Reading Activity Week #4 (Due Monday)

1) One thing that I really liked about section 1.5 is the depth it went into to describe behavioral classes. It not only gave us a definition and examples, but also a real life story about how a teacher needed to define his target behaviors and not just refer to them as behavioral classes in order to be successful in the classroom. I really liked this because I found it very helpful in clarifying what behavioral classes are and what target behaviors are, and why it is so important that we define behaviors more specifically.

2) The part of this section that I liked the lease was the diagram with the behavior occurred and the reinforcer delivered. I liked the least because I felt that it was more straight forward and easier to understand when it was described in the text.

3) One thing that I will remember from this section is how important it is to define our behaviors and not just refer to them in their behavioral class. I will definitely remember this because it was a huge part of this section and discussed throughout its entirety. I will also remember functional because it was a large part of this section. Function behaviors refers to behaviors that that may be similar, but do not serve the same purpose. A topographical behavior is another concept that I will remember from this section because of its importance. Topographical behaviors are behaviors that appear the same.

4) One thing that I really liked about section 2.1 is how it went back a reviewed what some of the concepts were from previous sections. I liked this because then the concepts were fresh in our minds while we continued to learn something new.

5) The thing that I liked the least about this section was all of the diagrams that were available to fill in. I did not particularly like these in this section because it seemed to take the focus away from the new material.

6) One thing that I will remember from this section is discriminative stimuli. I feel this concept will be easily remembered with the real world examples that were in the text. For example, the stop sign and public restroom sign. All things that most of us see and abide by every day. Another concept from this chapter that I will remember is the idea that certain behaviors depending on their context can either be reinforced or punished even if it is the exact same behavior. This will stick with me because this is true for many behaviors that we emit. Lastly, I found the four reasons one would want to change behavior to be memorable. I feel as though these will stick with me because they are very logical reasons and reasons that we all should be sensitive too.

7) Ways that I have been thinking about or using behavioral modification in my life has definitely been discriminative stimuli. After first reading about these in a section or two back I have started to notice them everywhere and realized how much they really impact and modify our lives and behavior.

Terms: behavior, emit, discriminative stimuli, topographical, functional, reinforcer, punisher, behavioral classes, target behavior

1. One thing I really liked about this section was taking one behavior and determining the levels of topographical and functional. I thought this was interesting because it’s eye opening to analyze each behavior and determine the many interpretations and results to that behavior specifically.
2. I didn’t like when it asked us to name more topographical classes of behavior, because although waving was a very clear and descriptive one, I couldn’t think of any other behaviors that acted the same as smiling or could also be named topographical.
3. The first thing I will remember is the different examples of topographical because at first I was confused about more examples, but then I realized that it can be more than just a bodily movement. I will also remember the differences between topographical and functional, and lastly I will remember that just because it’s the same topography doesn’t mean it has the same functional class.
4. I’ve always believed in consistency with people in order to properly shape their behavior, but after reading this I realized that everything is based primarily on the context of a situation, which is what I found most interesting.
5. I dislike that a behavior in certain contexts will generally be deemed as inappropriate no matter the reasoning behind it.
6. I will remember the actual definition of behavior modification, why people want to change behaviors, and the differences between peoples perceptions of behavioral perceptions, and the reiteration of the ABC’s.
7. I have been thinking about the different ways I can change my behavior in order to get desired behaviors from others.
8. Topography, functional, context behaviors, behavior modification,

1 a&b) What I enjoyed most about this section of reading were the way behavioral classes were explained. We briefly touched on them in class and I was still a little confused so the example of how waving is a behavioral class due to how waving looks similar even with different intentions helped me out a lot.

2) I disliked the diagram used to explain a behavior occurring and whether or not reinforcement was given. I found that the text explanation was sufficient enough and did not bother looking at the diagram for too long because I found it confusing.

3 a,b&c) I will definitely remember what a behavioral class is after reading this section. As I said above I was still confused on what exactly a behavioral class was but this section was very helpful. This section was also very informative on the differences between topographic and functional behaviors. The difference between the two was confusing to me at first but the fill out boxes helped me understand to the point where I will not forget. I will also remember why a target behavior needs to be so specific after the example of observer A and observer B. It shows that if a target behavior is not specifically defined then there is the danger of not reinforcing the behavior of interest.

4 a&b) I enjoyed the section that spoke about how signs in our everyday lives act as discriminative stimuli and it influences our behavior only when we recognize them as a discriminative stimuli. It was a good explanation of how our behavior is controlled, or lack thereof, if we associate a sign with a certain behavior.

5) The section that I liked least would have to be the explanation of satiation in regards to how a hamburger will go from a pleasant stimulus and establishing operation to an aversive stimulus. I enjoyed the example; it was just something I had already been familiarized with fairly well in another class.

6 a,b&c) Something I will remember from this section is that a behavior is elicited from the antecedent and a behavioral response is emitted due to something such as a stop sign. Another important thing I will take from this section is the importance of satiation and deprivation in reinforcement due to its influence on whether or not a behavior is even emitted. The example of the rats and pigeons used in lab experiments in which they starved shed light on how deprivation influences reinforcement. The last thing I will remember is the four reasons to remember behavior. This list is very simple and it almost stares you in the face everyday but it is not until you look at it objectively do you realize how spot on the four are.

7) I have been thinking about modifying behavior may be able to benefit myself at my job. I work as a fitness instructor and many things such as punishment and reinforcement are ways I can improve the effort my classes give during a workout.

8) Behavioral class, reinforcement, topographic behaviors, functional behaviors, target behaviors, discriminative stimuli, establishing operation, aversive stimulus, elicit, emit, satiation, and deprivation

After reading section 1.5, please respond to the following questions.
1 a&b) What was one thing that you really liked that was in the section? Why?
I really liked how clear the definitions were in the section, especially when the text was explaining the differences between two related terms. It’s really important that we understand the terminology because if we don’t use the correct terms, we will not be able to change whatever behavior we are trying to change.
2) What was one thing that you disliked (or liked least) that was in the section? Why?
I didn’t like the last chart (the behavior occurred vs. reinforcer delivered). I felt I understood the concept better when it was written in text instead of the charts’ set up.
3 a,b&c) What are three things you will remember from what you read in the section? Why?
I will remember that target behaviors need to be identified and defined so completely that two different people could observe the same subject at separate times and report the same target behavior. Another thing I will remember is that a baseline measurement is required to figure out how well an intervention worked. I will also remember that there are four possible outcomes when reinforcing a target behavior: Reinforcement, learning unwanted behaviors, extinction, and nothing.
After reading section 2.1, please respond to the following questions.
4 a&b) What was one thing that you really liked that was in the section? Why?
I liked how this section summed up all the important information and clarified the concepts. As we read further, the text could get more confusing as the terms I thought I knew get redefined-so a section that sums up the information is very helpful.
5) What was one thing that you disliked (or liked least) that was in the section? Why?
I didn’t like the bit about B.F. Skinner thinking that nothing is learned when punishment is used. While I think that punishment should not be all the time, some behaviors should not be reinforced ever.
6 a,b&c) What are three things you will remember from what you read in the section? Why?
One thing I will remember is that Discriminative stimuli only work if we apply value to them, stop signs are good example as some people blow right threw them while others come to a complete stop every single time. Another thing I will remember is that context is very important when working with antecedents. The third thing I will remember is the four main reasons to change a behavior: the behavior bugs us, the behavior bugs others, the behavior may cause problems, and the behavior may be illegal. All of these concepts are important in behavior modification.
7) How have you been thinking about or using behavioral methods as they relate to your own life?
I have been using the information I’ve learned so far in working towards my weight loss goals. I hope this class will help make meeting my goals easier.
8) Once you are done with your post make list of the terms and terminology you used in your post.
Reinforcer, Behavior, target behavior, baseline, intervention, outcomes, reinforcing , reinforcement, extinction, discriminative stimuli, context, antecedents.

Section 1.5

1 a&b) What was one thing that you really liked that was in the section? Why?
I liked how the behavioral class "wave" was used as an example to show just how difficult it can be to differentiate between topographical and functional classes of behavior, as well as to help students understand the necessity for defining behavior versus a behavioral class. The example was great because, during previous sections and in class, it has been a little difficult trying to establish a good definition of a behavior (that isn't actually a behavioral class). Great example.

2) What was one thing that you disliked (or liked least) that was in the section? Why?
I think functional behavior classes could have had a more in-depth explanation. I mean, I enjoyed the example that was given; I just feel as if there could have been more added to it. As was stated in a previous section (or in class?), "If the material is getting boring, it means you're learning something." (not necessarily word-for-word there, but, you know?)

3 a,b&c) What are three things you will remember from what you read in the section? Why?
a.)Behavioral class. I will remember this because, although we have talked about it in class and in recent sections, I wasn't entirely clear about how to define a specific behavior (versus a behavioral class). This section made the distinction a lot more clear.

b.) Topographical behavior class. I'll remember this because it describes behaviors that belong to a behavioral class. This means that topographical behaviors might seem similar (no matter how you wave, it's still a way), but in essence they are emitted slightly differently (wave at the wrist, wave your arms, etc.)

c.) Functional behavior class. I'll remember this because it helps people to describe the behavior and why it is being emitted (its function). Such as: drinking water because you're dehydrated; drinking alcohol because you are celebrating; drinking shots of liquor to get inebriated, etc. The reason for drinking in these examples differed, depending on what function the behavior was serving.

Section 2.1

4 a&b) What was one thing that you really liked that was in the section? Why?
I liked writing down some behaviors that I would like to increase and decrease, and then rephrasing the behaviors I'd like to decrease so that they would be reinforced, instead of punished. I enjoyed this because we all are consciously able to spot these behaviors and mentally want to change them, but to write something down or speak it out loud makes it more permanent in the world, or rather makes it acknowledged in a different context. An example would be that I would HATE to hear someone call me fat, but I may have been intending on losing weight for a while, and hearing this gives me incentive to start exercising and being healthy.

5) What was one thing that you disliked (or liked least) that was in the section? Why?
I was, at first, slightly confused about discriminant stimuli. I felt as though, in section 1.5, it was described as being the consequence (whether or not the reinforcement or punishment was administered correctly was the discriminant stimuli). However, in this section, it was described as being the antecedent. I may have read wrong in the last section, but at least it's cleared up now.

6 a,b&c) What are three things you will remember from what you read in the section? Why?
a.) Discriminant stimuli. I'll remember this because it makes sense, especially from a sociological standpoint, that certain behaviors can lead to aversive or desirable consequences, depending on the occasion (antecedent). There are many socially acceptable behaviors that are only acceptable in certain contexts; even some behaviors that aren't, like killing people, which is acceptable only in the context of war and self-defense).

b.) Always use reinforcement whenever it is possible. I'll remember this mostly because I really believe in it. There are situations in which I've seen punishment cause a behavior to increase (the punishment of negative attention was actually reinforcement because it was Some Kind of attention, which was what the child was desperate for). It is not necessarily correct to ignore bad behaviors, but if you reinforce good ones and do not reinforce bad ones, children (and even adults) are more likely to repeat the behaviors that lead to reinforcement, rather than the ones that did not. Plus, as we discussed in class, some consequences may act as a punisher for some, while being a reinforcer for others.

c.) Establishing operation. I'll remember this because I felt like I learned more about its uses and how it can be used when modifying behaviors. I'm still not 100% sure why it is considered the consequence part of the A,B,C's, but I do understand that it is manipulating the consequence so that a behavior will be more or less likely to occur, such as using satiation or deprivation as an incentive to increase or decrease desirable or aversive behaviors.

7) How have you been thinking about or using behavioral methods as they relate to your own life?
I have been using self-reinforcement in my life to help me to eat healthier. When I eat wholesome and nutritionally healthy food during the day, I may allow myself something sweet or an activity that is pleasurable as a reinforcer.

Terminology: behavioral class, topographical behavior class, functional behavior class, satiation, deprivation, desirable, aversive, self-reinforcement, consequence, antecedent, establishing operation, punishment, reinforcement, punisher, reinforcer, context, occasion, discriminant stimuli

Section 1.5
1) What I liked the most about this section was the diagram on the last page of the section. I thought that it was a good way to visually lay out the information provided in the chapter. I also liked the examples given on how precise the target behavior should be. It helped me to distinguish behavior from behavioral class.
2)One thing I liked least about this section was the part about the "context" of the situation. I thought we had previously learned that in behavior modification language, "in the context of" is the definition of an antecedent. I think they could have used those terms instead.
3) One thing I will remember from this section is topography vs. functional behavioral classes because it helped me to determine behavior from behavioral classes. It also caused me to look at the target behavior and ask, "is this specific enough, could I visualize this behavior?"
Another thing I will remember from this section is Inter-observer Agreement. I really liked this term because it made sense in a more real-life context, as people who work together and need the same information will not always be on the same shift. This also made me realize how important it is to be very specific with the target behavior.
I will also remember the definition of baseline, because I have learned the term before and it is just like having a control in an experiment. You need something to compare to when trying to modify behaviors.

