Behaviorism Basics, Part I

A 3 part series on Operant Conditioning Basics, Sticker Chart Behavior Plans for children, and Adult Behavior Change

Behaviorism can be divided into two categories:

• Classical Conditioning: a neutral stimulus is paired with a meaningful stimulus, and (the neutral stimulus) comes to elicit the same response. Think of Pavlov's dogs: a neutral stimulus (bell) becomes associated with a meaningful stimulus (food), and elicits salivation.

  
  

• Operant Conditioning: behavior is modified by a consequence (reinforcement increases a behavior, punishment decreases a behavior).

  
  

This article will focus on operant conditioning.

	Reinforcement increases the behavior	Punishment decreases the behavior
Positive something is added	Positive Reinforcement adding something to increase the behavior. You earned a sticker for behaving all morning! 5 more to earn a special reward! Bonus for high performance.	Positive Punishment adding something to reduce the occurrence or frequency of a behavior. If you throw your toys, you have to clean up (adding clean up). Performance improvement plan for low performance.
Negative something is taken away	Negative Reinforcement removing something to increase a behavior. I know you don't like broccoli, so if you eat your chicken, you don't have to eat your broccoli (broccoli is removed to increase chicken-eating behavior) Boss gives more freedom and agency to reliable worker (removes oversight).	Negative Punishment removing something to reduce a behavior. If you throw your toys, I will have to take them away - why would I give you toys if you are just going to throw them? Your fired.

The most confusing thing about behavioral terminology is the notion of positive vs negative. People assuming this is emotionally positive vs. negative, but we must think of it as addition or subtraction: something is added or taken away.

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Reinforcement and punishment tend to make sense to people as they are societally or colloquially utilized terms. However, we tend to overuse punishment and under utilize reinforcement. Let's look at the consequences of this:

1. Over utilization of punishment: This causes a breakdown in rapport and "digging in of the heels." Think about it, do you like to be punished? Does it make you want to willingly and happily comply? Does it build rapport and teamwork? No. All punishment should:

   
   

   1. Be a last resort.

      
      

   2. Be societally sanctioned and normative. Look at the examples above - the consequences are socially normative and match the problem behavior that would elicit the punishment. If you throw, you must pick up. If you throw, I won't give you more things to throw.

      
      

2. Overlooking rewards and opportunities to "earn": Never miss an opportunity to use the word "earn." We practiced this diligently in the hospital, and I try to use this at home as a parent. We often say "you will lose your desert!" rather than encouraging a kid to make sure they "earn" the desert. For parents, examine your day and explore what should be considered earned or a privilege, not a "right" for your child. Rights are basic necessities and care needs: clothes, a safe place to live and sleep, love and nutrition. Privileges are toys, deserts / treats, and special activities.

Temporal association is very important. When a behavior (one we want to reinforce or extinguish) occurs, the response must occur shortly thereafter - the more immediate, the better. We must verbally respond (praise or discourage the behavior), and the consequence should occur quickly. The reasonable time frame depends on age - as adults, we can work for a raise over the course of a year. For a toddler, the response must be nearly immediate, and for a slightly older kid, we can break the day into 3 chunks: morning, afternoon and evening.

Language is also very important. Use a confident, firm voice to address problem behavior. Avoid yelling. Use simple language. Use non-threatening / informative "if-then" statements (if you continue to throw, then I will have to take away these toys). Try to maintain a neutral affect (facial expression), and body language.

For positive behaviors, reinforce with a smile, positive tone, remind the person that they are doing a great job and are earning whatever reward is upcoming. Reinforce others for the behaviors you are trying to instill (if you are encouraging your kid to share, praise other kids for sharing while in their presence).

Planned ignoring is also very effective. Certain problem behavior is reinforced by any attention, even negative attention. If this behavior isn't risking harm, then we can ignore it. Look the other way, don't respond verbally, reinforce another child's positive behavior. When the behavior stops, give attention, and if an appropriate behavior occurs, give reinforcement.

Considering planned ignoring, attention is a major reinforcement. We should give special, genuine attention to our loved ones, especially children regularly throughout the day. This might be a bit of time each morning before school or work, and each evening after school or work. Set aside your thoughts, worries, needs and wants and enter their world in whatever way they want you to. However, if their behavior is unsafe, we pull away, stating "I would like to be playing with you, but I can't because this behavior isn't safe for me." Note that this is a negative punishment: removal a something desired to reduce a problem behavior, and it is societally sanctioned / normative: we cannot put ourselves in an unsafe situation (physical threat or exposure to emotional/psychological threats), be it a child is hitting, throwing, playing too rough, not listening to boundaries about personal space, or using unkind language. It models self-respect and boundaries.