Please read sections 5.4
After reading section 5.4, please respond to the following questions.
What are three things you will remember from what you read in the chapter? Why? What was one thing that you really liked that was in the chapter? Why? What was one thing that you disliked that was in the chapter? Why?
NOTE: the graph should include both the base line data (no reinforcement) and the data collected during reinforcement. Just draw a cut off line on the graph to indicate when the behavioral intervention (reinforcement) began.
Here is a random sample graph I found on the Internet - yours doesn't have to look exactly like this - it is just an example.
One thing I remember from this chapter is toy time outs. This is the idea of not punishing my child with negative punishment and instead giving the toy punishment or a time out. This will remove the antecedent from the fight and change the environment. While this does not use reinforcement it does try to get away from the idea of the child being punished. I found this interesting because it makes me thinking about how my sister punishes and reinforces my nephews. I have two nephews who are one year old and three years old. My sister tries to do toy time outs, but if my three year old nephew continues to exhibit undesired behaviors, she will use negative punish by putting him in time out.
Another thing I remember is the section that talked about removing the NOs from our vocabulary. Children learn by example this is called observational learning. This chapter suggested that there be a safe room created in the house, most likely the play room, where all of the NOs in the environment have been removed. Basically it is the idea of completely having an area baby proofed. Anything you don’t want the child to have access to, put it out of sight. This will reduce the number of times the child hears the parents say “no” to them, so in turn this has the power to reduce number of times the child says no and maybe even reduce the terrible twos. It was interesting to read this because parents are always sick of hearing their toddlers say no, but something they forget how many times they tell them no.
I also remember reading about differential reinforcement of other behaviors. This is the idea of reducing a behavior by reinforcing a behavior that is incompatible with an undesirable behavior. This involves manipulating the environment and make sure the proper antecedents are being elicited. These don’t really seem like behaviors, but they are and they change the environment. Most importantly, this takes work, forethought, discipline, and reflection. You must understand the behavior and why you do it.
I really liked how the chapter pointed out that sometimes we have little control over the environment. So sometimes we need to find creative ways to control our environment. It is not always easy to manipulate our surroundings. An example of this is how we try to remove ourselves from dangerous situations, but sometimes it is not possible to that. We manipulate our environment to make sure it is safe generally. We do these things every day without even realizing it.
One thing I disliked about this chapter was that it made the removal of objects seem so easy. There are objects that produce both desirable and undesirable behaviors, so while it is necessary for them to be in the environment sometimes, sometimes it is difficult having them in the environment. An example of this would be kitchen appliances. While they are necessary and helpful for adults in a household so meals can be prepared, they are dangerous for young children in the household. Changing an environment is very influential way to increase the target behavior, sometimes it might be almost impossible to change the behavior.
Terms: punishment, negative punishment, antecedent, reinforcement, undesired behaviors, observational learning, manipulate, differential reinforcement of other behaviors, elicited, environment, target behavior
As I emitted comprehending this chapter, I have elicited the Toy Time Outs punishment scenario in that, I remember back in Chicago my younger sibling getting mad over video game. While playing and someone comes and states that they wanted to play or just watch TV he would get angry and would sometimes fight the person. As a Toy Time Outs, my mom decided to keep the game for awhile. This happens about every time this behavior is emitted. I see this as an observational learning due to his interest in Wrestling.
The second thing I will remember is that, when trying to either reduce to extinct behavior, we have to come up with decisions of how to go about doing it. As the chapter asked about the reduction of junk food or speeding tickets. For me, I will first think about the consequences. I think thinking about the consequences can reinforce your behavior to prevent the antecedent from happening. So, I will manipulate that behavior by just following the speed limit. It may be hard but I will have to work at it.
The third thing that I will remember is that, when wanting to manipulate a behavior, I will have to somehow change the environment. For an example, I like talking on the phone a lot and before realizing it, I have spent hours on the phone. The change in the environment of this antecedent will be to put my phone only on prepaid for a while. Knowing that I am on prepaid will limit the amount of time I spend on the phone. I will also limit the amount of time I look on my phone, because every time that happens, I have to call someone.
I like the concept of Differential reinforcement of other behaviors and how it is effective in reducing an aversive or an undesirable behavior that occurs in our everyday lives. This step by step concept is also helping me measure, and do an intervention of my behavior. I currently do not dislike anything, because it is interesting learning about these topographies and how to go about manipulating them.
Toy Time Outs
Punishment
Observational learning
Emit
Elicit
Antecedent
Consequences
Extinct
Reinforcement
Manipulate
DRO
Aversive
Undesirable
Intervention
Measure
Topography
For Section 5.4
After reading this section, there are many things that I will definitely remember. One thing that I will remember is that changing the antecedent is a powerful way to modify behaviors. This is because we are able to make specific changes in the environment that will then, in turn, elicit the behavioral changes. Changing the environment while an undesirable behavior is taking place can function to disrupt the operant behavior. This would be a good thing in the instance of toddlers in their “terrible twos” phase, drivers who constantly get ticketed for speeding, and roommates who like to consume junk food in front of others who are trying to eat healthily. I know I will remember this information because it is very valuable and makes sense. If you want to emit a certain behavior, but it isn’t working out how you thought it would, working on changing the environment or antecedent could be the way to fix it!
Another thing from this section that I will remember is that differential reinforcement of other behavior can be used to effectively reduce a behavior and can be elicited by changing the environment. Differential reinforcement can be used instead of punishing a certain behavior or as a different means of reinforcement if what is currently being used does not work. There can be many ways that one can differentially reinforce their target behavior, which makes it somewhat easy to recognize that you can manipulate the environment to get the results you are looking for. This information makes a lot of sense, and I know I will remember it because of the fact that we have covered it previously in class and have discussed it thoroughly multiple times.
A final piece of information that I will remember from reading this section is that changing the environment should always be considered when implementing a good behavior modification program. This is because there are so many things a person can do to change the environment to attain and achieve their goals. The environment truly is at our disposal, so if we use it in appropriate and helpful ways, we should be able to stay on the road to success. I know that I will remember this because it is beneficial to me as I am working on my goal of reducing the amount of time I spend on social networks like Facebook and Twitter. Knowing that I am able to change things in my environment makes it easier to stick to my goal and not cave in to my want to be on social networks constantly.
Something that I especially enjoyed from this section was how it provided examples of controlling the environment at the beginning, such as toy time outs and removing the “NOs”, so that I knew what the rest of the section would be about. The examples really made it easier to see how the environment can be molded and manipulated to fit what you are trying to do. I find it very interesting that parents are taking on the initiative to elicit the behavior they want from their children. It is very neat to read and learn about.
Something that I did not really like from this section was when it asked me to list three environments that I have little control over in my daily life. It was very difficult for me to come up with three different environments and then list out ways that I might be able to control those environments. I disliked doing it because it was hard and uncomfortable to think about because I usually like to be in control of my life and everything that goes on within it!
All in all, I thought that this was an interesting and informational section, and I am excited to continue on and learn more in the weeks to come!