Section 2.1
4) One thing I liked about this section is the reasons given for wanting to change behavior in the beginning of the chapter. We have never really went over the reasons behind behavior modification, so although I feel it should have been in an earlier section, I was glad to see it in this one.
5) The thing I liked least about this chapter is that I thought it was all review and not a whole lot of new material.
6) One thing I will remember from this chapter is a discriminative stimulus is an antecedent. I was confused by the definition before this section cleared it up for me.
Another thing I will remember from this section is that new behavior is seldom learned though punishment. I will remember this because I did not know that this information was derived from Skinner.
I will remember that Satiation and Deprivation are establishing operations because they alter the effectiveness of the consequence.
7) I have been thinking of behavior modification in the context of my own life and my social work classes. Behavior modification is a lot of review for me, with the exception of more psychology based terminology, which is a nice change. I am going to grad school for school counseling and this information is going to be very valuable in my future profession.
8) Terms: Target Behavior, Behavioral Class, Context, Antecedent, Topography, Functional Behavioral Class, Inter-Observer Agreement, baseline, discriminative stimulus, punishment, deprivation, and satiation.

After reading section 1.5, please respond to the following questions.

1 a&b) I really liked the way that topographical vs. functional behavior classes were compared. The distinction can be confusing at first, but this section did a very good job of explaining them thoroughly and I will remember the difference from now on.

2) I liked least the notion (even though it is completely true) that if target behaviors are not defined precisely, due to poor inter-observer agreement individuals can either learn new undesirable behaviors or experience extinction. This can be very frustrating for everyone involved and illustrates that precisely defining target behaviors is an absolute necessity in behavior modification.

3 a,b&c) I will remember the difference between topical--behaviors that look similar--and functional--behaviors that lead to the same outcome--behavior classes because of the way it was described in this section and in previous sections. I will also remember that target behaviors need to be very precise, otherwise there can be multiple outcomes of an intervention due to low inter-observer agreement. I will also remember that there are 4 outcomes--reinforcement, learn unwanted behaviors, extinction and nothing--when it comes to reinforcing behavior.

After reading section 2.1, please respond to the following questions.

4 a&b) I liked that at the beginning of this section there was an assignment that made you go over previous material and show what you have learned already. It made me think of terms that I had not thought of for a week or so and also helped me ensure that I did indeed know them.

5) One thing that I liked the least--which isn't a bad thing--is that this section seemed to be a review over previous material and it invited me to skip over some of the material. Even though I read the entire thing, it seemed like it was just repeating terms and concepts that I had previously learned.

6 a,b&c) I will remember the four reasons to change a behavior as: 1) It bothers me; 2) it bothers others around me; 3) they may lead to problems; and 4) they are illegal. I will also remember that new behaviors are better learned with reinforcement rather than punishment. I will also remember that discriminative stimuli are around us at all times in the form of signs. I will remember these because they were explained very well in this section with very good examples.

7) I have social anxiety and can get very nervous or anxious when I get in a crowded area (such as a grocery store) with people that are unfamiliar to me. I have started to look it in terms of ABCs and when I get nervous or anxious in a crowded area, I begin to go through what possible antecedents are so I can begin to overcome the anxiety associated with being in a large crowd.

8) Terminology: topographical behavior class, functional behavior class, target behavior, inter-observer agreement, extinction, behavior class, intervention, reinforcement, ABCs, punishment, discriminative stimuli,

After reading section 1.5, please respond to the following questions.

1 a&b) What was one thing that you really liked that was in the section? Why?
I really liked the example used to describe the differences in Topographical and functional behavioral classes. I also liked the example for target behaviors, I was able to relate to it which made it easier to understand.

2) What was one thing that you disliked (or liked least) that was in the section? Why?
I had a hard time coming up with examples for topographical and functional behavioral classes. All I could think of was waves, and nothing else. When I was trying to come up with examples I started to get them confused and had to go back and read the first section.

3 a,b&c) What are three things you will remember from what you read in the section? Why?
I will remember that when it comes to target behaviors you need to be specific and not general. The second thing I will remember is that consistency is key. This chapter discussed inter-observer agreement where the idea of consistency was discussed. I know that this is important because in order for a behavior to be reinforced the observers need to be consistent in reinforcing the behavior.

After reading section 2.1, please respond to the following questions.

4 a&b) What was one thing that you really liked that was in the section? Why?
I really liked the exercises where we had to choose behaviors we want to increase and decrease. There are things that I want to change but I don't really know how and don't have enough motivation to do so. I also think that I set too high of goals and don't know how to fulfill them-mainly with working out.

5) What was one thing that you disliked (or liked least) that was in the section? Why
The thing I liked the least were the examples used to describe emit and elicit behaviors. They seemed to be the same as when they were discussed in the previous chapter.

6 a,b&c) What are three things you will remember from what you read in the section? Why?
I will remember what things I really want to focus on and that in order to get things done I need to state specific/reasonable goals. After this chapter I feel that the ABC's and more so drilled into my head that before. I will also remember the difference between satiation and deprivation.

7) How have you been thinking about or using behavioral methods as they relate to your own life?
I also think about it, but I never act on it. I wrote out a list of everything I want to get done everyday (even with a checklist) and I used it one day. After that fail of an idea I have been fighting with myself to workout and get the dishes done every night before I go to bed. My fiance and I have even thought of having some sort of reward system for doing chores, but so far nothing has stuck.

8) Once you are done with your post make list of the terms and terminology you used in your post.
topographical, functional, target behavior, inter-observer agreement, reinforced, reinforcing, emit, elicit, satiation, and deprivation.

Section 1.5
1a&b) What was one thing you really liked about the section? why?
I really liked the explanation on the difference between topographical and functional and the examples it gave because I didn't necessarily know the difference before and the examples helped me to fully understand the terms because they related to real life.

2) What was one thing you disliked in this section and why?
Sometimes I felt like listing so many examples was hard and it took me too long to come up with ones other than those that were already said. I think maybe listing one or two might have taken less time and been easier than sitting and trying to come up with diverse examples

3) what are three things you will remember from this section?
- One thing I will remember is the difference between topographical and functional behaviors because of the examples used in the section
- Another thing I will remember is the definitions for baseline and inter-observer agreement and intervention
- Another thing I will remember is the diagram at the end of the section because I like visuals to help me understand the concept better

After reading section 2.1
4) What was one thing you liked about the section? Why?
I liked that at the beginning of the section it gave you a chance to review and think back to previous sections because it helped me remember some of the stuff from a few weeks ago

5) What was one thing you disliked about the section?
I didn't really dislike anything but I felt like I got bored reading of some of the paragraphs that I had already learned about in previous sections

6) What are three things you will remember from the section?
-I will remember the section about the 4 reasons we want to change our behavior
- I will remember are the ABCs because we have covered them in almost every section and it has stuck with me since then
- I will remember that punishment and reinforcement can occur from the same exact behavior

7) How have you been thinking about or using behavior modification terms in your life? I have been thinking more about and noticing the naturally occurring reinforcements and punishments in my life and also how the reinforcements and punishments in my life also affect other people

8) Terms:
punishment, reinforcement, baseline, inter-observer agreement, intervention, topographical, functional, naturally occuring,

1.One thing I liked about this section was the examples. There were lots of good and “every day” examples. Like about the waving, the door shutting, dishes, etc. Having examples that are easy to relate to and think about make reading these sections easier. I also really liked the chart at the end. I’m a super visual person so seeing a chart like that really helped me visualize the words better.

2.There really wasn’t anything I disliked about this section, but if I had to say something, the thing I liked least was when it talked about baselines. It seemed to barely define or explain what that was and it made me confused. It said we will discuss baselines more in detail later, so it shouldn’t have even been brought up now.

3.I will remember the difference between topographical and functional behaviors. I will remember that if there are 2 observers watching a behavior they should see the same behavior, unless it’s a different circumstance, like a different time. And I will remember that it’s important to be specific about which target behavior you want to modify.

4.Something I really liked about this section was being able to write out what behaviors we personally want to change. I liked this part because it’s actually something I wanted to work on and it’s something I wanted this class to help with so seeing it begin was a good thing.

5.Something I disliked about this section was the recurring discussion about reinforcement and punishment and how to tell which is which. I feel like this is just common sense and this didn’t need to be emphasized so much. If the behavior is likely to occur again, it’s reinforcement and if the behavior is likely to not occur again, it’s punishment. I just feel like it’s really reoccurring.

6.Three things I’ll remember from this section are the 4 reasons to change behavior; because it bothers yourself, bothers other people, leads to trouble, or is illegal. I’ll also remember that the discriminative stimulus is an antecedent. Finally, I’ll remember that an establishing operation is something that makes the stimulus more pleasing. I’ll remember this last one because when it was a quiz question last week, I had no idea.

7.Like I kind of mentioned earlier, I plan to use behavioral methods to change some of my own behaviors, like I wrote down; saving money, eating better, working out more, etc.

8.Baseline, topographical, functional, target behavior, reinforcement, punishment, discriminative stimulus, antecedent, establishing operation

1 a&b) What was one thing that you really liked that was in the section? Why?
What I liked most about this section was how precise it was about defining and giving examples of what the difference is between a behavioral class and a behavior. The fact that it defined topographical and functional and proceeded to integrate them into the examples, really helped me distinguish that exercising is a behavioral class and swimming is a behavior. I also really liked the example that was carried through most of the section, it was easy to follow along and connect with.

2) What was one thing that you disliked (or liked least) that was in the section? Why?
The thing that I disliked about this section was the four possible outcomes that can occur when attempting to reinforce a target behavior. They were quite lengthy and I feel like it will be hard to remember them. It would help me if they could be shortened at all, or if we could come up with examples that can easily be remembered to associate with them.

3 a,b&c) What are three things you will remember from what you read in the section? Why?
I will most certainly remember the difference between a behavioral class: being disruptive, and a behavior: talking during class. The examples and fill-in boxes gave me an ample amount of ideas on the difference between the two.

The idea of Inter-Observer Agreement seems pretty clear as well. The only thing that I question with this would be: What sets the precedent for the behavior? I assume that it is clearly set forth before the observation period begins, so does this also mean that this definition varies from observation to observation?

I feel as though the four possible outcomes that can occur when attempting to reinforce a target behavior are going to be important to remember, so I fell as though I should really study them. However, I do have some confusion between them, and could use some extra explanation.

4 a&b) What was one thing that you really liked that was in the section? Why?
I liked that you opened the section forcing us to make a list of ten behavioral modification terms that we have learned thus far in the course, as well as, a list of three situations where we have integrated this vocabulary into our daily life. The list of ten terms really makes you think, although it feels like we have covered a lot of terms, I have not retained them in full quite yet. The next step, of three terms outside of class was quite easy. I had been trying to implement words into be daily vocabulary in order for them to feel more natural to me.

5) What was one thing that you disliked (or liked least) that was in the section? Why?
One concept that I have trouble grasping is that the establishing operation works with the consequence. I feel as though it makes perfect sense, but I just need some explanation of it. Maybe it is just the diagram that throws me off the most, if I had someone explain that to me I feel I would understand it better.

6 a,b&c) What are three things you will remember from what you read in the section? Why?
The four reasons to change behaviors: the bother us, the individual, they bother others, they may lead to trouble, they are illegal. Also, the fact that they can be stated as behavioral classes and conceptualized as desirable behaviors. These reasons are short and simple enough that they are easy to retain and verbalize back to others.

The concept of differential reinforcement of other, or DRO, is one that is actually very relatable for me. It is a pretty clear cut definition, where context is everything, and I think we can all think of a time in our lives when we have carried out a behavior in such a manner. When thinking of an example, I chose the idea of telling a joke with friends as opposed to telling a joke at a funeral.

Finally, the difference between elicit and emit was made even more clear in this section. Using the example of the road signs to show the difference will make it easy for others to understand this difference, road signs are something that we all encounter sometime. The sign emits a command and we, as drivers, emit a behavior.

7) How have you been thinking about or using behavioral methods as they relate to your own life?
I have really been trying to implement BMOD vocabulary into my daily life, that way it becomes easier for me to use it once I actually need to, for my career. I have been using a lot of self-reinforcement lately in order to get my homework/work done before going out with friends. I have also been mindful of how the environment and others elicit behaviors from me, or how I elicit behaviors out of others.
8) Once you are done with your post make list of the terms and terminology you used in your post.
Topographical, functional, behavioral class, behavior, reinforce, target behavior, behavioral modification, establishing operation, consequence, differential reinforcement of others, elicit, emit, self-reinforcement.

1 a&b) What was one thing that you really liked that was in the section? Why?

My favorite part of this section was how clearly it described behavior classes. We had been using the term in class, and had seen it in most of our assignments however we had not properly defined it. It is an easy term that can be interpreted pretty much how you would assume. I enjoyed that in this section we define just how specific behaviors have to be otherwise they are considered a behavior class. I think a lot of us were lost on that concept.

2) What was one thing that you disliked (or liked least) that was in the section? Why?

This answer could go both ways I suppose, but although I enjoy having all of the examples in the sections I wish we could do more of them this way in class. When we pick real examples in class it makes it so much clearer. I am not always sure if the examples I am choosing are making sense or not.

3 a,b&c) What are three things you will remember from what you read in the section? Why?

I will definitely remember the terms; topographical and functional behavior classes. This was what most of the beginning of the section was over and was explained very clearly. With that I will also remember behavior classes and be able to define them more accurately.

