and Processes

a. Define the 4 basic types of consequences that can be used in consequence-based interventions and the effect of each.

b. Define an extinction procedure and the resulting effect.

c. Pick 3 of the 5 procedures discussed in your answers to “a” and “b,” and explain how you could use them to reduce the frequency of talking

to a peer (inappropriately) while the teacher is talking.

d. Now identify which behavioral process or principle is associated with each of the following procedures: shaping procedures, overcorrection

procedures, coercive interactions, bonuses/commission, timeout procedures, response redirection, response cost procedures, and planned

ignoring.

 

2. Characteristics of Effective Consequences

a. Describe several characteristics that make consequences more or less effective. Be sure to include recommendations regarding their

immediacy/contiguity, contingency, and intensity (with respect to punishing stimuli).

b. Describe at least two ways to identify effective consequences for an individual.

 

3. Use of Reinforcement versus Punishment Procedures

a. Describe some potential side effects of using punishing stimuli and punishment procedures.

b. Explain how reinforcement and punishment procedures should be selected.

c. Which should be prioritized and why?

d. Could/should they both be incorporated into a treatment package and how?

SOLUTION

Behavior Change Procedures in Applied Behavior Analysis: Operant Learning and Classroom Applications

---

1. Basic Procedures, Principles, and Processes

a. Four Basic Types of Consequences

1. Positive Reinforcement – Adding a stimulus following a behavior to increase the likelihood of that behavior in the future.

   • Example: Providing praise or a token for completing classwork on time.

   • Effect: Strengthens behavior and increases frequency.

2. Negative Reinforcement – Removing an aversive stimulus following a behavior to increase the likelihood of that behavior.

   • Example: Turning off a loud alarm after a student begins working quietly.

   • Effect: Behavior increases because it allows escape or avoidance of something unpleasant.

3. Positive Punishment – Adding an aversive stimulus following a behavior to decrease the likelihood of that behavior.

   • Example: Giving a reprimand when a student talks out of turn.

   • Effect: Behavior decreases due to presentation of an unpleasant consequence.

4. Negative Punishment – Removing a reinforcing stimulus following a behavior to decrease the likelihood of that behavior.

   • Example: Taking away recess time for interrupting the teacher.

   • Effect: Behavior decreases because a valued item or activity is withdrawn.

References: Cooper, Heron, & Heward (2020); Mayer, Sulzer-Azaroff, & Wallace (2022)

---

b. Extinction Procedure

• Definition: Extinction involves withholding reinforcement for a previously reinforced behavior.

• Effect: The behavior gradually decreases in frequency as it no longer produces reinforcement.

• Example: Ignoring a student who calls out answers without raising their hand.

---

c. Applying 3 Procedures to Reduce Inappropriate Peer Talking

1. Extinction – The teacher ignores the talking (withholding attention, the previous reinforcer). Over time, interruptions decline.

2. Positive Punishment – The teacher provides a brief verbal reprimand or redirect each time the student talks out of turn. This adds a consequence to decrease behavior.

3. Negative Punishment – Removal of a preferred classroom activity (e.g., free-choice time) contingent on inappropriate talking. This decreases the behavior by taking away reinforcement.

---

d. Behavioral Process/Principle for Selected Procedures

---

2. Characteristics of Effective Consequences

a. Characteristics

• Immediacy/Contiguity: Consequences are more effective when delivered immediately after the behavior.

• Contingency: The consequence must reliably follow the behavior it is intended to modify.

• Intensity: Punishment should be strong enough to reduce behavior without causing harm or side effects.

• Consistency: Consistently applying the consequence strengthens the behavior–consequence relationship.

• Relevance/Motivation: The consequence must be meaningful to the individual (reinforcing or aversive).

b. Identifying Effective Consequences

1. Preference Assessment: Identify items, activities, or stimuli that the individual finds reinforcing.

2. Observation/Data Analysis: Collect baseline data on how different consequences affect behavior frequency and adjust accordingly.

References: Cooper et al., 2020; Mayer et al., 2022

---

3. Use of Reinforcement versus Punishment Procedures

a. Potential Side Effects of Punishment

• Emotional responses (fear, anxiety, aggression)

• Suppression rather than teaching alternative behavior

• Strained relationships between teacher and student

• Avoidance or escape behaviors

b. Selecting Procedures

• Reinforcement should generally be prioritized because it teaches desired behaviors and supports skill acquisition.

• Punishment may be used carefully when reinforcement alone is insufficient, ensuring ethical and minimal-intensity application.

c. Prioritization

• Reinforcement is prioritized because it increases desired behaviors and builds positive learning experiences. Punishment should supplement reinforcement, not replace it.

d. Incorporating Both in a Treatment Package

• Combine reinforcement for desired behaviors with mild, ethical punishment or extinction for undesired behaviors.

• Example: Reinforce hand-raising while implementing extinction for calling out answers.

---

References (APA 7th edition)

• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.

• Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M. D. (2022). Behavior analysis for lasting change (4th ed.). Sloan Publishing.

• Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1(1), 16–23. https://doi.org/10.1007/BF03391806

• Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36(2), 147–185. https://doi.org/10.1901/jaba.2003.36-147

• Vollmer, T. R., & Iwata, B. A. (1992). Alternative reinforcement in behavioral treatment: Review and recommendations. Research in Developmental Disabilities, 13(6), 401–415. https://doi.org/10.1016/0891-4222(92)90028-H

---

This outline can be expanded into a 5–8 page APA paper by:

• Adding detailed examples for classroom application

• Expanding each consequence and procedure with applied scenarios

• Including tables or figures for clarity of behavioral principles

ORDER A SIMILAR PAPER NOW