Terms: antecedent, modify, behavior, environment, elicit, operant behavior, differential reinforcement of other behavior, punish, reinforcement, target behavior, manipulate, behavior modification program, goal, emit
5.4
1. One thing that I will remember after reading this section is that toy time outs aren’t effective in getting the child to emit a different behavior, but in fact make the child think that the toy is the one in trouble. A toy time out get the child to have the consequence of getting the toy taken away, but it doesn’t make the child understand that what they were doing with the toy was aversive. I think that the punishment of taking a toy away can be effective on the child if the child is able to understand that the toy was taken away from him or her because they were bad and that they can be reinforced with getting that toy back at a later time. This is an example of negative punishment because the adult have taken away the toy as a way of punishing the child or the toy depending on how you look at it.
2. The second thing that I will remember is that in order to try to make the terrible more bearable you can attempt to control the antecedents. In order to try to get a child to avoid saying no to everything you say you must lead by example and not say no as much to the child. In order to do that in a safe environment you must put the child in an environment where there is a small chance that you will have to say not to touch something or just the word no in general. I know as a child I was terrible with the statements why and no. One reason for my saying no was because I was a really stubborn child, but I also know for a fact that my parents had to tell me no a lot because I was always getting into things that I shouldn’t be in. Who knows if maybe they would have averted from saying no to be so much or changing the antecedents maybe I wouldn’t have been so stubborn when I said no to them.
3. The Third thing that I will remember is that Differential Reinforcement of Other behavior is controlling the environment so that you can choose a more desirable behavior. When you may not be in complete control of a situation this can be helpful so that you are more likely to choose the choice that is better for you.
4. One thing that I liked was at the end of the section it talked you through how to help control the environment when considering your own behaviors. It is helpful to have those steps so that I can learn how exactly to control myself in environments where it may be hard to not eat that brownie or drink that pop.
5. One thing that I didn’t like when reading this was that I am not a believer that the toy time out is not effective. I think that it can be effective when used the proper way. Even though it is a negative punishment it can lead to a positive reinforcement because the toy can be given back when the child has done something good.
Terms
Toy time outs, behavior, emit, aversive, consequence, reinforced, punishment, negative punishment, punishing, antecedents, positive reinforcement,
5.4
1. The thing that stuck out to me in this section was the concept of the toy time out. This section is all about changing antecedents to alter behavior. An example of how to do this with children is a toy time out. When two children are arguing over a toy or hurting each other, instead of punishing the children the parent should remove the toy and give the toy a time out. This is not necessarily using differential reinforcement but it is still avoiding negative punishment by changing the antecedent and also disrupts the operant behavior of fighting.
2. Another concept I liked that dealt with children and controlling antecedents was removing “NOs” from the environment. This section explained how kids like to pick up a lot of behaviors through observational learning, and a lot of times kids get into things they shouldn’t so they hear no a lot when they emit dangerous behaviors. By changing the environment around (such as covering outlets or blocking off stairs) the parent can elicit the child to perform healthy safe target behaviors without always telling them what they can’t do.
3. The last concept I will remember is DRO, Differential Reinforcement of Other behavior. This concept also avoids punishment, but it does so by reinforcing a behavior that inhibits the target behavior one is trying to avoid. The example the book gave was to stop the behavior of eating junk food so much. The behaviors one could reinforce in “junk food’s” place would be to have fresh fruit around or put the junk food in the freezer so it would have to thaw making it so as a consequence the wait would slow down how much you consumed throughout the day.
I really like the way using the ABCs can help a person control their behavior. The whole controlling one’s environment concept amazes me. The fact that many behaviors are simply impossible to emit if you remove a couple of things from the environment is fascinating to me and I can’t believe how hard it was to stick to a behavioral modification before when the solution appears to be so simple.
The only thing I dislike about the section was that even though the examples (such as toy time out and removing NOs) were new the material is getting old. It seems like the last three or four readings have been over the same thing and the practices we are supposed to do really haven’t varied that much.
Terms: toy time out, antecedents, behavior, punishment, differential reinforcement, negative punishment, operant behavior, observational learning, emit, elicit, target behaviors, DRO, reinforcement, consequence, ABCs, behavioral modification
5.4
1. The first thing I will remember from this section is that when modifying behaviors of children it is best to remove the no's. Children learn by observing everything around them. Once they are mobile they try to get into everything they can and parents usually respond by telling them no. In turn kids then use no when something is being asked of them they do not agree with and this can lead to the terrible twos. If a children doesn't learn no then they are less likely to be stubborn and use it all the time. A simple manipulation of the environment helps the parent to be able to say no less. If a parents takes away the things they don't want the child to get into then it will be easier to create a positive environment for the child.
2. The second things I will remember from this section is that by using a differential reinforcement of other we can control our environment. It creates new antecedents for us and elicit the desired behavior. Not only does it serve to reinforce something else it is changing our environment. I know that by changing the environment you are setting yourself up so as to not come into contact with the undesired behavior. It helps that by reinforcing something new we are creating new antecedents and consequences that prepare us to continue to be successful in the new environment that produces the desirable outcome.
3. The third thing I will remember from this section is the example of toy time outs. The example shows that when kids fight over twos its either because they want to toy or were hurt by another child with the toy. We have learned that punishment can be aversive so instead of punishing the child directly with a time out or such we can punish the toy. This is just removing the toy from the environment. Neither kid has access to the toy. It removes the antecedent of the fighting behavior while also disrupting the behavior. This is easy to understand and apply to real like because anyone who has worked with kids knows that if they both want the toy then unless it is taken away it will continue to be a problem. I used to nanny and my kids would fight over what movie to watch so when they fought over that I took us outside to do something else and no one got to watch a movie.
4. One thing I like from this section was that even in environments where we do not have much control there are still ways for us to change our antecedents. I like it because it applies to a lot of situations where we feel helpless to the consequences. Being in the dorms I do not have much control over the loud neighbors and slamming doors and my roommate coming in and out. But there are things I can change to get more studying done. I can do things such as study in a lounge or library by physically changing the environment. I could talk to me neighbors and ask them to quiet down at night so I can sleep better and my roommate and I could coordinate schedules better so that we don't disrupt each other. We may think there is not much we can do but in reality we do have some bit of control over most environments.
5. One thing I disliked was that the failure of New Years Resolutions came up again as a failure because of not understanding the environment. I agree that people tend to not understand their environment and what antecedent is causing the behavior but I just have noticed that a lot of things have been mentioned to result in the failure of the resolutions such as not setting specific target behaviors. I just think that it should be better recognized that there are a lot of factors that go into a failure of a resolution and not just one stated in the section. All the steps in collaboration need to be followed to be successful and anyone of them can cause a failure so I don't think just one should be singled out.
Terms: Behavior, antecedents, consequences, elicit, reinforcing, differential reinforcement of other, environment,punish, aversive, punishment, target behavior
Three things I'll remember:
1. I'll remember from now on that another way to modify a behavior is to change the antecedent. Antecedents form the environment of a behavior and once you you control the environment you can control the behavior. Changing the environment while an undesirable behavior is occurring can function to disrupt the operant behavior. Changing the environment should always be considered when implementing a good behavior modification program.
2. Another thing I remember is the section that talked about removing the NOs from our vocabulary. Children learn by example this is called observational learning. In order for you as a parent lead by example you'll have to remove the NOs from the environment by creating a safe room for the child to play.By controlling the environment the only behaviors the child can emit are safe and appropriate. Which will help the parent elicit good vocabulary. This will and should remove NO's from the vocabulary of the child.