After reading section 2.1, please respond to the following questions.

4 a&b) What was one thing that you really liked that was in the section? Why?

I very much enjoyed the review at the beginning of the section. It was like a quiz to see how well you are remembering the material so far and it really made me feel confident that I was caught up on the material. In class last Thursday everyone seem very confused by these concepts making me question my own knowledge.

5) What was one thing that you disliked (or liked least) that was in the section? Why?

There were so many examples in this section which I usually enjoy but they become so tedious when you aren't for sure if you are answering them properly. I start to get in the mind set that if I didn't answer the pervious example correctly then it is pointless to move on to other examples. I enjoy the examples and I like that they are a good test of our knowledge they just can be frustrating at times.

6 a,b&c) What are three things you will remember from what you read in the section? Why?

I think from this section I will continue to remember the ABC's because they have been mentioned so much the review on them in this chapter was just another little reminder.
I also think I will remember the difference between reinforcement and punishment, mainly because I read over that section about 100 times. It seems like such a simple concept but for some reason every time I start to think I have it down I answer an example wrong and it was extremely frustrating. Hopefully I have it now!
I hope that the third thing I will remember will be the four reasons to change behavior which were; because it bothers others, bothers yourself, is illegal or causes a troubling affect. This section was the first time going over these and I think I pretty much have them down after filling in examples and reading examples of each of them.

7) How have you been thinking about or using behavioral methods as they relate to your own life?

I have caught myself very often over the past couple weeks classifying things in my life or around me. I keep noticing behaviors that I wouldn't have normally noticed and labeling them into a behavior class. It is probably not a bad thing; I am a firm believer that knowledge is power and knowing what is happening around you can never actually be a bad thing.

8) Once you are done with your post make list of the terms and terminology you used in your post.

ABS's, self-reinforcement, behavior class, topographical, functional behavior class, punishment, reinforcement.

1 a&b) What was one thing that you really liked that was in the section? Why?
The clarification of the behavioral classes is what I really liked. Especially the example of the waving hands, while understand the concept but could put it into terms with everyday life.
2) What was one thing that you disliked (or liked least) that was in the section? Why?
Charts are always hard to read. While the information may all be present, the results sometimes aren’t as clear. Really the chart over the behavior occurred to reinforce delivered.
3 a,b&c) What are three things you will remember from what you read in the section? Why?
Even though topographical behavior may look alike, that does not mean, it means the same. That baseline is that entity you use when you modify a behavior. Functional behaviors which are the ones that may not look alike but it leads to the very same outcome. The difference in topographical and functional behavior.
After reading section 2.1, please respond to the following questions.
4 a&b) What was one thing that you really liked that was in the section? Why?
The clarification of terms previously learned in other chapters. It is always helpful to go over terms constantly for memory.
5) What was one thing that you disliked (or liked least) that was in the section? Why?
I did not like the examples of the reinforcement and punishment examples, those two concepts are hard to differentiate when trying to apply to everyday life.
6 a,b&c) What are three things you will remember from what you read in the section? Why?
I learned that the discriminative stimulus is an antecedent and is everywhere in the form of signs. The four reasons to change a behavior; it bothers me, it bothers those around me lead to problems, they are illegal which will all cause a negative reinforcement. I will also remember the ABC’s there are always referred to in the chapters.
7) How have you been thinking about or using behavioral methods as they relate to your own life?
One thing that has really stick to me is the example of the sunglasses. That is how when you’re driving and the sun gets in your eye you modify your behavior in ways like putting on sunglasses or pulling down your visor. I travel in the country a lot and this happen all too often to me.
8) Once you are done with your post make list of the terms and terminology you used in your post.
behavioral classes, topographical behavior, reinforce, functional behavior, reinforcement, punishment, discriminate stimulus, antecedent. ABC, behavior modification

1. I enjoyed the explanation on target behaviors and how they need to be specific enough for an observer to tell it apart from a similar behavior. The examples of disruptive behaviors in class made it more clear. Also I thought the table at the end of the section detailing when reinforcement scheduling was useful. It is important to not give a reinforcer when a the target behavior wasn't emitted or else a person may learn unwanted behaviors.

2. I didn't dislike anything in the section but I did have a hard time finding examples for functional classes of behavior. As a matter of fact I had a difficult time telling topographical apart from functional. For a functional example I put hitting a ball (baseball, tennis ball, handball). They all look different but result in the same outcome.

3. I will remember to define my target behaviors more specifically. Also in terms of observing target behaviors I understand the importance of establishing inter-observer agreement with another researcher. I liked the example you gave about how Observer A may give reinforcement after the target behavior was emitted but observer B may not catch that same behavior. It magnifies the importance of communication among researchers.

4. In this section I really enjoyed how you had us re-word the behaviors we wanted to decrease into something we could reinforce instead. It brought light to B.F. Skinner's quote about how reinforcement should always be sought when attempting to modify a behavior.

5. There was nothing I disliked in the section. I like how you keep drilling these terms in our heads with new and advanced examples. It does help to see the terms in a new way each reading.

6. I will remember B.F. Skinner's quote about always trying to reinforce behavior instead of punishing. In my example, I will reinforce my nail biting behavior by eating sunflower seeds instead of biting my nails. Each time I feel the need to bite my nails I will chew a mouthful of seeds instead. Establishing operations make much more sense now when referring to commercials. I need to understand that an establishing operation makes a reinforcer more reinforcing. Depriving an animal of food is an establishing operation because when food is reintroduced, it is more reinforcing. Lastly, the four reasons to change behavior made a lot of sense to me. Furthermore, I liked how you rephrased the four reasons to resemble reinforcement schedules. An example being a class of behaviors that bother ourselves can actually be behaviors that make us feel better about ourselves.

7. I am beginning to come to terms with certain terms that didn't make sense in previous sections. Also I am getting better at recognizing the various parts of a reinforcement or punishment schedule.

8. topographical behavior, functional behavior, behavior class, emit, punishment, reinforcement, target behavior, establishing operation, deprivation, inter-observer agreement

After reading section 1.5, please respond to the following questions.
1 ) One thing I really liked in this chapter is how it explained behavior classes, and going into detail about both the functional and topographical effects the behavior has in different situations. I thought the example given in the text about waving was a very good example, because there are many different types of waves depending on each person, and some depending on where they live which would be the topographical side of the behavior, how people move their arm, wrist, or hand when waving. On the functional side, the text also gave great examples of the many different uses for waving, whether it is to shoo a bug, get a cab, or the act of saying hello or goodbye to someone. This section continued on with talking about target behaviors, which also continues on from the behavioral classes, because we use behavioral classes and behaviors to teach our children when growing up how to do things or how to act which are all apart of behavior classes.
2) One thing that I disliked about this section was where it wanted us to list more topographical behaviors. I liked the example they gave of waving and I found that to be interesting, but I had a hard time thinking of others, even though we use them in our daily life.
3) One thing I will remember about this section is the section on target behaviors, because I work with this at my job. We use different techniques with different clients to reduce the undesirable behaviors and try to make them desirable. An example would be desensitization programs that I have used in the past to get a person through the fear of being in a certain room or area that might cause anxiety for them due to a traumatizing experience that had happened in that area in the past. A second topic that I will remember from this section is where it talked about baselines. I will remember this part, because like the target behavior, I use baselines where I work as well. When we record in our paperwork from a day to day basis how the program is working and if the client was successful that day or shift towards the target behavior, and we start by using that baseline at the beginning of each month and chart how the progress is going. The third thing I will remember from this section is about interventions. I also work with interventions and the consequence after a behavior has happened to try to put a stop to an undesirable behavior that could potentially be dangerous to a person’s self or the others around them. When staff has to intervene, sometimes there is some sort of restraint used if there is a threat to that individual or another individual. We try not to use restraining if possible, so another way we go about intervening would be redirect the individual from the situation to try to modify the behavior.
After reading section 2.1, please respond to the following questions.
4) One thing I liked about this chapter was where it gave us the opportunity to list behaviors that we do that bother us or might lead to trouble, I like this, because I feel it could put it into better perspective for us if we use our behaviors. Also behaviors may differ widely from what is desirable or undesirable, or what should be changed, because something that bothers us may not bother another person so what we find annoying that someone else is doing, we might be doing something that also might annoy them.
5) I understand that animals are used in a lot of research, but one thing that I least liked in this chapter was the section where animals were deprived. This is one way humans learn about multiple research topics, by using animals, but when humans are in research experiments, they are able to stop at whatever point they want to, whereas animals are not able to do so.
6) One thing I will remember from this section is the 4 reasons to change behaviors. 1. The behaviors bother us, the individual, 2. The behaviors bother others, 3. The behaviors may lead to trouble, 4. The behaviors are illegal. I will remember these, because I feel that they are the basic reasons why people would want themselves or others to act different. Another topic I don’t think I would forget about this section is how target behaviors are often used in reinforcement procedures, because reinforcement is like a procedure when we use the ABC structure. The third topic I will remember is that value has to be placed on discriminative stimuli, and people’s values vary depending on the person.
7) I have been thinking how I use a lot of behavioral techniques when I am at work, and by associating what I am learning in this class and the techniques we use where I work is helping me learn and better understand so far of what we have learned about behavior modification.
8) behavior classes, functional, topographical, target behaviors, undesirable, desirable, baselines, interventions, consequence, reinforcement procedures, ABC, discriminative stimuli

1 a&b) What was one thing that you really liked that was in the section? Why?
I really enjoyed how the two topics, topographical classes of behavior and functional classes of behavior, were differentiated between so well. Usually I read text books and they’re so incredibly boring and dull that I completely glaze over and don’t even pick up on the differences between two such similar things. However, using examples and then asking us to come up with and write our own was very helpful in the learning process.

2) What was one thing that you disliked (or liked least) that was in the section? Why?
The more reading there is between the fill-in-the-blank-boxes, the more distracted I become. I tend to focus better and learn more from the readings when I learn a new term and then immediately apply it.

3 a,b&c) What are three things you will remember from what you read in the section? Why?

a. I will easily be able to remember the difference between topographical and functional behavioral classes because the examples were so thorough and made obvious distinctions.

b. I will definitely be able to remember to describe specific target behaviors through the story about John. It was more memorable to have an actual story and a follow up (even if it was fake) on where he is now. It made it real and less text-book-y!

c. Remembering the four outcomes will be easy, due to the use of table. Behavior Occurred/Reinforcer Delivered with the easy yes/no answers and the corresponding boxes relating to the outcomes.

4 a&b) What was one thing that you really liked that was in the section? Why?
I enjoyed that the initial examples of behaviors we wanted to decrease we reworded positively. I have used this concept before with kids at camp and really love how rephrasing something makes a huge difference in follow through with certain behaviors.

5) What was one thing that you disliked (or liked least) that was in the section? Why?
I felt like back to the ABC’s should have been a category of their own. There wasn’t very many prompts (which assist me in the learning process) and it seemed like an overload.

6 a,b&c) What are three things you will remember from what you read in the section? Why?

a. I will have an easier time remembering the difference between behavioral classes and target behaviors, due to the fill-in-the-box sections. The break-down of those two concepts can be a little tricky, and I found that especially helpful.

b. The four reasons to change behavior were very interesting to me and I found the examples to be very relevant, making it an easily memorable topic.

c. The use of the arrows helped me to understand the effect the consequence has on the antecedent. I hadn’t really thought of the extent to which they are intertwined before this example.

7) How have you been thinking about or using behavioral methods as they relate to your own life?
As I mentioned earlier, I had already inadvertently been using some of these tactics with my campers as a counselor. After reading these sections (which included disclaimers about having the ability to change our own lives), I have faith that I can finally accomplish some new year’s resolutions I’ve made in the past, but never quite stuck to.

8) Once you are done with your post make list of the terms and terminology you used in your post.

Topographical classes of behavior, functional classes of behavior, target behaviors, behavior occurred, reinforcer delivered, four outcomes, behaviors, ABC’s, behavioral classes, consequence, antecedent

1 a&b) What was one thing that you really liked that was in the section? Why? One thing I personally really liked about this section is that we talked about a lot of it in class Thursday already. This being done made the reading much easier, and a lot of the same examples were used so I was able to visually follow the examples. For example when talking about behavioral classes, he used the opening a door handle in class as an example. I now understand he pulled that example from his book, which I like that he does that.

2) What was one thing that you disliked (or liked least) that was in the section? Why? I didn't like that it kept saying that is an example of a good target behavior. By saying that it almost makes it seem like behaviors that we want to modify that do not have good target behaviors and not going to work as well. That was just the way it seemed to me though.

3 a,b&c) What are three things you will remember from what you read in the section? Why? I will remember that in order to better understand a behavior you may need to look a bit deeper into the specific behaviors rather than just the behavioral class. This is a good thing to remember if someone is bothering me and I want that to change, I'll need to think more so of the topographies o the behavior(s), rather than just the fact that they are bothering me. I will remember that the target behavior is the behavior that can be clearly seen by others, such as two kids arguing used in the example. I think I will remember this a bit more because before when I thought of behavior, this is what I thought. However, now that I am learning more I have a better understanding that this is just one part and it is the target behavior. One other thing from this section I will remember is that extinction is when a behavior that was once previously reinforced no longer exists because the reinforcement has stopped. I am going to school to be a high school guidance counselor so I feel like behavior modification will be a big part of my job and that is something I will definitely need to be aware of with that.

