Behaviorism Reinforcement Punishment and Extinction

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garbage is a terminal behavior that can be shaped by multiple methods like reinforcement (positive or negative) or punishment. The initial behavior is not taking out the garbage at all, except when nagged incessantly. The goal would be to create a terminal behavior that involves taking out the garbage on the person's own initiative. In this case, fixed outcome shaping would be more appropriate because the behavior should be reinforced consistently. The steps I would take to shape the behavior are as follows.

First, I would explain to the person that the target terminal behavior is to take out the garbage when it is full. This involves a degree of critical thought on the part of the subject, as the person takes initiative when the garbage is full. The goal is for the person to take out the garbage without being asked but it is critical to establish the goals and desired outcomes at the onset. Also during this initial stage, I would discover what motivated the person to see whether positive or negative reinforcement would be more appropriate in this case. Considering the person is more motivated by positive reinforcement, I would proceed to the second step.

Second, I would offer a treat that appeals to the individual. Each time the person takes out the trash, the treat will be given, as well as praise. Before long, the act of taking out the garbage will be associated more with positive reinforcement than with reluctance.

2. Putting dirty clothes in a hamper is a learned behavior that can easily be taught to a five-year-old. Using task analysis, putting dirty clothes in a hamper can be broken down into smaller details. For example, the five-year-old needs to be able to recognize the difference between clean and dirty clothes before knowing which to put into the hamper. The child also needs to know where the hamper is, and the hamper should be placed in an area that is easy and comfortable for the child to reach. Using a system including verbal and non-verbal prompting, coupled with rewards and punishments, the behavior of putting dirty clothes in the hamper can be taught. First, the child will be taught how to distinguish between clean and dirty clothes. This can be achieved by simply showing the child that jackets do not necessarily need to be washed each time they are worn, but that underwear do. Before moving onto the next step, a few practice rounds will help dissipate any stress or confusion.

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Verbal praise can be offered for when the child has mastered this critical step, and the child will feel empowered by the act of making a decision about whether the clothes are dirty or not. With the hamper located strategically, it is then important to offer some simple instruction as to how to place the dirty clothes into the hamper. Prompts and feedback will help the person to develop the habituated behaviors needed to cultivate the desired outcome.

3. The shy second-grader has overcome shyness in a critical situation and has learned a lot about how to ask for help. Transferring the initial behavior to other situations will take some prompting but should be seamless, as long as the contexts are relatively similar. I would want to be present with the second-grader in other contexts before expecting the child would feel confident and comfortable enough to ask for help from other people. First, I would verbally coach the child into understanding that all teachers or all adults are similarly willing to offer their help and assistance when needed. Second, I would take the child to another setting and offer scaffolding support to allow the child to ask me a question. When the child asked me a question in the secondary (new) setting, I would ask the child if he or she would please ask the same question of the new adult. Using verbal prompts and encouragement, the child can build the trust necessary to transfer the courage built up onto other situations. After a while, it would be crucial to leave the child alone in a new classroom or other setting to ensure the extinguishment of the shyness reaction and the cultivation of the terminal behavior of asking for help when needed and in an appropriate manner. I would then offer words of encouragement to help reinforce the behavior and tell the child that asking for help is a sign of courage.

4. The second grade boy who asks for help when help is….....

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