3. The last concept I will be sure to remember is the Differential Reinforcement of Other Behavior (DRO). DRO are an effective way to reduce a behavior and can be elicited by changing the environment. This also reduces a behavior to reinforce a behavior that is incompatible with the undesirable behavior.
I really enjoyed learning about the parenting styles that can be used to change the environment of a behavior. This is helpful in modifying your own or someone else behavior. There could even possibly be a reinforcer or punisher involved to change the undesirable behavior. I will be sure to use this technique I feel it will be very helpful to me.
I disliked the how the toy time outs was described. I feel that that is something that will not be very effective. I can not say it will be because I have not tried it myself but the way that the it is described seems that it will be a failure to changing undesired behaviors.
Terminology: Behavior, antecedents, elicit, reinforcer, punisher, DRO, toy time outs, observational learning, opernant behavior, emit,
I remember the ideas of removing the antecedent, observational learning, and Differential Reinforcement of Other. Removing the antecedent is really a brilliant idea. Instead of removing pleasure from the consequence and using punishment, we can remove the cause of behavior before anything happens and prevent the undesired behavior and the punishment that is no longer necessary. The term observational learning should be credited to Albert Bandura, who discovered this phenomenon and published the social learning theory. The DRO technique was repeated many times in this course, so forgetting the term is almost impossible now.
I like the example of terrible twos. I did not know about this stage of development, so reading about it is quite interesting. Maybe I can avoid this situation when I have kids with the method recommended in the text. I did not like the example of toy time outs. It is indeed a weird method. I am not sure exactly what concept is created by the toy. Maybe we can benefit from a more detailed explanation of this example.
Terms: antecedent, observational learning, differential reinforcement of other, consequence, punishment, social learning theory
Sec 5.4
In this section I really liked all the examples of how to successfully change your environment. They really help me understand. There was nothing I disliked in this section, I thought it was very well written.
Things I will remember from this section:
1. Antecedents control behavior; If you change the environment, you can help control your behavior. If you are struggling with a meth addiction, its probably not best to go to areas that have significance for you in contrast to meth. It's also important that you avoid people who you previously did meth with. Environments may not seem changeable, but they often are in small ways however, these small ways can help you prevent emitting a certain behavior. This is important because it can help you reduce an unwanted behavior, or increase a desired behavior. Environment is extremely important when it comes to behavior.
2. DRO (Differential Reinforcement of Other behavior) This is similar to changing the environment, but instead of the environment, you change the behavior being reinforced. This involves reinforcing behavior this is opposite the behavior you want to change. (If you want to avoid ice-cream avoiding the ice-cream shop / isle that is a DRO) DRO/s can help you in both changing the environment, and change your behavior. This is important because it can help increase a desired behavior, it also reinforces instead of punishing.
3. Change the environment when you can, because it is extremely important to behaviors. Antecedents are a part of the ABC's and therefore are important to editing a behavior. Your setting / environment should be considered when you want to alter your behavior.
Terms: DRO, Behavior, Antecedent, Environment, Desirable, Increase, Reinforced,
Section 5.4
1. The first thing I will emit to remember is the concept of toy time outs. Children repeatedly emit to fight over toys. The usually want a toy someone else has or tries to punish the other child with the toy. The children find this to be aversive. Instead of using negative punishment by putting the child in time out, you punish the toy by putting it in time out. This allows you to stop the operant behavior of the children fighting. Also it allows you to change the situation by removing the antecedent. I think this technique is more pleasant because the parents are not using punishment towards the children, but towards the toy. This allows the children to learn from what is right and wrong and be reinforced by getting the toy back.
2. The second thing I will emit to remember is the concept of removing the “NOs”. This mainly occurs during the “terrible twos”. Two year olds start to pick up saying “no” more due to example. This is also known as observational learning, which is learning from example. Parents need to make changes in the environment which will allow behaviors to change. For example from the book; removing electrical cords, secure plugs and cords. This allows the children to be safe and reduce the number of “NOs”.
3. The third thing I will emit to remember is the term Differential reinforcement of other behavior (DRO). DRO is an effective way to reduce a target behavior which can be elicited by changing the antecedent. This allows you to choose a more desirable behavior and avoid punishment. The example from this section involved a guy trying to stop eating junk food, but his roommate also brought sweets into the house. They both had to work together to agree on changing the environment to make it pleasant for both of them. This can be hard to manage and it takes time and effort.
I found this section very interesting and learned how important changing the antecedents could be. I really enjoyed reading about toy time outs and removing the “NOs”. I have seven nieces and nephews and know what it is like to deal with these situations. At the moment I have one niece who is in her terrible twos and loves to say the word no. I would love to explain this to my sister and see if it makes a difference!
There was nothing I disliked from this section, it was short and easy. I did have a hard time trying to fill in the examples, but it is good practice. We are starting to go over some of the same material and I am starting to get a well understanding of behavior modification.
Terms: emit, punish, aversive, negative punishment, operant behavior, antecedent, pleasant, punishment, reinforcer, observational learning, behaviors, DRO, target behaviors, elicit, desirable behaviors, amd behavior modification
Week 14 Tuesday Chapter 5.4 11/27/12
After reading section 5.4, please respond to the following questions.
What are three things you will remember from what you read in the chapter? Why?
I learned that a time out can be a functional way to disrupt an undesirable behavior. I remember this because it is applicable towards seeking opportunity time to explain and reflect upon the reasons for
undesirability and condition accordingly.
I learned that many behaviors are or begin as observable learning behavior. I remember this because many of the undesirable behaviors emitted by toddlers and such can probably be identified and reduced in an adult’s behavior. Understanding this provides involvement and hope in re-directing super annoying examples of child behavior.
I learned that reducing the presence of triggering materials (potential antecedents) from an environment can reduce the tendency to consume or behave in accordance with the product. This could be applied to watching TV for example. Some may say, “I don’t really want to watch TV but it just sits there in the living room so I tend to turn it on.” One could venture to remove the TV entirely or at least consider moving it to a less common area of the house.
What was one thing that you really liked that was in the chapter? Why?
I really enjoyed the discussion of antecedents that can be modified with one individuals choice without needing direct participation of other persons. This is empowering because individuals have many opportunities to establish an environment that caters to their success, and can be accomplished within one’s own motivation to do so.
What was one thing that you disliked that was in the chapter? Why?
I disliked how the Calhoun and Tim example was established using these hypothetical third person characters and then the recommendation section begins to use the ‘you’ pronoun instead of Calhoun or Tim. These inconsistencies in pronoun use are confusing and difficult to be re-applied to someone else in pragmatix because it is difficult to follow the story line if there is one presented in the first place. Thanks!! ----ebs---- 11/27/12 @ 1406hrs. CentricTime
Term% behavior, modify, environment, antecedent, emit, undesirable, functional, observable learning
Section 5.4
Three things I will remember from this chapter is that 1) Toy time-outs removes the antecedent of a fight, and thus punishes the toy rather than the child, that 2) controlling the environment to modify a behavior is easier than not being able to control it, and that 3)DRO's are confusing. I will remember these because they are essential. One thing I liked about this chapter is that the different ways to control and not having control were outlined and easy to understand. There wasn't anything I disliked about this chapter.