After reading section 2.1, please respond to the following questions.

4 a&b) What was one thing that you really liked that was in the section? Why? I really liked that throughout this section, when there were examples given I felt as though I was coming up with other examples in my head as well. It is written well and easy to understand so I am able to follow along and relate to the examples explained and fill some ideas of my own in.

5) What was one thing that you disliked (or liked least) that was in the section? Why? Something I didn't like, and it is kind of like this throughout the sections, was that more than once a topic or person is brought up and then goes on to talk about it but also says we will learn more about this later. I do understand that it may be broken down into sections so it isn't overloaded but I think that could just go without being said.

6 a,b&c) What are three things you will remember from what you read in the section? Why? One thing I will remember is the four general reasons to change behaviors. They all make sense and are a good way to kind of break it down into categories so you can actually realize why it is you want to change any specific behavior. I also like and will remember how they then went on to explain that the behaviors can be turned into looking on a more desired light rather that looking at what needs to be changed, wording it so that the positive outcome is what were headed towards. A third thing I will remember is the term discriminative stimuli. Since our behaviors are mostly regulated by discriminative stimuli, this is an important factor to consider when trying to control or modify a behavior.

7) How have you been thinking about or using behavioral methods as they relate to your own life? Dr. Maclin said this would happen, but I have noticed that I am already seeing other peoples behaviors more clearly and I can see others trying to modify other people as well. It is kind of entertaining but I am much more aware of my own behaviors as well. I want to quit biting my nails, so every time I catch my emitting that behavior I will slap my hand as a slight punishment.

8) Once you are done with your post make list of the terms and terminology you used in your post.
Behavior classes, topographies, behaviors, target behavior, extinction, discriminative stimuli, punishment, emit.

After reading section 1.5, please respond to the following questions.
1 a&b) What was one thing that you really liked that was in the section? Why?
I really liked how the inter-observer agreement section was laid out. I liked this because throughout the section it supplied an example of how institutions have to implement inter-observer agreement, while giving the definition at the same time. This made the term much easier to understand. There were also vocab words spread across the example, which helped me understand the context of when to use them correctly.
2) What was one thing that you disliked (or liked least) that was in the section? Why?
I do not like how the term behavior class was in the last section of the vocab chapter. I do not like this because I have been using the term behavior wrong throughout the first few weeks.
3 a,b&c) What are three things you will remember from what you read in the section? Why?
a) I will remember the term behavioral class because of the in class discussions our class has had. There have been multiple situations where the class has been asked for an example of a behavior, and has been corrected with it being a behavioral class. I know the behavioral class is a broader category, and the consequence of being corrected has positively reinforced me to emit more concentration towards this section.
b) I will also remember the term target behavior. I will remember target behavior because the last few sections I have read, I have wondered if there was a difference between the behaviors in the ABC’s and a target behavior. This frustration for me caused an establishing operation for me to want to learn this term more then usual.
c) I will also remember the importance of having a good defined target behavior. I learned this because of the examples of how the different behaviors look, topographical, and their function, functional. This chapter’s examples made sense to me because of just how many different meanings and functions a particular behavior can look like and mean, which makes sense of why you need to be specific.
After reading section 2.1, please respond to the following questions.
4 a&b) What was one thing that you really liked that was in the section? Why?
I really liked that the section started off with a little quiz about previous vocab words. I liked this because it elicited me to think about the previously learned words before we get into a less vocabulary-oriented chapter.
5) What was one thing that you disliked (or liked least) that was in the section? Why?
I don’t like how the first few paragraphs and activities were kind of redundant. It is a good way to engrain the knowledge, but I felt this review could have been made without re-teaching was punishment and reinforcement is.

6 a,b&c) What are three things you will remember from what you read in the section? Why?
a) I will remember that reinforcement is better then punishment. I will remember this because I was confused early in the chapter when B.F. Skinner said that nothing could be learned from punishment, which initially confused me about the point of learning about punishment. This aversive feeling went away when the text clarified how it is better to reinforce then to punish.
b) I will remember the term DRO (differential reinforcement of other). I will remember this because of the new knowledge that reinforcement is better then punishment. This along with the activities of switching what we want punished with the reinforcement of something else, helps me fully grasp the concept of changing a behavior from one that would ordinarily be punished into one that would be reinforced.
c) I will remember the difference between establishing operations and discriminative stimulus is establishing operations happens in the C of the ABC’s, and discriminative stimulus happens at the A. I will remember this because the distinction of when they come in the ABCs order helps me make a connection to their individual meaning.

7) How have you been thinking about or using behavioral methods as they relate to your own life?
I have thought about using this information to lift more. I have done this by having a pre-workout drink mixed up before I go to class. This has helped me because the drink is a discriminative stimulus that elicits me to want to emit a lifting behavior after I drink it.
8) Once you are done with your post make list of the terms and terminology you used in your post.
Positively reinforced, emit, behavioral class, establishing operations, topographical, functional behaviors, behavioral class, elicited, aversive, DRO, and discriminative stimulus.

Section 1.5
1. a&b) What was one thing that you really liked that was in the section? Why?
I liked the example of the middle school teacher. It's a practical example of the reason we must differentiate between behaviors with precision. It reminds me that while these ideas may seem abstract, they are practical and will be used. It is nice to hear examples and relate them to your own life.
2. What was one thing that you disliked (or liked least) that was in the section? Why?
One thing I didn't like was how long they took to define functional vs. topographical behavior classes. It seemed to drag on when it could have been described in a few sentences. I understand, though, that is important to differentiate the two.
3 a,b&c) What are three things you will remember from what you read in the section? Why?
The first thing I will remember is the diagram of reinforcement. When I see pictures, the ideas stick in my brain longer. I will remember this one because it was in picture form. Another thing I will remember is how to target behaviors. The description was pretty long, so I feel like it stuck with me. The last thing I will remember is how to tell if there is a high degree of inter-observer agreement. This section was also long, and I feel I was able to relate it back to personal experiences which helps with memorization.
Section 2.1
4 a&b) What was one thing that you really liked that was in the section? Why?
I liked this section and the way that right away at the beginning it made you think of stuff that I learned from previous sections. This helps because it brings those things I’ve learned to the forefront of my brain. I liked it because it’s like when you are watching a TV show the episode always begins with clips from the previous episodes so that you are all caught up on what’s going on.
5) What was one thing that you disliked (or liked least) that was in the section? Why?
Some of the stuff talked about in this section was really new to me. So I didn’t like not knowing anything because I had to read of it more than once so that I could get a good idea of what it was talking about. Other than that fact I liked the section.
6 a,b&c) What are three things you will remember from what you read in the section? Why?
I will also remember that if you want new behaviors to be learned then you should use reinforcement rather than punishment because it will work better that way. I will also remember that going along with reinforcement and punishment I will remember that punishment and reinforcement can occur from the same behavior. The last thing I will remember is that you can reinforce desirable behaviors that offset undesirable behaviors and that this is called DRO differential reinforcement of others.
7) How have you been thinking about or using behavioral methods as they relate to your own life?
I have been thinking more about how reinforcements can happen in many ways natural in the environment around as every day. I didn’t noticed before how I can reinforce someone to smile just by smiling at them and commenting on their nice smile. I also think the more I read in these section the more I am aware of the world around me.
8.Terms
differential reinforcement, punishment, reinforcement, define functional, topographical behavior

1 a&b) I really like the examples given at the beginning for Behavior classes in topographical and functional. The example of the hand waving, I think, is a perfect example of showing both the topographical qualities and the functional qualities of hand waving. It honestly helped me better understand the difference between the two.

2) I don’t know what it was specifically, but once I reached the Inter-Observer Agreement part of the section, I felt like I was really struggling with the reading. I don’t know if it was because of the way that part was worded or something else. But I just felt like I was struggling getting through that part of this section.

3 a,b&c) I will definitely be able to differ between topographical and functional behavioral classes a lot easier now because of the example of the hand waving. I feel like now when I try to figure out if something is either topographical or functional I can just refer back to the hand waving example. I also feel like the example of disruptive behaviors will help me better to get even more specific when I’m identifying target behaviors.

After reading section 2.1, please respond to the following questions.

4 a&b) I really liked that in this section that there were a lot more boxes to be able to apply real life situations to what we’re talking about because this really helps get a better understanding of what it is we’re talking about and makes it easier to apply it to other situations in life.

5) The ABCs. Plain and simple these things are just everywhere for this class. I swear I’m seeing them in my sleep.

6 Satiation and deprivation because this is about the third time that these terms have come up in our reading and I feel, through repetition, I’ve got a pretty good understanding of these two terms.

7) I’ve always wanted to try this with my younger brother. He’s not exactly a well-behaved child because it seems that his bad behaviors are the behaviors being reinforced rather than his good behaviors being reinforced. Before I can actually attempt to try this, I still need to get a better understanding of how to do it.

8) deprivation, satiation, behavior, reinforcement, behavior classes (topographical, functional), Inter-Observer agreement, target behavior

1 a&b) What was one thing that you really liked that was in the section? Why?
Evaluating behaviors as either topographical or functional. Behaviors that look similar are topographical. Those same behaviors that lead to the same outcome are functional classes. Many behaviors look similar, but not all serve the same purpose. Both need to be understood to make sense of behavior modification. I liked this section because it was a bit challenging, although I understood what I was reading and what was being asked from me while doing the fill in sections, I still took me time and reading the rest of the section to tie it together.
2) What was one thing that you disliked (or liked least) that was in the section? Why?
Lack of examples regarding topographical and functional examples. I understand the definition and could point out the difference between the two, but had a difficult time coming up with examples of my own. It seemed harder than it actually was.
3 a,b&c) What are three things you will remember from what you read in the section? Why?
-Baseline, the rate at which a behavior is occurring. It is important because it determines whether reinforcement or punishment of a behavior was effective, also why I will remember it.
-Inter-observer agreement, the better our definition of the target behavior the better our inter-observer agreement is. This is important because when a behavior is being observed everyone has the same idea when it is performed, it is consistent across all observers.
4 a&b) What was one thing that you really liked that was in the section? Why?
This section of chapter two was basically review, it tied everything in nicely and gives you an idea of how everything works together and the effects certain behaviors or stimuli have on further reinforcing or punishing a behavior. I like the section because it summarized the previous chapter and put it into perspective.
5) What was one thing that you disliked (or liked least) that was in the section? Why?
Good section overall. As mentioned it put the previous chapter into perspective, but it also explained what behavior modification is, and how it can be applied. Did not dislike anything.
6 a,b&c) What are three things you will remember from what you read in the section? Why?
- Why people change their behavior, the behaviors that bother us, the behaviors that bother others, the behaviors that may lead to trouble, and the behaviors that are illegal. Since these are generally agreed on they are also easier to remember because I can relate to them.
-New behaviors are seldom learned with punishment. It is better to reinforce than punish. It makes sense, and Skinner said always use reinforcement when possible, so it must be right.
-Context is a powerful antecedent. I will remember this because as students many of us can confirm this, being in class as opposed to being out or at home, elicits certain behaviors or sets the potential for them.
7) How have you been thinking about or using behavioral methods as they relate to your own life?
Ive been looking at behavior modification in a new light as I understand more, but as of yet I have not implemented anything because I don’t think I have enough info to go about attempting to implement certain methods.
8) Once you are done with your post make list of the terms and terminology you used in your post.
Behavior, elicit, discriminative stimuli, topographical, functional, reinforcer, punisher, target behavior, inter-observer agreement, consequences, Skinner, punishment, reinforcement, consistently, manipulate

1) I really like that Section 1.5 went through the concepts we have been learning, and also described the new ones in relation to our current knowledge. I liked this strategy because it really solidified all of the concepts in my mind and helped me to learn the new ones as well.
2) It will be confusing to keep topographical and functional classes of behavior straight. I found it really difficult to give examples of the same functional behavior class that were not the door example given in the reading. I think this might be because if we ever concentrate on behavior, we think more about what we’re doing, and less about for what reason we are doing. This is especially true for the simple action types of behavior that work well for these examples.
3) After reading 1.5, I will remember inter-observer agreements, the degree to which a target behavior is consistently responded to by both parties (the person emitting the behavior, and the individual observing the behavior). This is important because if an individual is used to being reinforced every time for a particular behavior, and a different observer is inconsistent in noticing this behavior, this will decrease the frequency of emitting the behavior, and also teach the individual that the second observer will never reinforce the target behavior. Therefore the second observer can become a discriminative stimulus. I will also remember the baseline is a measurement of behavior prior to intervention, used to evaluate the failure or success of a behavioral modification procedure. I will also remember the diagram at the end of Section 1.5. I like this diagram because it depicts the magnitude of outcomes, although you end up in four different categories: (1) desired target behavior is successfully reinforced (optimal), (2) desired behaviors are unnoticed or otherwise unsuccessfully reinforced, (3) undesired behaviors are unintentionally or accidentally reinforced, and (4) undesired behaviors are not reinforced (good). This diagram points out that the success of reinforcement depends on two main factors, whether the behavior (desired) occurred, and also whether the reinforcer is delivered, thereby increasing the frequency of emitting a particular behavior.

