I found a video on that goes over the concepts of pos/neg reinforcement and punishment on the behaviors in children and what works best. It gives examples of both reinforcement and punishment.
In the video David G. Myers, Ph.D. states that negative reinforcement in the hardest concept for students to understand because they confuse it with punishment. He and others go one to say that reinforcement is used to strengthen the behavior that precedes it making the behavior more likely, where as punishment is used to decrease a behavior. I got negative reinforcement confused with punishment (I thought negative = bad and punishment = bad therefore negative = punishment).
The video goes on to say that physical punishment is not necessary to acheive a desired behavior or correct bad bad behavior. By physically punishing a child s/he might come to resent the parent or themselves. This goes along with section 2.3 of our book where they state that punishment can elicit unwanted negative feelings.
Whether you're having trouble with the terms or not this video is a great review over the difference between reinforcement and punishment.
Extinction in behavior modification terms means to eradicate a behavior. The first website discusses the various ways to go about making a behavior extinct. One of the ways is refferred to as predictability of stimulus. We can condition individuals to behave a certain way with the use of regular reinforcement/punishment. If we take away the reinforcement/punishment and the individual gets no response the behavior will become extinct.
The second website uses extinction as a tip for teachers when dealing with disruptive behaviors in the classroom. It gives an excellent outline for teachers to go about this in five steps:
1) Identify the target behavior
2) Identify any reinforcers that follow that behavior.
3) Ignore the target behavior consistantly and aviod doing anything that may reinforce the target behavior.
4) As you begin to ignore the target behavior the student may go through an 'extinction burst' - the behavior becomes more frequent and intense in the attempt to get the teacher to give in. BE STRONG & DON'T GIVE IN!
5)Continue to ignore the target behavior.
The use of extinction is useful because you can avoid the negative side effects of punishment and the effects of extinction are usually long term.
Symptoms of dementia vary depending on the cause and the area of the brain that is affected. Memory loss is usually the earliest and most noticeable symptom. Other key symptoms of dementia include:
Having difficulty recalling recent events.
Not recognizing familiar people and places.
Having trouble finding the right words to express thoughts or name objects.
Having difficulty performing calculations.
Having problems planning and carrying out tasks, such as balancing a checkbook, following a recipe, or writing a letter. http://www.webmd.com/alzheimers/tc/dementia-symptoms
The video is sad to watch. It's like she's living a punishment that she has no control over. The world seems so confusing to her im sure. Having no memory of life has to be horrible. It is also hard on the family to see another member struggling with their life.
Having trouble exercising judgment, such as knowing what to do in an emergency.
Having difficulty controlling moods or behaviors. Depression is common, and agitation or aggression may occur.
Not keeping up personal care such as grooming or bathing.
Some types of dementia cause key symptoms:
People who have dementia with Lewy bodies often have highly detailed visual hallucinations. They may fall frequently.
The first symptoms of frontotemporal dementia may be personality changes or unusual behavior. People with this condition may not express any caring for others, or they may say rude things, expose themselves, or make sexually explicit comments.
Symptoms of dementia that come on suddenly suggest vascular dementia or possibly delirium-short-term confusion caused by a new or worsening illness.
I've been doing research for the past year now on different types of STP (summer treatment programs) for children with ADHD. Many of these programs are run over the course of the summer and last on average for about 15 weeks. In these STP's the children are brought during the day to a daytime classroom where they engage in schoolastic activities with other students and interact with teachers in the classroom. The children are then evaluated by blind observers on their on task completion, accuracy of the work completed, how well they interact with the other children as well as the teachers in the classroom. They're behaviors are reinforced through the use of token economies and by whatever other means the researchers deem appropriate. The parents of the children are also educated on how to interact with the child at the home and are also given daily report cards based on the child's performance during the daytime at the STP. After the classroom portion of the STP is completed the children are allowed to participated in activities that relate more closely to the interactions they would encounter with other children on a daily basis in the school yard, playing with them on the weekend or just general interactions they would engage in with children in general. Once again they are also rated on a Likert scale by outside observers on the appropriateness of their interactions with these other children, whether they have physical and verbal outbursts, as well as how they react to instruction from the adults running the STP. This treatment program is very relevant to what we've been talking about in class. The use of reinforcement is pursued heavily in these STP's and the use of punishment is something that is only reserved for those children that are deemed to be "problems" or are deemed to be a risk to other children. In which cases most of these children are removed from the STP and are placed in an alternative form of BMOD. The use of these programs is something that is starting to pop up more and more across the nation not just for research purposes for transdermal methylphenidate patches but also for stimulant medications, bmod, and the two forms of treatment combined (MPH's and bmod). Its been found that lower doses of the MPH's are just as effective as the bmod techniques and its now being researched whether the two combined are more effective than either one treatment alone. This information is very relevant and interesting to me as ADHD is something i was diagnosed with when i was 6 years old. Its something ive been dealing with for most of my life, inside schoolastics and outside of them as well. I can remember being observed by doctors as well as being assessed on my "level of impairment" because of my ADHD. I can tell you right now that the medication is something that i have never liked to be on and i dont think its something that we should be prescribing to every child. The side effect list for MPH's goes on and on forever. And its also like giving the child a legal form of methamphetemines.
Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 Please go to the following blog page: http://www.psychologicalscience.com/bmod/abcs.html Please read…
I found a video on that goes over the concepts of pos/neg reinforcement and punishment on the behaviors in children and what works best. It gives examples of both reinforcement and punishment.