Terms: Toy time outs, antecedent, punish, modify, behavior, DRO.
Section 5.4
1. The first thing I will remember from this section is that when modifying behaviors of children it is best to remove the "no's". Children learn by observing everything around them. If a parents takes away the things they don't want the child to get into then it will be easier to create a positive environment for the child. By changing the environment around, the parent can elicit the child to perform healthy safe target behaviors without always telling them what they can’t do.
2. I will remember differential reinforcement, controlling the environment so that you can choose a more desirable behavior. When you may not be in complete control of a situation this can be helpful so that you are more likely to choose the choice that is better for you.
3. Antecedents control behavior. If you change your environment or someone else's then you can help control the behavior.
I enjoyed this section because we can apply it to real life. Everything we have learned can be applied to real life, but this one is much more common.
Terms used: Antecedents, behavior, environment, target behavior, differential reinforcement, desirable.
The first thing I will remember is toy time out. When babysitting, I use this method of "punishment" all the time. When two children are arguing over a toy, the toy goes into "time out" and is removed from the grasp of the two children. When the toy is out of view and out of mind, the previous aversive behavior is extinct and a more desired behavior occurs. There are times that the two children have been reinforced by this "toy time out", for they know if they argue or fight, the toy will be taken away. This helps with targeted behaviors of sharing, taking turns, and other behaviors younger children struggle with.
The second thing I will remember the example of junk food that coincides with differential reinforcement of other behavior. I was struggling to understand the definition of of this, but with the junk food example it made sense. When I had to cut out pop and other foods due to a health issue, my mother used this sort of thing. It was really hard for me to stay away from some of these foods so my mom stopped buying them, but when she did she hid them and didn't tell me but told the rest of my family. My family also stopped emitted the behavior of eating these foods around me so I didn't have to struggle with not eating them. At the time I didn't know there was a specific name for this, but know I do!
The third thing I will remember a small sentence in the last section 5.4. It states "To achieve behavioral success often times you have to be very deliberate which requires you to be aware of your environment, your behaviors, and the consequences to the behavior." This makes a lot of sense. Let's use an example of wanting to lose weight. You cannot lose weight without changing your diet, amount of exercise, and foods you are eating. When changing these things, you are changing behaviors being emitted in order to achieve your targeted behavior. Once you begin to see the weight lose/consequences of the behavioral change, you will be positively reinforced and will continue the changed behaviors.
One thing I liked about this section was how relatable the section was. It was easy to understand with the examples given.
There wasn't really one thing I didn't like about the section, it was a short and easy section to read. However, it was kind of difficult to fill out all of the examples.
Terms Used: toy time out, punishment, aversive, extinct, reinforeced, targeted behaviors, differential reinforcement of other behavior, emitted, consequences, positively reinforced
Section 5.4
This reading elicited the memory of three concepts:
1.) Rather than punishing a child by putting them in time out, taking away the object or toy that caused the undesirable behavior (e.g. fighting, hitting) will control the frequency of the behavior itself. By changing the environment, the antecedent that caused the undesirable behavior is removed. This is referred to as toy time outs. Thinking the toy caused the problem will keep the child from being punished and punish the toy instead.
2.) Children learn by example and observation which is called observational learning. By controlling their environment with the removal of NO's (e.g. playing with unsafe objects), you're creating a safe environment that decreases the frequency of undesirable behaviors. Thus, the only behaviors emitted by the children are desirable and safe. For example, removing all sharp edged furniture from a room or covering them with soft material keeps the children from banging their heads and hurting themselves. Removing unsafe objects by putting them up high and out of reach keeps the child from playing with them and causing unwanted behavior. This idea is referred to removing the NO's.
3.) The Differential Reinforcement of Other Behavior is the reduction of an undesirable behavior by reinforcing a behavior that is incompatible with the undesirable behavior. By controlling the environment, you can control what antecedents will increase the frequency of the desired behaviors. For example, to get me to do my ab workouts more, I can convince my roommates to not allow me to watch television (i.e. turning it off when I enter the room) when I get back from class.
I liked that the section noted that sometimes we do not have much control of our environment, but even then, there is usually some way to control it. Having a clear idea of how the antecedents are controlling the behavior will help you understand how to change the environment to reduce the undesired behavior and increase a desired behavior.
I did not dislike anything within the section. It was a short section and was very straight forward. The examples were helpful and the examples to fill out, but I did have some difficulty come up with answers.
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Terms: Behavior, Emit, Elicit, Desired, Undesired, Antecedents, Environment, Reinforce, Punish, Frequency, Toy Time Outs, Removing the NO's, Observational Learning, and Differential Reinforcement of Other Behavior
The first thing I will evoke into my memory from this chapter is toy time outs. This is an interesting concept and after reading it I realized it happened to me as a kid. I would emit a fighting behavior because I wanted the toy that another kid had. A teacher would or even my parent would see it and the toy would get taken away. I do the same thing when my dogs start fighting. Certain toys elicit the fighting behavior and instead of negative punishment I take away the antecedent. This makes sense with anything, not just fighting. When you want to extinguish a behavior, instead of continually punishing yourself or someone else, just take away what may be causing the behavior in the first place.
The second thing I will evoke into my memory from reading this chapter is eliminating nos. This concept also makes a lot of sense, but I feel that it isn’t as utilized as it could be. Taking temptation away from an environment can eliminate the word no. For example if I don’t want my dogs playing with a certain toy because I feel it will elicit a fight and me saying no, I simply put up the toy before I let them in. By doing this I have removed the no.
The third thing I will evoke into my memory from this chapter is differential reinforcement. If you want to end a behavior it might help you reinforce another. If I wanted to study more and I watch too much TV, I need to reinforce the behavior of turning off TV. I might reinforce it by playing music while I study or snacking on a favorite food. Differential reinforcement is useful because it can help you to manipulate your undesired behavior.
One thing I really liked about this chapter is the insight it gave. I find it easy to emit a reading behavior when what you’re reading about interests you. The toy time out section was something that had been emitted on me as a kid and something that I emit on my pets. For someone who has never done it, it might elicit them to try it.
One thing I disliked about this chapter is that it could have used more examples within the text. The examples that were given were good but the more examples that are given help the reader remember the material.
Terms: behavior, manipulate, emit, evoke, differential reinforcement, undesired, eliminate, extinguish, punishing
Three things I'll remember from reading this chapter are:
a) Even with limited resources and control of the environment, we can always find creative ways to manipulate/control the environment. I'll remember this because with the project we are doing now in class, I found myself making exuses of why I wouldn't have to work out in the environment that I wanted. For example: I don't like people using the tredmill right next to me when there are a hundred other open ones. So when a person would invade my bubble, I found myself cutting my cardio workout short. Later on in the project, if that happened, I found myself emitting the behavior of moving to a different tred to finish my workout. Awkward at first but I do my best when someone isn't right beside me.
b)Work, forethought,disipline, and reflection are all characteristics a person needs to meet their goals. I'll remember this because I could have thought ahead in my workouts and placed a towel on the open tredmill next to me, to prevent someone from going on that treadmill. They may believe that someone else is using it and choose a different one, which would result in me getting my desired response. The forethought is important but so are the other characteristics talked about in this chapter. That was just one example.
c)The last piece of information I'll remember is changing the antecedents is one of the most powerful ways to change/modify our target behavior. I'll remember this because the example of the time out senario made it easy to grasp.