4) I liked the many forms of the ABC diagrams. I am a visual learner, so I really feel like the ABC diagrams help me learn when they are modified to depict various concepts, such as establishing operation.
5) This section was very clear and reviewed many of the concepts from the previous section, so there wasn’t a particular subject I was confused about or disliked.
6) From 2.1, I will remember Differential Reinforcement of Others (DRO). This is when an undesired behavior to be punished is restated as a desirable behavior to be reinforced. I will remember this because I have noticed in most cases there is a complimentary desirable behavior which may be reinforced for every undesirable behavior that can be punished. Because it is more effective to reinforce, it is helpful to restate these undesirable behaviors. I will also remember discriminative stimulus is an antecedent. The discriminative stimulus affects the chance of emitting a given behavior. The reading gives the example of a stop sign; signs are every day discriminative stimuli which affect our behavior. For example, stop signs elicit a braking behavior where we encounter them, however they neither emit this behavior, nor force us to emit this behavior. Stop signs, like other discriminative stimuli, set the occasion (are the antecedent) for a given behavior to occur. Similarly, I will remember establishing operations. Although establishing operations have been discussed in the previous sections, the diagram in 2.1 was especially helpful. I will remember that the establishing operation affects the consequence portion of the ABC diagram by making a reinforcer more reinforcing.
7) I have been thinking of using behavior methods in my own life, mainly behaviors which are unhealthy or to encourage healthy behaviors such as choosing healthy foods and eating breakfast regularly. As an example of complimentary behaviors, I would like to drink more water each day, and decrease my consumption of caffeinated beverages like Coke and coffee. Along those lines, I would like to decrease or discontinue my Starbucks pit stops, which would save me money, calories, and give an added health benefit. Other behaviors I would like to discontinue are procrastinating my blog assignments, staying up late, watching too much tv, etc. One thing which concerns me is how to reinforce any of these behaviors. As the reading in 2.1 points out, if one finds hamburgers pleasing, three will not be more reinforcing if they do not want them. Additionally, the continual use of hamburgers as a reinforcer will grow tiresome and could even turn hamburgers into a punisher. How do I go about reinforcing myself such that I emit the desired behavior without relying on the reinforcer or having to design a complex rotating schedule of various reinforcers?
8) Terms: Antecedent, behavior, consequence, desirable, undesirable, emit, elicit, target behavior, reinforcer, punisher, reinforcement, punishment, Behavior Modification Procedure, intervention, Inter-Observer Agreements, Differential Reinforcement of Others (DRO), discriminative stimulus, establishing operation

1 a&b) What was one thing that you really liked that was in the section? Why? One thing that I really liked about this section was the section on behavioral class- functional vs. topographical. The examples made so much easier to understand the concept fully and were easy to remember.

2) What was one thing that you disliked (or liked least) that was in the section? Why? One thing I disliked was how difficult it was to come up with three examples for topographical functions. Other than the example given I am not completely confident my examples actually work.

3 a,b&c) What are three things you will remember from what you read in the section? Why? To start, I know I will remember the definition of baseline is the starting point in which the success or failure of the behavioral intervention will be measured. The second thing I will remember will be the section on target behaviors, and that they are specific to whatever behavior we are aimed at modifying. The third thing I will remember is topography vs. functional behavioral classes. I will remember this because it was hard for me to grasp the concept of before really trying to do the examples on my own.

After reading section 2.1, please respond to the following questions.
4 a&b) What was one thing that you really liked that was in the section? Why? One thing I particularly liked about this chapter was the very first part that made you use your own examples and prove again what you already know. It was a nice reminder that everything we learn we can carry over and help us in all the steps along the way.

5) What was one thing that you disliked (or liked least) that was in the section? Why? This section seemed to have an overwhelming amount of examples. I know they are good for review and help me remember things but it took a lot longer than I anticipated to finish them all.

6 a,b&c) What are three things you will remember from what you read in the section? Why? The first thing I will remember is the four reasons we tryi to change behaviors and that they are not always harmful, but also helpful to the person we are trying to modify. Secondly I will remember DRO, differential reinforcement of others because working in a preschool classroom this method would have been very helpful throughout the summer and I will utilize this in my next job working with children. Lastly the most prominent idea I will take away from this chapter is B.F. Skinner’s ideas on how punishment doesn’t serve a good behavioral modifier, because I agree with him in this subject.

7) How have you been thinking about or using behavioral methods as they relate to your own life? I have been thinking about behaviors terms and situations much more lately in everyday life, while watching tv, and especially while at home with my roommates. One of my roommates is also a psych major and has taken this class so we will announce whenever we see a behavior or use vocabulary words only we understand.

Terms: behavior, differential reinforcement of others (DRO), behavioral modifier, topographical, punishment, functional behavior classes

1. What was one thing that you really liked that was in the section? Why?
I enjoyed the examples about behavior class because it really helped me understand the difference between behavior or and behavioral class. Examples like the ones in this section really help me look at terms and concepts in a manner where I can understand in a deeper way.
2. What was one thing that you disliked (or liked least) that was in the section? Why?
Coming up with examples of the classes was a little difficult because it was hard to think outside of box about the concept. It’s not like I didn’t like it because I benefit from examples, visual work, and hands-on ways of learning, it was just somewhat of a challenge. Other than that, there wasn’t anything that I disliked about this section. I actually really enjoyed it!
3. What are three things you will remember from what you read in the section? Why?
Topography and functional behavioral classes will stay fresh in my mind because it really opened my eyes to the difference and how to determine behavior and behavioral class. Another important topic that I will remember is the diagram at the end of this section. I enjoyed this diagram because I have always been a visual learner and this diagram did a great job of helping me with that. I think the diagram was definitely needed for the concept to be completely understood.
4. What was one thing that you really liked that was in the section? Why?
I really enjoyed the 4 reasons to change a behavior. I feel like these are 4 logical thinking to why we should change an undesired behavior and I also think it is a really convenient tool that can be used with almost anyone. I feel like I could incorporate this into a classroom setting and even in my own life to remind myself and to try harder in changing behaviors-even though nothing I do is criminal ;p!
5. What was one thing that you disliked (or liked least) that was in the section? Why?
There wasn’t anything in this chapter that I disliked because I found all the information to be informational and educational. Even though there was some things that were repetitive, it didn’t seem like it was over the top like some sections are.
6. What are three things you will remember from what you read in the section? Why?
Reinforcing desired behaviors is something that I will remember from this section. I will use this tool in my future classroom by reinforcing desired behaviors to stop undesired behaviors with punishment or just not reinforcement. I will remember the 4 reasons on why people change their behavior because they make sense and there are something that was important and interesting to learn about. The last thing I will remember from this section is that new behavior is better learned when reinforced from the start instead of trying to teach “an old dog, new tricks.” It kind of seems like a conditional situation and it makes total sense. If we start right away with using reinforces to advocate desired behaviors then we won’t have to change undesired behaviors as well.
7. How have you been thinking about or using behavioral methods as they relate to your own life?
I will be using the 4 reason guidelines so I change behaviors that are undesired. I have a lot of behaviors that I personally want to change and I know others would like to see me change them as well. There is a lot of things that bother me and I want that to decrease. I also don’t want my behaviors to bother others so this is a good tool to self-check when I know I will be engaging in undesired behaviors.
8. Once you are done with your post make list of the terms and terminology you used in your post.
Reinforcing Desired Behaviors, 4 Reasons, Topography Behavioral Class, Functional Behavioral Class, Behavior, Punishment

A.S

1.5
1) One thing I really liked about this section was the examples when explaining functional and target behaviors. The example about John and his disruptions in class really helped me understand.
2) The only thing that I didn’t like about this section is that we learned a lot of new terms and behavioral modification ideas.
3) Three things that I will remember from this section is that topographical classes of behavior look the same, functional behaviors may look different but serve the same purpose, and target behaviors are behaviors that fall under a behavioral class that are very precise and can’t be confused for another behavior. I feel like I will remember these due to the good examples we had in the section.
2.1
4) One thing that I liked about this section is how it reviewed everything that we learned from chapter one. Another thing that I liked from the chapter is how we looked at the ABC’s and elaborated on them by looking at exact same behaviors and saw how they can be punished or reinforced.
5) There really was nothing about this section that I didn’t like other than the section elicited me to emit my homework which I really didn’t want to do.
6) One thing that I will remember from this chapter is that one behavior can elicit two different responses based on the antecedent. Another thing I will remember is that discriminative stimulus functions as an antecedent. This affects the likelihood of emitting a target behavior.
7) I have been thinking a lot about the behavioral methods and how I need to focus on target behaviors and how I need to look at only one behavior in a situation when we watch our videos. Many of the examples we look at, I look at way more than one specific behavior and I get all confused so I have been thinking about how to not do that. I have to think about who is emitting the behavior and what their consequence is. Another thing I have been emitting is trying to use the vocabulary we have learned more.
Terms: Function behavior, target behavior, emit, elicit, reinforced, discriminative stimulus, Behavioral Class, punishment, consequence, antecedent, and behavior

a&b) What was one thing that you really liked that was in the section? Why?
I really like how they give examples o fthe behavioral classes. It really helps make it easier to understand.
2) What was one thing that you disliked (or liked least) that was in the section? Why?
The section on target behaviors was kind of long. i think its a more simple concept that did not need to be so long.
3 a,b&c) What are three things you will remember from what you read in the section? Why?
The diagram at the bottom, it really breaks down how different situations will affect the learning of the correct behavior.
Topographical vs functional.
Baseline is the starting point of where the success or failure is measured
After reading section 2.1, please respond to the following questions.

4 a&b) What was one thing that you really liked that was in the section? Why?
I liked the very beginning where it has you list terms you've learned. It help jog your memory from what we've learned the past couple weeks to keep it fresh in our mind.
5) What was one thing that you disliked (or liked least) that was in the section? Why?
I feel like this should have been the first chapter because it really defines what bmod is which can be helpful to know before learning about reinforcement and punishment and such.
6 a,b&c) What are three things you will remember from what you read in the section? Why? Bmod is using empirically demonstrated behavior change change techniques to improve behavior using reinforcement and punishment.
Four reasons to change behavior: The behaviors bother us, behavior bothers others, behaviors may lead to trouble, and behaviors are illegal.
It is better to reinforce than to punish.
7) How have you been thinking about or using behavioral methods as they relate to your own life?
I've set out a reinforcement schedule to help me with my workouts and healthy eating. Each time i lose five pounds i get a treat. weather it be shopping, ice cream, etc. Depending on where i am currently at.
8) Once you are done with your post make list of the terms and terminology you used in your post.
behavioral classes, baseline, topographical, functional reinforcement punishment

1 a&b) What was one thing that you really liked that was in the section? Why?

I enjoyed hearing about the student from UNI who was trying to control the behavior of his students in his classroom. Since this class started, it has seemed very easy to understand behavior control. After reading this story, it is clear that is not always the case.
You have to know the topographical and functional differences of behaviors. A lot of the time, it is shown how some behaviors can be good or bad. This depends on the context of the situation.
I liked how this became a little more complicated, because I was confused how behavior control could have possibly been this easy. It is nice to know what else is considered.

2) What was one thing that you disliked (or liked least) that was in the section? Why?

I did not particularly like the part about all of the different behaviors in a class. Do you know how many types of waves people can come up with? A lot. I think this is becoming a little too detailed. That does contradict a little on my last answer, but some things are made to be a little too complicated sometimes. So, the topographical part is a little dense.

3 a,b&c) What are three things you will remember from what you read in the section? Why?

I will remember that topographical behaviors are similar, but do not have the same function.
I will remember that functional behaviors have the same initial function, but may not be executed in the same way.
I will remember that it is important for the reinforcer and the individual to both have a clear understanding of behavior expectations.

It is important to know the differences between the important terms to know the importance of each.

After reading section 2.1, please respond to the following questions.

4 a&b) What was one thing that you really liked that was in the section? Why?

I liked the idea of how reinforcement is more effective than punishment. I look back at my life and look at my parents, coaches, and teachers. I responded much better to reinforcement. Punishment is effective, but reinforcement doesn’t make you feel crappy about yourself.

5) What was one thing that you disliked (or liked least) that was in the section? Why?

I was a little confused about deprivation and satiation as I read through that part. I had to read it again to get a better handle on the rat experiment. It makes sense now. They want to make sure grain was reinforcing, so they had to deprive the rats of it until they reached their regular weight.

6 a,b&c) What are three things you will remember from what you read in the section? Why?

I will remember that punishment is not as effective as reinforcement.
I will remember that a discriminative stimulus is a form of antecedent and are very important to our behaviors.
I will remember that signs and other things elicit behavior while individuals emit behavior.

It is getting a little deeper and it is good to know how these terms and rules are apparent in everyday life.

7) How have you been thinking about or using behavioral methods as they relate to your own life?

I have actually done it with my eating. I have always made myself work out a lot more if I eat crappy. I have tried a new thing where I reward myself with more relaxing time if I have eating better nutritious and low calorie foods.

8) Once you are done with your post make list of the terms and terminology you used in your post.