In the video David G. Myers, Ph.D. states that negative reinforcement in the hardest concept for students to understand because they confuse it with punishment. He and others go one to say that reinforcement is used to strengthen the behavior that precedes it making the behavior more likely, where as punishment is used to decrease a behavior. I got negative reinforcement confused with punishment (I thought negative = bad and punishment = bad therefore negative = punishment).
The video goes on to say that physical punishment is not necessary to acheive a desired behavior or correct bad bad behavior. By physically punishing a child s/he might come to resent the parent or themselves. This goes along with section 2.3 of our book where they state that punishment can elicit unwanted negative feelings.
Whether you're having trouble with the terms or not this video is a great review over the difference between reinforcement and punishment.
http://www.youtube.com/watch?v=MPHcw2vz9H0
Terms!! Positive/negative reinforcement, pos/neg punishment, elicits, behaviors.
***Web Divergance - Extinction***
Extinction in behavior modification terms means to eradicate a behavior. The first website discusses the various ways to go about making a behavior extinct. One of the ways is refferred to as predictability of stimulus. We can condition individuals to behave a certain way with the use of regular reinforcement/punishment. If we take away the reinforcement/punishment and the individual gets no response the behavior will become extinct.
The second website uses extinction as a tip for teachers when dealing with disruptive behaviors in the classroom. It gives an excellent outline for teachers to go about this in five steps:
1) Identify the target behavior
2) Identify any reinforcers that follow that behavior.
3) Ignore the target behavior consistantly and aviod doing anything that may reinforce the target behavior.
4) As you begin to ignore the target behavior the student may go through an 'extinction burst' - the behavior becomes more frequent and intense in the attempt to get the teacher to give in. BE STRONG & DON'T GIVE IN!
5)Continue to ignore the target behavior.
The use of extinction is useful because you can avoid the negative side effects of punishment and the effects of extinction are usually long term.
http://changingminds.org/explanations/behaviors/conditioning/extinction.htm
http://www.afcec.org/tipsforteachers/tips_c3.html
Terms!! Extinction, reinforcement, punishment, target behavior.
Dementia: A behavior you have no control over
Symptoms of dementia vary depending on the cause and the area of the brain that is affected. Memory loss is usually the earliest and most noticeable symptom. Other key symptoms of dementia include:
Having difficulty recalling recent events.
Not recognizing familiar people and places.
Having trouble finding the right words to express thoughts or name objects.
Having difficulty performing calculations.
Having problems planning and carrying out tasks, such as balancing a checkbook, following a recipe, or writing a letter.
http://www.webmd.com/alzheimers/tc/dementia-symptoms
Example of someone living with dementia:
http://www.webmd.com/alzheimers/tc/dementia-symptoms
The video is sad to watch. It's like she's living a punishment that she has no control over. The world seems so confusing to her im sure. Having no memory of life has to be horrible. It is also hard on the family to see another member struggling with their life.
Having trouble exercising judgment, such as knowing what to do in an emergency.
Having difficulty controlling moods or behaviors. Depression is common, and agitation or aggression may occur.
Not keeping up personal care such as grooming or bathing.
Some types of dementia cause key symptoms:
People who have dementia with Lewy bodies often have highly detailed visual hallucinations. They may fall frequently.
The first symptoms of frontotemporal dementia may be personality changes or unusual behavior. People with this condition may not express any caring for others, or they may say rude things, expose themselves, or make sexually explicit comments.
Symptoms of dementia that come on suddenly suggest vascular dementia or possibly delirium-short-term confusion caused by a new or worsening illness.
I've been doing research for the past year now on different types of STP (summer treatment programs) for children with ADHD. Many of these programs are run over the course of the summer and last on average for about 15 weeks. In these STP's the children are brought during the day to a daytime classroom where they engage in schoolastic activities with other students and interact with teachers in the classroom. The children are then evaluated by blind observers on their on task completion, accuracy of the work completed, how well they interact with the other children as well as the teachers in the classroom. They're behaviors are reinforced through the use of token economies and by whatever other means the researchers deem appropriate. The parents of the children are also educated on how to interact with the child at the home and are also given daily report cards based on the child's performance during the daytime at the STP. After the classroom portion of the STP is completed the children are allowed to participated in activities that relate more closely to the interactions they would encounter with other children on a daily basis in the school yard, playing with them on the weekend or just general interactions they would engage in with children in general. Once again they are also rated on a Likert scale by outside observers on the appropriateness of their interactions with these other children, whether they have physical and verbal outbursts, as well as how they react to instruction from the adults running the STP. This treatment program is very relevant to what we've been talking about in class. The use of reinforcement is pursued heavily in these STP's and the use of punishment is something that is only reserved for those children that are deemed to be "problems" or are deemed to be a risk to other children. In which cases most of these children are removed from the STP and are placed in an alternative form of BMOD. The use of these programs is something that is starting to pop up more and more across the nation not just for research purposes for transdermal methylphenidate patches but also for stimulant medications, bmod, and the two forms of treatment combined (MPH's and bmod). Its been found that lower doses of the MPH's are just as effective as the bmod techniques and its now being researched whether the two combined are more effective than either one treatment alone. This information is very relevant and interesting to me as ADHD is something i was diagnosed with when i was 6 years old. Its something ive been dealing with for most of my life, inside schoolastics and outside of them as well. I can remember being observed by doctors as well as being assessed on my "level of impairment" because of my ADHD. I can tell you right now that the medication is something that i have never liked to be on and i dont think its something that we should be prescribing to every child. The side effect list for MPH's goes on and on forever. And its also like giving the child a legal form of methamphetemines.