Quiz 14 Pt. 2 (Ch. 18) Flashcards
2 major categories of aversive events used in pos. punishment procedures
1) application of aversive activities
2) application of aversive stimulation
application of aversive activities
contingent on problem behavior, child was made to engage in an aversive activity
-problem behavior was less likely to occur in the future
-when applying an aversive activity as a pos. punisher, change agent instructs client to engage in aversive activity immediately contingent on problem behavior
—if client doesn’t engage, agent uses phys. guidance
overcorrection
procedure that Fox and Azrin developed to decrease aggressive and disruptive behaviors exhibited by people w/ intellectual disabilities in institutional settings
-client required to engage in effortful behavior for an extended period contingent on instances of problem behavior
2 forms of overcorrection
1) pos. practice
2) restitution
positive practice
client has to engage in correct forms of relevant behavior contingent on instance of problem behavior with phys. guidance if necessary for an extended period (5-15 mins.) or until correct behavior has been repeated a # of times
-this is an overcorrection procedure because the client has to engage in the right behavior many times
restitution
procedure in which, contingent on each instance of problem behavior, the client must correct the enviro. effects of problem behavior
-restore the enviro. to a condition better than that which existed before the problem behavior
-phys. guidance is used as necessary to get client to engage in restitution activities
-overcorrects enviro. effects of problem behavior
contingent exercise
pos. punishment procedure involving application of aversive activities
-client is made to engage in some form of phys. exercise contingent on instance of problem behavior
-aversive activity involves phys. exercise related to problem behavior that client can perform w/o harm
guided compliance
person is guided phys. through requested activity contingent on the occurrence of problem behavior
-phys. guidance is withdrawn if person begins to comply w/ requested activity
-compliance is negatively reinforced
2 functions of guided compliance
1) positive punishment of the problem behavior because the aversive stimulus (phys. guidance) is applied after problem behavior
2) negatively reinforces compliance w/ requested activity because aversive stimuli is removed after compliance
phys. restraint
punishment procedure in which, contingent on a problem behavior, the change agent holds immobile the client’s body that’s involved in the behavior
-teacher doesn’t interact with student when applying phys. restraint
response blocking
change agent prevents occurrence of problem behavior by phys. blocking response
cautions in applying aversive activities
used only when change agent can give phys. guidance
-change agent must anticipate that client may resist the phys. guidance, at least initially
–must be certain that he or she can carry out the procedure if the client resists physically
-change agent must be certain that phys. guidance involved in procedure isn’t reinforcing to client
–if phys. contact is reinforced, procedure won’t function as punishment
-change agent must be certain that procedure can be conducted w/ no harm to client or change agent
–this is important when client resists and struggles w/ change agent during implementation of procedure, w/ risk for injury to both
application of aversive behavior
delivering aversive stimulus after problem behavior
-behavior is less likely to occur in future
treatment of last resort
reserved for problem behaviors that are the most difficult to treat, the most severe, and for which functional interventions have been shown to be ineffective
positive punishment considerations
use functional interventions first
-implement differential reinforcement w/ punishment
-consider function of problem behavior
-choose aversive stimulus with care
–aversive stimulus is always defined by its effect on the behavior it follows
-collect data to make treatment decisions
-address ethics in punishment
ethical issues to consider before implementing a punishment procedure
1) informed consent
2) alt. treatments
3) recipient safety
4) problem severity
5) implementation guidelines
6) training supervision
7) peer review
8) accountability
informed consent
person must understand punishment procedure, rationale for its use, how and when its used, intended and side effects, and alternatives
-only adults can give this, or a legal guardian or representative must give consent on their behalf
alt. treatments
functional treatments that are less restrictive and nonaversive are used before punishment is considered
-less -> more restrictive punishment procedures, reinforcement procedures always used w/ punishment procedures
recipient safety
punishment procedure should never result in harm to the client
problem severity
delivery of a, unpleasant stimulus can be justified only if the problem behavior presents a threat to the person’s well-being or harm to others
implementation guidelines
no ambiguity about how, by whom, when, and where procedure is to be conducted
training and supervision
staff, teachers, or other personnel who implement the procedure must get behavioral skills training in right use of procedure
peer review
evaluate punishment program and approve procedure if its well-designed and justified for use in the particular case
-ensures professional evaluation of procedure and helps prevent misuse of punishment