Behavior, Topographical behavior, functional behavior, reinforcer, discriminative stimulus, satiation, deprivation, antecedent, reinforcement, punishment, elicit, emit

1) In this section, I really enjoyed learning about the difference between topographical and functional classes of behavior. I enjoyed learning about this because the definitions within the reading were very clear and I had never even heard of these terms regarding behavior classes before reading this. The fact that I was able to learn them easily because of the way they were defined in the text made this part of the reading enjoyable to me.
2) Although I enjoyed learning about topographical and functional classes of behavior, I did not like one of the times when I had to give three examples of topographical classes of behavior. I didn’t enjoy this because even though I knew what this meant, I did not know if each behavior was supposed to look like other behaviors, or if the three examples that I had to present were all supposed to be topographically similar to each other. I was only confused because I wasn’t exactly sure what I was supposed to do, even though I understood the concept.
3) One thing I will remember from this chapter is the fact that “waving” is an example of a behavioral class - a topographical behavioral class. I will remember this because it was a good example of a behavioral class that helped me learn the concept of behavioral classes very easy. Another thing I will remember is the fact that a target behavior needs to be clearly defined. I will remember this because the section went into good detail, in my opinion, about how it can be confusing if a target behavior is not defined, because then it can be hard to reinforce or punish certain behaviors. The example shown was about the teacher that was going to reduce the amount that students would be disruptive in class. This example was memorable to me because I had never heard how important it was to define a target behavior clearly. It is also important in a situation that involves observations. A third thing from this section that I will remember is the concept of extinction. I have learned about extinction before and I previously understood it, but the diagram showing what happens when behaviors are correctly reinforced or not reinforced helped me to learn more about why extinction occurs. It occurs when a behavior that was reinforced is no longer being reinforced, causing the behavior to stop.

4) In this section, I enjoyed the fact that I was asked to practice by using examples of behaviors I want to decrease and increase in my own life. I enjoyed this because it made me think more deeply about my own behaviors and how I can actually apply behavior modification to my own life. It was interesting for me to think about what behaviors I display that I would like to change.
5) In this section I did not like changing behaviors with different context into behavioral language. I did not like this because it seemed monotonous and unnecessary, but I know that it was valuable practice and helped me develop a better understanding of behavioral language.
6)One thing I will remember from this chapter is the fact that the same behavior can have multiple consequences based on the antecedent or context of the behavior. I will remember this because I created two different examples of how this can happen in my life. These examples helped me to remember it easily and keep it in my mind. Another thing I will remember is that DRO, or differential reinforcement of other, involves finding a behavior to reinforce, rather than a different behavior to punish. I will remember this because I found this concept new and interesting, and I was able to create examples of it. A third thing I will remember from this chapter is the fact that some punishment. I will remember this because I have never given that idea much thought, and creating examples of this made me put enough thought into that concept that I will not forget it.
7) I have not been using information from this class in my life as much as I should; however, I have used behavioral methods a little bit to affect my study habits. Good grades have reinforced my good studying habits and I have been consciously aware of this. This motivates me to study and complete homework often. I have also been thinking about how I can change some behaviors, especially exercise habits, but I have not acted on these thoughts. I have put thought into how I can affect my exercise habits and how I spend my time.

Terminology: consequences, antecedents, topographical, functional, behavioral class, differential reinforcement of other, punishment, behavior, context, reinforcement, extinction, behavioral methods

After reading section 1.5, please respond to the following questions.

1 a&b) What was one thing that you really liked that was in the section? Why?
The thing I liked the most from this section was that all the terms were very clearly explained. I did not have to reread sections out of confusion. For every term, there were examples provided to make sure I truly understood the whole concept. For example, the section defined a functional behavior class. Then, it went into detail about how opening a door is a functional behavior class. There are many different ways to open a door, but they all fall under the functional category “opening a door”.

2) What was one thing that you disliked (or liked least) that was in the section? Why?
The thing I liked least about this section was the diagram at the very end. It was meant to make all of the concepts clearer, but I thought it made it more confusing. I clearly understood the relationship between behaviors occurring and reinforcement being delivered from reading the description. When I looked at the diagram, I thought it was harder to understand than when I had just read the description.

3 a,b&c) What are three things you will remember from what you read in the section? Why?
I will remember the difference between a topographical behavior class and a functional behavioral class. It is easy to remember because the section provided a great example. The example provided was about people waving. Waves might look the same, but they can serve different purposes. People can wave goodbye to friends, wave to get attention, or wave to get a fly away from our face. Waves are topographically similar because waves are similar in the way they look. However, waves are not functionally similar. A simple wave can serve many different functions. Second, I will remember that superstitious behaviors can be created when the reinforcement procedure is weakened. Superstitious behaviors happen when the individual going through the procedure is confused about when they receive reinforcement. It can happen if the administer of the reinforcement does not give reinforcement every time they are supposed to. If administer does not recognize the behavior every time, the individual will be confused about when they will next be reinforced. This confusion will lead to superstitious behavior in an attempt to figure out what is causing the reinforcement. The last thing I will remember from this section is that having a clear target behavior is very important. The clearer the target behavior is, the better the inter-observer agreement can be. This means that two people recording a target behavior should end up with the same results at the end of the day, if the target behavior is precise.

After reading section 2.1, please respond to the following questions.

4 a&b) What was one thing that you really liked that was in the section? Why?
One thing I really liked from this section was the four reasons people modify behavior. I thought there would be so many more reasons, but it really boils down to these four. It can be summed up in four behavior classes. The four behavioral classes that make people modify behavior are behaviors that bother us about ourselves, bother other people, lead to trouble, or are illegal. This is the basis for all behaviors that are modified.

5) What was one thing that you disliked (or liked least) that was in the section? Why?
The thing I disliked from this section were all of the text boxes to fill out. They are helpful when there are a few, but when there are many it can become overwhelming. Also, there were ABC Boxes that seemed similar to ones I have filled out in the past. I felt like I was repeating a lesson I had already completed.

6 a,b&c) What are three things you will remember from what you read in the section? Why?
One thing I will remember from this section is that it is better to reinforce than to punish. B.F. Skinner was right when he said this. When someone is punished, they usually just find another outlet for the behavior they were previously punished for. For example, if a girl is bullying on the playground and gets punished, she will start bullying in a different place where she is less likely to get punished. It does not diminish the inappropriate behavior, but it just changes the environment. Next, I will remember what DRO means. DRO is differential reinforcement of other. This ties in with what B.F. Skinner believed. People can change a behavior that is usually punished into one that is reinforced. For example, instead of punishing yourself for eating junk food, you can reward yourself for eating healthy food. Lastly, although this is a bit of review, I will remember that antecedents elicit a behavior. Context can affect behavior. Changing your environment can change the way you act, and I think this is a powerful tool for people to remember.

7) How have you been thinking about or using behavioral methods as they relate to your own life?
Last week while I pulled up to a stop sign, the term “discriminative stimulus” popped into my head. I realized how powerful signs are and how much of my behavior is controlled. Also, I have been applying the reinforcement and punishment tools I have learned to my own life. I have been trying to eat better which is a challenge for me. It is hard eating healthy at school when I have an unlimited meal plan. Last year, I would punish myself for eating junk food. This year, I have been trying to take the reinforcement approach. After a week of clean eating, I reward myself with a bowl of ice cream.

Terms: topographically similar, functionally similar, superstitious, reinforcement, behavior, target behavior, inter-observer agreement, behavior modification, behavioral classes, punishment, antecedent, elicit, differential reinforcement of other, discriminative stimulus

1 a&b) What was one thing that you really liked that was in the section? Why?
I really liked how much it focused on target behavior. I feel as if I have a much better understanding of what target behavior is and how important it is to be specific and precise. I also found the diagram towards the end to be very useful. I liked how it showed both sides and when it was enforced and not.
2) What was one thing that you disliked (or liked least) that was in the section? Why?
There wasn’t anything I particularly disliked in this section. I just found topographical and functional behavioral classes hard to find examples for and completely understand in a sense. Maybe if there was more examples provided it could have been easier to understand.
3 a,b&c) What are three things you will remember from what you read in the section? Why?
a. One thing I will definitely remember is some of new vocabulary we were introduced to. I found these terms to be a lot easier to understand and remember than previously.
b. I will remember that an intervention will occur when a consequence is administered after the behavior occurs.
c. Lastly I will remember how important it is to be specific when it comes to target behaviors and not just give a general statement.
After reading section 2.1, please respond to the following questions.
4 a&b) What was one thing that you really liked that was in the section? Why?
I really enjoyed starting this section of with a little review from the previous ones. I thought it was a very beneficial exercise and really got me to think back to the previous chapters.
6) What was one thing that you disliked (or liked least) that was in the section? Why?
I disliked filling out the actives in this section. I didn’t really find this section to be too difficult so the exercises in this section just seemed very time consuming because I didn’t feel I really needed to spend as much time understanding this material as I did previous sections.
6 a,b&c) What are three things you will remember from what you read in the section? Why?
a. I will remember that a discriminative stimulus is the antecedent. It also affects the likelihood of emitting a particular behavior. They are very important because most of our behaviors are regulated by them.
b. Another thing I will continue to remember is the ABCs. Although it’s continual review it’s always helpful to keep reviewing and trying them with different examples.
c. Lastly I will remember the four reasons to change behaviors. One is the behavior bother us, the individual, the behaviors bother others, the behaviors may lead to trouble, and the behaviors are illegal.
7) How have you been thinking about or using behavioral methods as they relate to your own life?
The more I learn about behaviors the more I notice them in my everyday life and with those around me. In the beginning I found it challenging to come up with examples but now I find myself just using examples from my typical daily routines. It’s amazing to me how one small task can rely on so many behaviors. I’ll see my roommate do something and instantly in my head try and fit it into the ABC’s. My mind picks up on little behaviors a lot easier than before.
8) Once you are done with your post make list of the terms and terminology you used in your post
Discriminative stimulus, antecedent, behavior, ABC’s, intervention, consequence, target behavior, functional behavior, topographical behavior.

1 a&b) What was one thing that you really liked that was in the section? Why? I really enjoyed this section when we talked about behavior class. It really explained the important in being very specific in determining your target behavior because a lot of behaviors can be similar but mean completely different things.
2) What was one thing that you disliked (or liked least) that was in the section? Why? I am unsure about the strong difference between functional behaviors and topography they are both behavioral classes. What are they different?
3 a,b&c) What are three things you will remember from what you read in the section? Why? I will remember the example about John trying to fix the disruption in the class. I will remember this because it really looked at the importance in picking a specific target behavior. I will also remember the waving example because it explained how a function can mean multiple things, so again we really need to be specific when truing to look at a target behavior. I will also remember extinction because this chapter reviewed it again using an example that made me pick up on understanding the meaning of extinction.
After reading section 2.1, please respond to the following questions.
4 a&b) What was one thing that you really liked that was in the section? Why? I really liked how this chapter looked at the ABC’s in different context. It used more vocab words to really add detail in the ABC. It talked about discriminatic stimulus which makes A more detailed when looking into the ABC’s.
5a,b&c) What are three things you will remember from what you read in the section? Why? I will remember differtiantial reinforcement because it was interesting to look at situations where a behavior was once punished but now it reinforced. I will also remember discriminatic stimulus because it madse me look at Antecendent in a whole new way. I will also remember establishing operations because it is something we can use to make reinforcement and punishment mean more and effect the behavior we are trying to increase or decrease.
6) How have you been thinking about or using behavioral methods as they relate to your own life? I think about behaviors in a more depth way now. I have also found myself really thinking about way I can use reinforcement to increase the likelihood of my roommates doing things I want the too.
7) Once you are done with your post make list of the terms and terminology you used in your post.
Reinforcement, punishment, topography, functional behavior, extinction, antecendent, discriminatic stimulus, establishing operations.

After reading section 1.5, please respond to the following questions.
1.) What was one thing that you really liked that was in the section? Why?
I liked the diagram of the four outcomes of reinforcement. Seeing it visually set up helped expand my understanding. The diagram can help you analyze any scenario by answering two simple questions, whether or not the behavior occurred and whether or not the reinforcer was delivered.

2.) What was one thing that you disliked (or liked least) that was in the section? Why?
At first I did not fully understand what exactly you wanted us to write about in one of the sections. The section seeking target behaviors for each behavioral class (overeating, exercising, cheating). Once I continued reading past that section, it began to make more sense. I wish there was more examples in that sections that I could compare my answers/ideas to.

3.) What are three things you will remember from what you read in the section? Why?
a.) I will remember that the baseline is the measurement of the target behavior prior to a behavioral intervention. This is important when trying to evaluate if the intervention was making a difference.
b.) I will remember that target behaviors need to be identified and defined precisely. Just like the example given in the text, everyone may interpret actions differently depending on the context. To successfully lead a classroom, it’s important to have everyone understand the expectations of their behaviors.
c.) I will remember the difference between topographical classes of behavior and functional classes of behavior. Topographical classes look similar but functional classes share a common function. Just because two behaviors share a topographical behavior class does not mean they share a functional behavior class.

After reading section 2.1, please respond to the following questions.
4.) What was one thing that you really liked that was in the section? Why?
In this section I liked how we were asked to brainstorm three behaviors we personally want to increase and three behaviors we personally want to decrease. It was really made clear in this sections that reinforcement is more desirable in most situations.