One thing I liked about the chapter was the examples, but also the boxes we got to fill in. By doing those, it seemed like the information really sunk in.
One thing I disliked about the chapter was not knowing if my understanding of the material was right. I felt like I did the boxes correctly, but I, being impatient, like feedback right away. I'm sure we will go over this more in class on Thursday though.
Terms: modify, antecedents, target behavior, work, forethought, reflection, discipline, goals, manipulate, environment, emitting, desired response.
After reading section 5.4, I was reminded of a topic I had previously about. I somehow stumbled on an article once that talked about how addicts, whether it is to drugs or alcohol, can experience heightened effects of the drug if they are in a different environment even if the amount consumed is the same as what they normally consume. This can be potentially life threatening, because if the addict consumes even a little bit more than their normal amount, they could overdose. The part of this article that linked back to this section was that they talked about how in order for addicts to recover, a lot of the times, they need to remove all antecedents from their lives, or they will continue to elicit the drug related behaviors. This could even include some of their closest friends that they used the drugs with. Section 5.4 discussed altering the environment for young children to ensure that they are safe by removing all dangerous objects, so maybe for addicts, removing all drug related paraphernalia or things that remind them of the drugs, would be helpful in their recovery.
This section also discussed direct reinforcement of other behavior. This is something I considered incorporating into my behavior modification plan, but I found to be unnecessary. I think it could be a really good option for many people though, especially children. Reinforcing children when they do something positive could have a better effect on teaching them instead of yelling NO all the time. No one likes to be yelled at, so if they were praised on their good efforts, maybe the amount of the negative behaviors emitted would be decreased.
I will also remember that the chapter talked about changing antecedents. This could go back to my initial point on drug addicts and their environments/getting rid of friends or other people that enable them. If the addict does the drugs around a specific set of people, those people become the antecedent. It could be possible to ask them to not talk about drugs or do drugs around you, but it would still be difficult not to cave in to temptations and continue using. The best way to quit using would be to change the antecedents, in this case, that would mean changing the people you hang out with.
I really liked the last point I talked about. My roommate has a niece who is beginning to crawl around and get into things she’s not supposed to, so I think I will try to help out my roommate by suggesting changing the environment that she plays in so she doesn’t have to worry so much every five seconds.
Like the last section we read, I really wish we had read this before starting the behavioral modification program. The information I read on DRO and changing the environment/antecedents could have helped me understand my coffee addiction and helped me create my modification plan. I guess that reading it after was still helpful though, because now I really have a good grasp on these concepts.
TERMS: reinforcing, behavior modification, environment, antecedents, direct reinforcement of other, emit, elicit.
5.4
One thing I will remember is Toy Time Outs for kids. This is when a kid is fighting over a toy with another kid or something dealing with anger over toys, the consequence is one gives the toy a time out to remove it from the environment. The toy acts as the antecedent and is the reason to why the kids were fighting. This is really interesting as growing up it was always if you do something bad then you are going to time out. Time out was a punishment and I think it worked because then I wouldn’t do things that were bad so I wouldn’t have to go to time out. With other kids though, they might not think that is an aversive enough punishment and still do naughty things. Taking the object out of the environment is really smart so then the kids will just forget about it and the reasons to why there was conflict.
Another thing I will remember is removing the “Nos”. It’s kind of crazy how little kids always repeat what they hear, especially if it’s something naughty that they shouldn’t be repeating. And if they are told ‘no’ all the time, they will just keep repeating that. I think that removing nos from the environment is a really cool way to keep kids from picking up that behavior. I know lots of parents childproof like their entire house with putting plugs over the outlets and putting gates up, but if parents really focus on one room where there is absolutely no way for a child to hurt themselves, then there won’t be a need to say no and the child will emit a behavior of not repeating no all the time.
I will also remember that changing the antecedents in an environment can be very powerful. I think with a lot of students, eating late at night comes natural because the environment they are in is full of food and other things that makes them want to eat. Like if someone down the hall makes popcorn, then the smell might elicit a hungry behavior even if the person isn’t hungry and they will then want to eat. Also if students get in the habit of eating while doing homework, then it’ll happen to where they need food in order to do their homework. I know for me when I would procrastinate and have a big paper to write I would get a pint of Ben and Jerry’s and eat most of it while doing the paper. I found out that wasn’t the smartest plan.
I liked the subjects that were discussed in this chapter. There wasn’t anything I disliked. Even though I don’t have kids, I’m looking forward to implementing some of these behavior techniques for when I do have kids, and seeing how things end up resulting in. I wonder how things would change if parents nationwide did these things instead of what is usually done.
Terms: Toy Time Out, environment, antecedent, consequence, punishment, aversive, removing the Nos, behavior, emit, elicit
Section 5.4
This section has alot of ideas that will definitely stay with m. It will especially help I go about modifying my own behavior of improving my studying habits by startging earlier! So the first thing that I'll remember is the idea of DRO or Differential Reinforcement of Other Behavior. The basic idea is to reinforce a behavior the exact opposite of the target behavior you're trying to reduce. So to use the behavior I'm trying to promote (my improved studying habits) by not studying in my room where I'd be distracted by a book or the T.V, I could study in our spare room or in the kitchen. By removing the distractive stimuli in my room I no longer would have to deal with the eliciting of distractions from my homework. The second thing I'll recall is the removing of No's for toddlers/young children. Let's say we have a child named Bill, and Bill likes getting into the cookie jar. Whenever he see's the jar or can reach it he demands a cookie and if he doesn't get it he throws a tantrum. Then when Bill hears No constantly he'll learn to say no to requests from his parents and thus leave two very stressed parents. To fix this though Bill's parents can modify the enviornment to remove the antecedent for Bill's tantrums. By putting the cookie jar in a cabinet on a high level of cabinets, Bill will no longer see the jar and thus out of sight, out of mind will come into effect. Thus by changing the enviroment you remove the aversive consequence of the tantrums! I think I'll find this very useful as my nephew is entering his "two's" soon! Finally the third thing I'll remember is that no matter how difficult the situation, you can control your enviroment in some way. Whether you think it or not in most situations you can find ways to modify the enviroment to make it better for you and the behavior your trying to encourage. Let's say you and your friends are at a party and you don't want to drink because you work in the morning, but everyone is preassuring you to drink! Now you don't want to be rude but there has to be some way to work this out right? Well you could make yourself the D.D and that way people would understand that you have to be sober so that your friends will get home safe. Alternatively you can just not go to the party and just drop off/pickup your friends to avoid the enviroment entirely! This just goes to show no matter the situation you generally have at least one alternative to just giving into a behavior.
I found this chapter to be really enjoyable and informative! I may not children, but I do have young nephews I could apply the no theory to and the changing enviroment to my own behavior modification! Overall a great chapter!
Terms:Aversive, Stimuli/stimulus,Consequence, Enviroment, Behavior, Antecedent, Elicit, Differential Reinforcement of Other Behavior, Behavior Modification.