5.) What was one thing that you disliked (or liked least) that was in the section? Why?
There was nothing in this section that I necessarily liked the least. It was all pretty pertinent information.

6.) What are three things you will remember from what you read in the section? Why?
a.) I will remember that a differential reinforcement of other (DRO) is when you change a behavior from that would ordinarily be punished into one that would be reinforced. This is important because reinforcement is more desirable.
b.) I will remember the discriminate stimulus affects the likelihood of emitting a particular behavior. It occurs in the antecedent. If you tell an inappropriate joke at a party that behavior will elicit laughter from your audience. If you tell an inappropriate joke at church, that behavior will more than likely elicit an undesirable consequence. Context is important.
c.) I will remember that Establishing Operations work on the “C” part of the ABC’s. It works by altering the value or the strength of the consequence. You are in control if you want to make the aversive stimuli more or less aversive. Same with a pleasing stimuli.

7.) How have you been thinking about or using behavioral methods as they relate to your own life?
While reading the textbook materials I often find myself thinking about past situations I’ve been in and how I could have altered the outcome of the situation if I knew the techniques and information I have learned so far in this class. I have gained experience with kids with behavioral issues while working at Bremwood. I have used some of these technique without even know the technical words for it. I also think about how I can manipulate my sibling’s behaviors. It’s proven to be very interesting.

8.) Once you are done with your post make list of the terms and terminology you used in your post.
Reinforcement, reinforce, target behavior, baseline, topographical classes of behavior, functional classes of behavior, elicit, consequence, antecedent, punished, reinforced, establishing operations, discriminate stimulus.

1.I really liked the chart at the end that was telling about the behavior occurring and if it was reinforced or not.
B.It was really helpful to me because I am a very visual learner, where as I understood what was being said. The chart will help concrete it into my brain.

2. I do not like how much this section seemed to repeat itself on how precise we need to be. I know that its purpose was to drill how precise we need to be especially in defining target behaviors. Even knowing that it still felt like the book did not think I heard it the first time.

3. The first thing that stood out to me was the precision that was needed in the language of behavior modification. I just said that it was one thing I did not like hearing multiple times, but because of that fact I think I will remember it the most.
B. The next thing that I believe will stick with me is how we should define target behaviors. I knew somewhat what was needed to call something a target behavior but I never even thought about the context. Different situations change if it is a disruptive behavior or one that is expected/ encouraged. Along with that we also need to think about the topography of the behavior and the function.
C. The Third thing that I think will stick with me is inter-observer agreement. This is because it is such an important part of behavioral modification. It shows that the wording of a target behavior must be precise so that different people will consistently reinforce or punish the same behavior.

4.I liked that there was more charts and diagrams in this section.
B. I am a visual learner so the charts and diagrams help make things stick in my head better then if I had just read then.

5. The thing that I liked the least out of this section is the fact that the reason behavior is modified was put into just four categories. This is because none of the categories were bad. Such as modifying the behaviors someone emits for out own gains. I think that those kinds of modifications should be talked about.

6. The first thing that stuck out to me in this section is discriminative stimulus because it had some great examples and is also really important to behavioral modification.
B. The next part that I think will stick with me is the review over deprivation and satiation. It talked about what it was gave some great examples then talked about the research. The research made it more of a real world application.
C. The third thing that peeked my interest more then the rest was the context section. It was talked about in the section 1.5 reading as well as here. It made me think again how important context is to the behaviors. Different context will elicit different consequences either adversive or pleasurable.

7.I have been breaking down peoples behaviors more. I also have been looking for ways I am being modified such as commercials using establishing operations to get me to buy certain things. It has made me look at my world more deeply.

8.Terms used-reinforced, target behaviors,precision, behavioral modification,context, disruptive behaviors, topography, function,consistently, emits,discriminative stimulus, deprivation,satiation,elicit, pleasurable, adversive, modify, establishing operation

1 a&b) What was one thing that you really liked that was in the section? Why?
I think a functional behavior class is very interesting. When someone emits the behavior of opening a door, I would guess they automatically picture someone turning a door knob to open it, but stepping on a sensor mat could work the exact same for the target behavior of opening the door.

2) What was one thing that you disliked (or liked least) that was in the section? Why?
I understand that you said in the text that we will cover baselines in more depth later, but the part on getting a baseline and observing behaviors isn't the most clear on what people are looking for in these situations. I am not too worried as I am sure it will make sense when we get to it.
3 a,b&c) What are three things you will remember from what you read in the section? Why?
A) That topographical behaviors are ones that look similar, but may serve as a different function. This intrigues me a lot because you have to know the context or the function of a behavior for it to make sense. Someone can be yelling at the top of their lungs in a football stadium trying to distract the opposing team or they can be doing it because they just fell of a jungle gym and broke their arm.
B) The same can be said about functional behavior classes, and how they are interesting. I will be able to remember them because of the example on opening doors, and how the target behavior is the same in all instances of someone opening a door, the way they do it can be very different depending on certain circumstances.
C) I will be able to remember the part on behavioral control as well, as the teacher was missing the first step in fixing his problem of disruptive children. He should have assessed what behaviors the kids were emitting, and in some instances what was eliciting the behavior (for example maybe the kid was in dire need of a bathroom break and that is why they left the class in the middle of lecture).
4 a&b) What was one thing that you really liked that was in the section? Why?
I enjoy Skinner's thoughts that reinforcement is more effective behavior modification than punishment. Punishment should only be introduced when it is more important for the current behavior to stop instead of trying to change the behavior to be more pleasurable.
5) What was one thing that you disliked (or liked least) that was in the section? Why?
I wasn't a huge fan of the review of the ABCs and the terms emit and elicit. I feel like I have had those down relatively well for awhile now and would like to keep using them, but not reading what they are.
6 a,b&c) What are three things you will remember from what you read in the section? Why?
A) I will remember that Skinner's theory is that reinforcement is more important than punishment. Again I would have to agree, since reinforcement allows for learning the preferred behavior.
B) There are four reasons that most people would agree allow for manipulating another person's behavior. All four actual are behavior classes.
C) Lastly, the discriminative stimulus section was neat to read since I had not read that section yet, but made an example earlier in this assignment close to the one in the text. That being when you can yell loser and it is in the proper context.
7) How have you been thinking about or using behavioral methods as they relate to your own life?
I would say my thought process of why people act the way they do at certain times has been facilitated. The fact that this world really isn't random at all, and that there is a reason behind almost all actions or behaviors in general is an interesting thing to acknowledge.
8) terms:Emit, target behavior, baselines, observing behaviors, topographical class, functional class, behavioral control, elicit, reinforcement, behavior modification, punishment, pleasurable, discriminative stimulus

Section 1.5
1.In this section of reading I particularly enjoyed reading about the differences between topographical and function. I liked this part of the reading because I had never truly thought about these differences before that occur in behaviors. I also liked this section because it gave good examples that people use every day and just to see how different they are and how they can be evaluated behaviorally.

2.In this section I didn't care for the diagram at the end. I believed that the explanation used in the text was good enough but the diagram on reinforcement, extinction, reinforced unwanted behaviors and nothing was confusing to look at. I think trying to look at the diagram made me more confused so I just re-read the text and skipped over the diagram.

3.The first thing that I will remember from this text is behavioral classes. In last week’s assignment it said make sure that the behaviors are not behavioral class and I had no idea what that meant so the explanation was good because I now understand. I also liked how they gave examples of what behavioral classes were and it gave a good in-depth explanation of it. The second thing that I will remember from this section is inter-observer agreement. I will remember this because it was a big part of the reading. I will also remember this because it goes along with reliability of the behavior modification. If a behavior is not defined properly and a behavior is being reinforced or punished differently then there will not be a consistent outcome. I believe that this is an important part of behavior modification because without consistency then the outcome will not be what is desired. The last thing that I will remember from this section is target behavior. Although we had learned what a target behavior was in previous readings I liked the in-depth explanation this reading provided. I like how it explained superstitious behaviors and the intervention process. I also liked how the definition can a good example of cause and effect scenario dealing with target behavior.

Section 2.1
4.In this section I really liked how key terms were reviewed. This is a good way of studying and keeping the terms fresh in our minds. I also liked the review because it explained some of the terms using different examples and different illustrations which helped me better understand some of the words that I had previously been struggling with such as the true definition of antecedent and establishing operation.

5.In this section I did not like the part about the animals when dealing with satiation and deprivation. I understand that this is all necessary in our understanding of behavior modifications and psychology as a whole but it was a bit disturbing. It was disturbing in the context of the words that they were using the example to explain.

6.The first thing that I will remember from this reading is that reinforcement is always a better tool then punishment. Using reinforcement is better because it increases a behavior and people associate reinforcement with being pleasurable and this usually results in better outcomes. On the other hand when using punishment and decreasing a behavior people tend to associate aversion with this and don’t respond as well. The second thing that I will remember from this reading is the idea of a discriminative stimulus. A discriminative stimulus is an antecedent which affects the likelihood of emitting a behavior. Although we had discussed this term previously I thought this reading explained it better and used better examples which helped me understand it more. The last thing that I will remember from this reading is the definition of behavior modification. I liked how this reading gave an actual definition of behavior modification and put it in terms that we have already learned. I think this gave me a better understanding of the class and the things that we are learning.

7.I have used what we have been taught in class to change some of my own behaviors that are unpleasant to me. I have been trying to manipulate my own behaviors using self-directed behaviors. I have tried to reward myself for behaviors that I want reinforced rather than punishing myself which is what I used to do. The tools that we have learned have helped me alter these behaviors and ultimately feel better about myself.

TERMS: topographical, function, behavior, reinforcement, extinction, behavioral classes, inter-observer agreement, reliability, consistency, target behavior, superstitious, intervention, antecedent, establishing operation, satiation, deprivation, punishment, pleasurable, aversive, discriminative stimulus, emitting, behavior modification

1) I really appreciated the fact that moderately difficult concepts were presented along with easy to understand examples. The example of John was consistently used in this section so it was easy to follow along with his progression in the introduction of new terms.
2) I disliked that the sections that we were supposed to fill in ourselves weren’t really emphasized. It seemed to me as though only one of them was really incorporated into the text. When I am asked to come up with three topographical classes of behavior after only being given one example previously, it is very difficult for me to come up with more. I in fact didn’t fill out most of this section because the only other topographical class of behavior that I could come up with is writing notes, and I’m not even sure if that fits the classification very well. My thought process was that when we take notes in class we can copy verbatim, paraphrase, or a combination of both, write with very little pressure, write with a lot of pressure, write in pencil or pen or marker or crayon. Like I said, I am not even sure if this is a sufficient example or not.
3) I will remember the definition of topographical class because of the example that was presented in the last section, the comparison to a topographical map. Things look the same on the surface. I will also remember the example of waving for topographical and functional classes of behavior. We wave to say hello and goodbye, but also to shoo away a fly. These both have similar topographical appearances, but have different functionality. I will also remember the chart on the last page. I very much enjoy charts like these because I am introduced to them often. In this way the information is being consistently presented to me so I am more likely to retain information presented to me in this way.
4) I really enjoyed the fact that even though this was probably the longest section of text yet, it didn’t really feel like it. The information presented was very interesting and easy to follow, so I did not have a hard time reading 16 or 17 pages as I would have in another textbook. I also appreciated the pictures that were included in this section, as I do not recall them being a part of any other section. It was also beneficial that the pictures were actually referenced in the text as opposed to just stuck in the side with a one sentence caption, as most textbooks are fond of doing.
5) I really dislike when textbooks mention an idea but then do not explain it. They just simply say “will be discussed later on” or “will be discussed in chapter…” Now an idea has been introduced to me that I would like to know more about but won’t be explained until later. This was done in this section with the brief introduction of DRO or differential reinforcement of other. All I know about this topic is its name and the one sentence definition: “changing a behavior from one that would ordinarily be punished into one that would be reinforced is referred to as…” I really do not appreciate this because now I am looking to know more.
6) I will remember the use of satiation in this section with reference to hamburgers. However, I prefer to look at it in terms of snow days: one snow day is awesome, two in a row is pretty great, by the third one starts to get bored, and by the fourth, fifth, sixth, or seventh on is so bored that they might be looking forward to classes again. This is a very silly example though because it is still September, but it is how I will remember it because that has actually happened to me. As my schedule for the semester is now I do not have classes on Monday, Wednesday, or Friday so if a Tuesday or Thursday were to become a snow day, I would have 6 days off in a row and that is a lot. I will also remember the four base reasons to modify behavior because at least two of them are fairly obvious. The four base reasons for modifying behavior are: the behaviors bother the individual, the behaviors bother others, the behaviors may lead to trouble, and the behaviors are illegal. I will also remember that those four base reasons can be explained in terms of punishment, like above, or in terms of reinforcement. When phrased in terms of reinforcement, they are: make us feel better about ourselves, make us more pleasant to be around, keep us out of trouble, and are legal.
7) I would very much like to change my sleeping routine. I have been trying to do this the past two and a half years of college, but I still haven’t gotten it right. I have insomnia so some nights, like last night, I don’t fall asleep until 4 am. Today that wasn’t a huge problem because I didn’t have class in the morning so there was no consequence for not getting out of bed in a timely fashion. However on the days that I have morning classes this becomes more of a problem. In past semesters I have been known to miss classes because I would not hear my alarm clock going off right next to my head. I am aware that this is not a valued behavior so I am looking into ways to reinforce myself for good sleeping behaviors that I emit.
8) Terms: topographical, functional, behavior classes, satiation, reinforce, emit, consequence, modification