5.4
I learned a lot of stuff from this chapter that I found interesting. One thing I will remember from this chapter is the concept of toy timeouts. This is interesting because instead of giving the children that are fighting with or over the toys. An example of this that I see on a regular basis is when my two nephews who are only a year a part fight over the same toy. No matter what toy it is they want the exact same one. We have been using toy timeouts for awhile now and I just now found out that it is an actual concept to change their behavior. Another thing I learned was the process of removing the "No's" when modifying behavior. I think this is interesting again because of my nephews. They are both around two and love saying no to anything the adults say. By changing the way the adults interact with the children and get them to stop doing something. Instead of saying "No" telling them to go do something else would be a positive method. Another good plan I learned about while reading this chapter was how changing the antecedent can help to change the behavior. By changing the environment a selected behavior can be modified. Some locations can make people elicit certain behaviors.
I liked the different concepts that were introduced in this chapter. It was not hard to understand and was easy to relate to every day life. I keep learning new ways to help modify my niece and nephews behaviors.
Terms: Toy time out, environment, antecedent, and emit.
Chapter 5.4
The first thing that I will remember from this section is that there are very easy ways that parents can resolve conflict and the 'terrible two' behavior by changing the environment and controlling the antecedents. In the book, there were some examples mentioned like eliminating sharp, aversive objects that could cause harm and trying to use extinction and deprivation of a toy to cause a shift of focus from fighting to more positive activities. It's easy to remember this because everyone has experienced being around well-behaved and ill-behaved children and their positive or negative environments help elicit their expressed behaviors. All behaviors are emitted as a reaction to a situation. Learning how to take advantage of impacting antecedents is very important for people, especially parents, because it teaches them how to take control of situations that they may not have known that they could control.
The second thing that I will remember from this reading is how young children learn primarily through observational learning. Young children tend to mimic what they see and experience consequences that further show them whether a behavior was positive or aversive. The reason why little kids say 'no' so much when they are toddlers is to test their parents and see what the consequence is in terms of their parents' reaction. In the section, it says how 'eliminating the No's' is a factor that parents can control in their home environment. Punishment is very rarely the best option to resolve a conflict, but it can be argued that it is sometimes necessary. It still surprises me how important behaviorists view the use of reinforcement and how to completely avoid punishment because punishment doesn't solve anything and the child isn't actually learning anything positive from their environment.
Finally, the third thing that I will remember from this seciton is how implementing DRO (differential reinforcement of other) behaviors, especially in a situation like 'Toy Time Out,' can be highly effective in creating a safer environment and changing the eventual consequences of children's behavior. We talked about DRO when we also discussed operant conditioning because training someone to emit a specific target behavior in order to achieve a reinforcing consequence is very effective and can be very subtle. This also relates to intermittent reinforcement being most effective way to help change a behavior because it is gradual and the consequences of target behaviors are more rewarding when they aren't reinforced continuously. I believe that this information will therefore be easy to remember since we have already spent so much time discussing the other components related to a behavioral intervention and/or a funcitonal assessment.
One thing that I liked was how short the section was and how it allowed us to use real-world examples to help us understand how simple and effective controlling antecedents can be. There really wasn't anything that I disliked because the section was so short and specific that there wasn't anything to dislike. This section really allowed me to think about how the environment affects each person every day, and how important it is for people to be able to differentiate antecedents they can control versus antecedents they can't control.
Terms used: behavior, antecedent, aversive, extinction, deprivation, elicit, emit, observational learning, consequence, punishment, reinforcement, differential reinforcement of other (DRO), operant conditioning, target behavior, intermittent reinforcement, behavioral intervention, functional assessment
Three things that I will remember from this section:
1. I will remember the Toy Time Outs. This section gave a great example about this stating that when you are parenting and kids are fighting over toys, they either want the toy that the other child is playing with or one of the children have hurt the other child with the toy. Toy time outs means instead of punishing the child you punish the toy and put the toy in time out.
2. Another thing that I will remember is the removing no’s. A lot of children learn by observational learning, which means watching other people and learning from their behaviors and a lot of the time children will hear the word no and they learn that behavior from people around them. To remove no’s parents need to remove no’s from the environment by creating a safe room for the child to play in. By controlling the environment the only behaviors the child can emit are safe.
3. Finally another thing I will remember is the differential reinforcement of other behavior. With differential reinforcement of other behavior you can control the environment so it elicits the appropriate behaviors. The section gave a good example about junk food.
One thing I liked from this section is that it gave a lot of good example to explain what it was talking about and was able to give me a better understanding of what I was reading.
One thing I didn’t like from this section was that it didn’t give too much information I felt it was kind of hard to find three important things in this section to talk about but other than that I really enjoyed this section and it was easy to understand it.
Terms: elicit, emit, observational learning, differential reinforcement, punishing, reinforcing
Section 5.4
I will emit the behavior of remembering what Toy Time Outs are. By taking the toy away when children start arguing is the same as modifying the antecedent. Not only does it modify the antecedent but it also modifies the operant behavior.
Similar to Toy Time Outs is the concept of Removing the "No's". It is another form of modifying the the antecedents. This is another thing I will emit the behavior of remembering. If I wanted to remove the "No's" from my functional assessment of behavior I would remove all stressors that cause me to bite my lip.
I will also emit the behavior of remembering that to be successful in changing a behavior is because it is a long process that takes work and determination. People have to be aware of their environment, the behaviors and consequences.
I liked that the chapter was short and sweet, however, it made it a little bit difficult to find three important things.
Terms: Elicit, antecedent, behavior, Removing the no's, toy time outs, modify, functional assessment, consequences
5.4
This chapter focused on changing antecedents to elicit a target behavior. One thing I will remember from the chapter is the examples the chapter uses for controlling the environment. The concept of removing the toy that caused the argument is a great example of how you can eliminate a target behavior just by simply eliminating something in the environment. I will also remember the chapter talking about Differential Reinforcement of Other Behavior. I liked how the chapter connected DRO with the manipulation of an environment to help elicit a target behavior even further. I will also remember that sometimes the environments can be very tough to control but with a little thought and creativity most can be mastered. I disliked having to come up with some of the more difficult examples for how to control environments that are hard to control.
Antecedents, Elicit, Target Behavior, Differential Reinforcement of Other Behavior,
This is one of the strongest ways to change a behavior in my opinion which is changing the antecedent. (1The antecedent is a strong way of eliciting a response from the organism. By putting the organism around the antecedent it makes it harder for it. (2 Another thing I learned about this chapter was that the reinforcement and punishment can be resolved in the antecedent is not there, making it hard to emit the targeted behavior. The example of the toy removing is a good example of this and encourages extinction of the aversive target behavior. (3 The DRO is another way to elicit the behavior and consequence of the organism. When you remove and put other things to elicit behavior you increase the frequency of the new behavior. (4 This chapter really emphasized the importance of the antecedents, which you can remove the people or the environment that elicits the undesired consequences of behavior. When I moved to Iowa I found it a lot easier to change my undesired behaviors. (5 Although this is a very strong way to reduce the frequency of a aversive behavior,it is not always practical to do so. Changing your antecedent is not always availabe so trying to figure out other techniques is important such as reinforcing behaviors with rewards and intermitten intervals.
Terms: desired, aversive, rewards, frequency, elicit, emit, behavior, antecedent, consequence, target behavior, reinforcement, punishment, intervals, extinction, organisms, differential reinforcement reinforcement
1) I will remember to think about how I can exercise control over my enviornment. This can be called manipulating the antecedent, because the environment can be an antecedent to the behavior one is trying to modify. If I hate getting my gym bag packed, I should pack it the night before so I won't be annoyed having to gather my things in a hurry during my day.
2) I will remember that although many times we think we do not have control over the environment we really do when it comes to keeping our behaviors in check. We can change the smallest thing that eleicts a certain behavior so that it is less of a stimulus.
3) I will remember differential reinforcement of the other. I can replace bad things with good things and recieve reinforcement from the good. For example I could buy strawberries instead of dove chocolates and eat have those on hand to snack on. I love strawberries, so this will be reinforcing and also healitier.
I liked how short this was and how it touched on DRO. I used to get confused with ways to use DRO so it was good to recap on that topic.
There was nothing I really disliked. However, I do think it takes motivation to actually control ones environment. Many times we..well I.. do not think about ways to do this, we just accpet how things are whehter the surrondings elicts bad behaviors or not.
terms: elicit, antecedent, DRO, manipulate, reinforcing
Section 5.4:
Three things that I will elicit to remember from this section are as follows:
1.) The strongest way to change a behavior is to change the antecedent. You can do this for yourself and for others. I am using this for changing my behavior of eating more fruits and vegetables. I have been emitting the behavior of making more fruits and veggies available and not allowing "junk food" in our house. I have also noticed that when I am bored or have been drinking I tend to eat poorly, so I have to chose to change those antecedents. Along with my goal, this will be useful in the future when raising children.
2.) We have to have a serious conscious awareness of our environment, what our behavior is in the environment, and what the consequence of the behavior before changing the behavior. Changing a behavior takes work and dedication and you have to be willing to know that it won't happen quickly.
3.) You have the ability to change any antecedent. Although, we may feel that we have no control, we do. You make the choice to be in the environment in the first place, so you have the decision to modify it and have a desired antecedent. For example, you work with someone who you don't care for, but you really need the job and don't have other job options so you must stay. You have the choice of elicit a change of behavior to modify your antecedent by, not speaking to the person, confronting the coworker and letting them know that you would prefer to keep your distance, except for team work situations.
I really liked this section because it emphasized the importance of knowing what your antecedents for your behavior that you want to modify are and from that you will be able to change your environment. I like that you shouldn't be close-minded and that you should give yourself multiple options. Because, I liked this section I cannot find anything that I did not like about this section.
One thing I will remember from the chapter is that a good way to change behavior is to change the antecedent. This is presented nicely in the “toy time out” and “removal of no’s” examples early on in the chapter. In the “toy time out” example, you remove the source of the problem (the toy) instead of outright punishing the child. If the toy if no longer present, then a fight over it can’t occur. Another thing I will remember from the chapter is that we tend to have more control over our own environments than we think we do, at least when it comes to controlling and changing our own behaviors. It may take some creative thinking to change antecedents and provide the proper environment to elicit our desired behaviors, but more often than not it is possible. A third thing I will remember is that DRO (Differential Reinforcement of Other Behavior) is another good way to control antecedents. Instead of just removing the source of the problem, it is better to replace it with something that will help elicit the proper, desired behavior. This is more effective than an outright removal of what previously acted as the antecedent. One thing I liked about this chapter was the two examples of controlling antecedents at the start of the chapter that I mentioned previously: the “toy time out” and “removal of no’s” examples. They helped to explain the concept and I feel that they may come in handy one day if I ever have children of my own running around the house. I didn’t particularly dislike anything about the chapter, although it seemed a tad short.
Terms: behavior, antecedent, elicit, environment, DRO
posted for DT:
5.4
One of the three things that I’ll remember from this chapter is Toy Time Outs. When I first read about this it did confuse me on why would you give the toy a time out. I thought it was silly doing that. Then realizing when kids do fight about toys it makes sense that the parent would just take the toy away and put them in time out so then the kids would stop arguing about the toy and move on. Instead of giving the kids a negative punishment you give the toy negative punishment. The second thing I learned from this chapter is removing the No’s. Kids at young age always want to say the word no/ argue back with their parents or the guardian. They tend to learn by the environment when they chose to argue back what other kids do in that situation. What I learned is that you need to control the environment or the antecedent. The example given in the chapter was to put the kid in a room where they can’t be harmed or get into trouble. Be away from other kids and learning the bad things. This reduces the amount of arguing back and saying the word No. The last thing that I learned from this chapter was the term DRO or Differential Reinforcement of other behavior. Not only can we control the environment to reduce the undesired behaviors, we can control he environment so that it contains the proper antecedents to elicit the undesirable behaviors we are trying to reduce. One thing that I really like about this chapter was all the activities that we had to fill out. It made me realize how much your environment can really impact your behaviors. It made me think of ways that I can change my environment so that I don’t do things that I don’t want to do. There really wasn’t anything I didn’t like about this chapter because I thought all the examples were very well written and very easy to understand and made me understand the topic better. All the activities were easy to do. It was a well written chapter.
Toy time outs, negative punishment, removing the No’s, antecedent, DRO, elicit.
I had accidentally posted this under the wrong blog topic last night, which was Reading Activity Week #14 (due Monday)which had the following date April 14, 2012.With the link: http://www.psychologicalscience.com/bmod/2012/04/reading-activity-week-14-due-monday-1.html
I reposted it in the correct blog now
5.4
Three Things I Will Remember From This Section:
1. If you control the environment, you will control the behavior. This very relevant to me since I just transferred to UNI this semester and I have picked up some new behavior since I have been here. The impact of living with new people changes your behavior and how you live ten folds.
2. Many children learn through observational learning and emit behaviors that often times parents do not want them to because of this. Parents often elicit children’s behaviors, which under a different context could violate rule governed behavior since the children don’t know the proper time to use these behaviors.
3. You can almost always change the environment in some way. This is very effective because as stated earlier if you control the environment, you will control the target behavior. They’re many different examples given by the book, but little tweaks here and there or if it is with a person you can always find a way to address the situation
I really like that the information was very straight forward and had many realistic examples of situations that we can all relate to. I didn't necessarily dislike anything in this chapter; I actually liked it more than most of the recent ones.
Terms: Behavior, Observational Learning, Elicited, Emit, Rule Governed Behavior, Target Behavior
Three thiings that I will remember in the chapter is:
Toy Time outs. Taking the toy and putting the toy in time out. It almost seems to hurt both the kids feelings (not in a bad way) and doesn't call out just one child being in the bad and one in the good, but calls out the toy and removes it from the situation. This is seems to be punishment to just the toy, but it actually is punishment indirectly to the kids.
Removing the "NOS". Children learn by observational learning. When they hear their parents say no, they learn to say no. Control their environment their are in so they cannot get into trouble by covering plugins, removing coffee tables that they can hit their heads on, or moving things that are not to be touched to "higher ground." If the child is in a safe environment, the less "nos" that the parent emits, and will then lessen the uproar of terrible twos, making the parent less stressed over the child. The child will learn through this that what they do not have access to, they will learn that it is not theirs to play with or have access to.
DRO (Differential Reinforcement of Other Behaviors). Reduce a behavior by reinforcing a behavior that is incompatible with the undesirable behavior. Using the environment, we can reduce the undesirable behaviors. This really goes hand in hand with lessening the "nos" concept. IF you do one, it looks like you have to do the other! :)When using the environment to control behaviors, you can control the different antecedents that then elicit pleasurable behaviors. IF we remove the antecedent in the enviroment that create aversive behaviors, we will then have better behaviors, in turn, creating better consequences.
ONe thing that I liked is that the chapter talked about three many things, DRO, "NOS", and Toy time out.
Their really wasnt anything that I didnt like
Terms:DRO, punishment, behavior, environment, pleasuravle, aversive, elicit, emit
Week 14 Reading Blog
Response to section 5.4
I liked this section. I believe that this is much to be said of changing one’s environment to modify outcomes and achieve differing consequences than in the past. Changing one’s environment is much like changing antecedents. In this section, I may remember that the portion about removing the no’s. No has a negative status behind it and I feel that when individuals hear the word “no,” their mind may jump to a negative place. There are many ways of saying no to a question without this being an only option. This being said, there are times that the word is very appropriate and it may be used in those situations. I may remember that learning by example is referred to as observational learning. As one observes their environment, behavior and consequences, learning may occur. I may also remember the sentence stating that sometimes we have little control over our environments. As individuals are placed in situations that they may not want to be in, they have choices: choices to learn, choices to grow, and choices to modify behavior. I liked that the section communicated that proper antecedents may elicit appropriate behavior. Although, who is to say what is appropriate behavior? What may be appropriate to some, may not be appropriate to others. As I read, I thought about the sentence saying that even when an environment is difficult to control, there is usually some way to exert control. I thought about what situations this may apply to. I thought of situations that I am unable to control, how those situations feel, and what I can control to determine desired outcomes. I also thought about desired outcomes. Sometimes we desire in the moment, but look back and realize what we want may not be what we need. Changing antecedents is a way to modify some behaviors. I also learned about DRO’s as an effective way to reduce a behavior and can be elicited by modifying environments. There was nothing that I “disliked” about this section and I feel that this reading was an important part of learning about behavior modification. Terms: Behavior, consequences, antecedents, elicit, modify
SMW
5.4
This section was very interesting to me especially coming out of the holiday season having had my intervention fail completely. What I realized from this section is how incredibly important antecedents are and also the need to be creative in order for an intervention to succeed.
There were a couple of important concepts and interesting analogies made in this section that stood out to me and I will emit a remembering response.
An interesting concept used was the idea of toy time outs to illustrate the changing of environment by the removal of the antecedent. I thought this was an interesting way of eliminating the negative punishment just by changing the antecedent.
Another really interesting part of the section was the part of children saying no so much. I had noticed that children do say that alot but hadn't realized why they may do this. By making the environment different and eliminating things that may make the parents say no more often it alters the children's behavior of emiting the saying no behavior. While I think this is a creative way of dealing with this problem of so much 'nay saying' and illistrates the point of changing the environment to change the behavior, I think realistically this may back fire on the parents. As the children will eventually have to take the children out of the 'safe' environment and the children will not have been learning what 'to do' and what 'not to do' and may ultimately result in the parents having to punish their children because the children's behavior is harmful to themselves or others. (Just a constructive criticism of the idea :)
Another thing that was the most interesting to me was the idea of having to be creative in how we manipulate the environment.
The most important thing I took away from this chapter is that we have to be aware of the environment and its impact. Environment can make or break an intervention as I found out at Thanksgiving...but with a little creativity and adjustment I could have changed the antecedent and environment to help elicit the desired behavior.
After reading section 5.4, I will remember that antecedents can play a very important role in changing an individual's behavior. Having control of the environment can help the individual modify their own or others behavior. Secondly, I will remember the toy timeouts exercise to implement control of the antecedents. In this example of this is when two children are fighting over a toy and, instead of giving the children a time out, the toy is given the time out. This removes the antecedent of the fight thus changing the environment which allows the behavior to change. The third thing i will remember is Differential Reinforcement of Other Behavior (DRO), this is when we control the environment and the antecedents in the environment. For example when I was trying to stay under my calorie limit I asked a friend to remind me to eat slower and asked her not to keep junk food out on the kitchen table instead keep a bowl of fruit. This helped me manipulate my behavior through changing my environment.I found myself eating slower and when I felt like a snack or had a craving; I picked up an apple from the bowl of fruit instead of candy or cookie from the cookie jar. Using DRO allowed me to elicit desirable behaviors I wanted to happen. I really liked the examples given in this section about how to change the antecedent. It really made it easier to understand the importance of changing the antecedent when wanting to change a behavior. I currently do not dislike anything about this section, it was clear and helped me further understand how changing the environment of a behavior can help modify it. It was interesting learning about these topographies and how to go about manipulating them.
Antecedents, behavior, environment, toy timeout, modify, manipulate, DRO, topographies, Elicit
Section 5.4
One thing that I remember from this section is that an effective way to modify behaviors outcome is to change the antecedent. Antecedents are what sets up the environment for the behavior to happen. So if you manipulate the environment you can elicit more desirable outcome. I will remember this because it is an easy way to manipulate behavior.
The second thing that I will remember was in the example of "Removing the NO's." I have never thought about why children act like this but after reading this section it makes sense why they act the way they do. By removing things you would have to emit a punishing "no" behavior with you can elicit a less defiant behavior. I will remember this because it will be useful to remember this to hopefully avoid the terrible twos if i ever have kids..
The third thing that I will remember from this section is differential reinforcement of other behaviors. Differential reinforcement of other behaviors is reinforce behaviors that are incompatible with the undesired behavior. I also have a problem with eating to much candy just like the example with Calhoun so I will have to try and use some of the tactics listed. I will remember this because it is easy for me to apply to my life.
One thing that I liked about this chapter was all of the different examples it gave. This made it easier for me to understand fully what was being talked about. I also really liked the topics that were covered because I feel like I could apply them to my life. There wasn't anything that I disliked about this chapter.
Some things that I will remember about this chapter is: By controlling the environment you can control the behavior. I personally am one that does not believe in “free will”. I believe all of our choices and actions are due to previous and current interactions with the environment and through our experiences. Changing the antecedent is one example that supports this. If you simply change the environment in which a behavior is emitted, the behavior could be completely different.
One interesting part of the chapter, and hopefully I remember it when I have kids, is the removal of “No’s” in the environment of a child. Create an environment in which the child can play fully, one that doesn’t have anything dangerous or expensive. In this environment, the child can play freely and never has to be punished by behaving. Great advice.
Another thing I will remember is DRO, or differential reinforcement of other behavior. This is a way to modify behavior by reinforcing a mutually exclusive behavior that replaces the unwanted behavior. To increase the DRO, you can create an environment that increases the emission of the mutually exclusive behavior.
The one thing that I enjoyed about this chapter is how it was thick on the applications of behavior modification. We have learned a lot about behavior modification and now we can start putting our knowledge to the test.
Once again, I can’t really think of anything I disliked about this chapter. It gave good advice and practical examples to show how it works.
Terms: antecedent, free will, differential reinforcement of other behavior, mutually exclusive behavior.