1) One thing that I really liked about this section was the examples that it gave to explain the concepts. They were very simple examples to make a complicated word seem a lot simpler. The example of opening a door made the concept of Functional Behavioral Classes a lot easier to understand.
2) One thing that I did not like, or rather struggled with, in this section was making target behaviors as specific as they needed to be. I still have trouble knowing if I am being specific enough when I am doing the internet video activities.
3) (a) The first thing I will remember about this section is the difference between Functional and Topographical Behavioral Classes. Topographical means that a behavior looks the same but has different meaning (like a hand wave) and Functional means that many different behaviors can lead to the same outcome (like opening a door) (b) I will also remember that context is important. Some behaviors are OK in some circumstances, but not OK in others talking may be ok on a bus but not so ok in a classroom when it is important to be listening to the teacher. (c) One more thing that I will remember the importance of inter-observer agreement. If the behavior occurs and the reinforcer is delivered, reinforcement occurs. However if the behavior occurs and the reinforcer is not delivered, extinction happens. If the reinforce is delivered when the behavior does not occur, unwanted behaviors will be learned. The diagram at the end of the section made this very easy to understand.
4) One thing I liked about this chapter was all the review it had. Terms like discriminative stimulus, establishing operations, satiation and deprivation made a lot more sense to me after they were brought up again.
5) One thing I did not like about this chapter was the list of 4 reasons to change behaviors. The reasons that were laid down were very simple and do not account for every situation. There are many behaviors that would not fit into these reasons that would need to be changed and there would be a lot of behaviors that would make the list but would not necessarily need to be changed.
6) (a) One thing that I will remember about this section is the reinforcement is always better than punishment. If I want to stop eating junk food, I should instead try and replace the junk food with something healthy and reinforce that behavior. (b) I will also remember that the same behavior can be punished or reinforced depending on the antecedent. Shouting is reinforced in a football game but it is punished at the library. (c) Finally, I will remember elicit versus emit better by thinking of them in respect of the ABC’s of Behavior. Antecedents elicit behaviors while emitting happens during the actual behavior itself.
7) There are many ways I could use behavior modification in my own life. The biggest thing that comes to my mind right now is out new puppy. He is a bit of a troublemaker. After reading this chapter, I think our main problem is that we spend most of the time punishing bad behaviors. As a result, he does a lot of bad stuff while we are not looking. I think that things would be better if we spent more time reinforcing desirable behaviors.

Terms: Functional Behavioral Classes, target behaviors, Topographical Behavioral Classes, context, inter-observer agreement, reinforce, reinforcement, extinction, antecedent, punishment, discriminative stimulus, establishing operations, satiation and deprivation, ABC’s of Behavior, elicit, emit

1 a&b) One thing I really like in section 1.5 is the difference between topographical and functional behavior classes. I found it very interesting that behaviors can vary on the way they look but still be alike in the way of looking the same or have the same outcomes. The example on waving really made the difference between the two words very clear. I also liked it because it was very easy for me to understand and to see examples everywhere in my everyday life.

2) One thing I like least about in this section is the behavior/reinforcer diagram on the last page. I didn't like this one as much because it isn't clear to me. I do not fully understand how the four words in the boxes work with the reinforcer delivered and behavior occurred on the outside of the box.

3 a,b&c) Three things I will remember from this section include target behaviors, topographical, and functional. I will not forget target behaviors because of all the examples we were to give and the detail the book goes into explaining target behaviors. Also just the importance of the context of the behavior and how it occurred. As well as defining a good target behavior. The importance was revealed to me by having to give so many examples. I will not forget topographical behavioral classes because it was explained in so much detail that it is very clear on what it is and means. This is the same for functional behavioral classes too. The examples that I had to give for each of them helped me realize the difference between the two and what things in my life are examples of these.

4 a&b) One thing I really like in section 2.1 is the review of things we have already covered. Also, the detail that we didn't have before of each of them. The things reviewed were behaviors, antecedent, behavior, consequence, establishing operations, elicit, emit, satiation, and deprivation. For all of these a deeper explanation was given and more detail and examples about each of them. I also enjoyed the comparisons of a few of them with each other.

5) One thing I like least about this section is the topic of deprivation and satiation in research. I did not like the fact of them starving the animals as an establishing operation. I felt like that was animal cruelty. I do not think that is right to do something like that to the animals. I know that we wouldn't do that to humans unless the volunteered, but still it would look inhumane.

6a,b&c) Three things I will remember from this section include behavior modification, reinforcement being better than punishment, and the difference between satiation and deprivation. I will remember behavior modification because this section goes into great detail in describing what it is. The statement of it being better to reinforce than to punish really stuck out to me. I think this is because I grew up in a family where punishment was bigger than reinforcement, so punishment seems to dominate reinforcement. This has opened my eyes to a better way of modifying behaviors and reacting to behaviors. I will not forget the difference between satiation and deprivation because before this section, the both of them were cloudy in my mind. But this section has cleared them up for me and made them understandable and relatable. The examples of the two of them and the difference made in the examples made the difference between the two very clear for me.

7) I have been thinking about behavioral methods and how they relate to my life every day. I have thought about things I have done or things I have seen my friends or people around me (specifically my work environment) have interacted. I have used behavior methods in my life on my roommates and my friends. I have been positively reinforcing a bunch of freshman to get involved in things they never would before as well as reinforcing my roommates to be tidy. I have reinforced my freshmen friends by inviting them to any event I am going to, talking about how fun it will be, and then making sure they have a great time. I have been reinforcing my roommates by asking them to keep the living room clean and then inviting people to come over as well as keeping our door to the hallway open. This encourages them to stay tidy in the living room so others do not see it.

8) TERMS: topographical, functional, behavior classes, behavior, reinforcer, target behaviors, reinforce, antecedent, consequence, establishing operations, elicit, emit, satiation, deprivation, behavior modification.

1. I appreciated the chart of the four connections between behaviors and reinforcements. Under certain circumstances charts elicit a learning behavior that allows me to understand the topic more effectively. It also shows that it is very important to have the target behavior clearly defined so that unwanted behaviors are not reinforced, and that desirable behaviors are reinforced, thus staying clear of extinction.

2. I felt that this section was very informative as a conclusion to the chapter, but I wish that there would be further writing practice in class so that feedback could be given. It's nice to have the spaces to write within the text, but sometimes it is difficult to decipher if it's being written correctly.

3. a. I will most definitely remember that it is important for the target behavior to be clearly defined, because confusion can lead to unwanted behaviors or to the extinction of desirable behaviors if they go undetected. b. It is also important to remember that it is very important to recognize the target behavior after defining it, if the person giving reinforcing the behavior misses his/her mark, the goal may be entirely screwed. c. Lastly, in the example of waves the text says that they “are a topographical behavioral class, but not necessarily a functional behavioral class, will remind me to be discriminate within my descriptions because the language of behaviorism needs to be precise.

4. The list of why people wish to decrease maladaptive behaviors, or increase desirable behaviors, was helpful, because it also gave examples within the text. I would hope that these would be obvious signs for an individual to want to change the error of their ways, but it's not always so easy to change-which is where the positive and negative punishments or reinforcements are employed.

5) What was one thing that you disliked (or liked least) that was in the section? Why?
All the talk of hamburgers was especially dissatisfying. It's 10:30, my son is in bed, and there is no way I can go and get one.

6. a. Skinner believed that reinforcement should be applied liberally to pleasant situations, because he believed that reinforcement was the only way to teach new, and desirable behaviors. b. I will remember the four behavior classes discussed as to why people would want to change their behaviors, or behaviors in others, because circumstance is different for everyone and behavior modification should be molded to the needs of the individual even though it also manipulates that individual. c. Reinforcement is a more effective tool than punishment, because undesirable behaviors can be displaced according to Skinner, and if the maladaptive behavior is displaced it will only occur elsewhere.

7) I have been thinking about reinforcement and punishment a lot this week. My son has been acting out at school, and I have no idea why. I am trying to think of ways to elicit a desirable response from him, but it's difficult when he is at school for half of the day. It's that inter-observer agreement that's got me down.

8) Terminology: behavior, reinforcement, elicit, target behavior, extinction, desirable, topographical, behavioral class, functional, punishment (positive and negative), behavior modification, inter-observer agreement

1. My favorite thing about this section was the real world example of the former UNI student who is now a teacher in the explanation of defining target behaviors. This was my favorite part of the section because the way this example was given allowed me to understand the importance of defining target behaviors on a deeper level. Showing the importance through this example allowed me to think through the example, which is what gave me the deeper understanding in comparison to if I would have just read statements about why defining target behaviors are so important.

2. My least favorite thing about this section is the distinction between functional and topographical behavioral classes. This was my least favorite part of the section because of the difficulty I had distinguishing between the two different types of classes. I had written down opening a door as an example of a topographical behavioral class, only to then read in the next paragraph that opening a door was used as an example of a functional behavioral class. To me, many of the examples that can be given as a topographical behavioral class also apply to a functional behavioral class and vice versa. I need to be careful in this area, thinking about whether the behavioral classes look alike on the outside, or are alike in their results when classifying.

3. The three things I will remember from this section are:
a. I will remember the concept of intervention, when a consequence is administered after a behavior occurs. I will remember intervention because when I read the term in the text I immediately thought of an intervention of someone who has an addiction, where all the people who care about the person with an addiction surprise the person by all being in one room in order to convince the person to get help. As soon as I read the definition of intervention in behavior modification terms I realized the thoughts I originally had about the term are similar to the definition, the intervention is the moment someone steps in to try to modify someone’s behavior; either administers reinforcement or punishment.
b. I will remember that there are four outcomes that can occur when you reinforce a behavior, reinforcement will occur, unwanted behaviors will be learned, extinction will occur, or nothing will occur. I will remember this concept because of the diagram showing these possible outcomes at the end of the chapter. When there is a complex concept introduced that has different factors involved I remember the information better when I have a visual. When I need to recall the concept I can then picture the diagram in my mind to help me recall the information.
c. I will remember the three reasons why it is important to define a target behavior: behaviors have different topographical classes, functional classes, and have different meanings depending on the context. I will remember these three reasons because of how these three reasons were introduced, each separately and with examples, and also because of the repetition of these three reasons. The reasons were stated several times throughout the section after being introduced, an example was given to show the importance of the target behavior being defined, there were exercises for each section, and there was an exercise that required me to list the reasons.

4. My favorite part of this section was the four reasons why we change our behavior: (1) the behaviors bother us, the individual, (2) the behaviors bother others, (3) the behaviors may lead to trouble, and (4) the behaviors are illegal. This was my favorite part of the section because these four reasons were the answer to the question I have had since beginning this class, why do we change our behaviors? I previously had thought about why I would want to change my behaviors, for example, I want to eat healthier to be healthy, but I never thought about the broad context of why we change behaviors and learning these for reasons showed me that all the reasons why we change behaviors fit under one of them, for example, I want to eat healthy because my unhealthy behavior bothers me, falling under the first reason.

5. My least favorite part of this section was writing target behaviors. Writing target behaviors was my least favorite part of the section because when I wrote the target behaviors I ended up writing goals of how to increase or decrease behavior instead of just describing the target behavior. When it came down to writing differential reinforcement of other, I realized I had already done that for the behaviors in the target behavior I wanted to decrease because of how I wrote them. I need to be careful when writing target behaviors to not write a goal of how to correct the behavior, but to just descriptively describe the behavior I want to increase or decrease, not write how I will do it.

6. The three things I will remember from this section are:
a. I will remember the concept of DRO, differential reinforcement of the other which is changing a behavior from one that would ordinarily be punished into one that would be reinforced. I will remember this concept because it makes sense to me that a new behavior can be learned much easier when reinforced rather than punished. I know I am more likely to do something when I will be given a reward for my work, verses being punished because I did a certain behavior. It makes sense to me that people will change if they are encouraged versus put down like punishment often is.
b. I will remember the concept of satiation, reinforcement no longer works, and deprivation, making a stimulus more reinforcing, being establishing operations, altering the strength of the consequence. I will remember this concept because when all three of these terms were introduced, satiation, deprivation, and establishing operation, I found them all a bit confusing because I didn't see how they fit in the world of behavior modification, but seeing how satiation and deprivation fits within establishing operation, I now understand the concepts deeper. I am a very organized and precise person so seeing the terms described in this way really helped me to understand them.
c. I will remember how signs are all discriminative stimulus, stimulus’ that affect the likelihood of emitting a particular behavior. I will remember this concept because when I read this I realized how many signs I obey everyday so I am constantly immersed in behavior modification terms and principles. Learning this really showed me how much behavior modification is in my everyday life.

7. The biggest way I have been thinking about behavior modification as it applies to my own life is in raising kids. I have a strong desire to be a mom someday so learning about behavior modification makes me think about the parenting styles I might choose to use when I am a parent someday. I am thinking about how I might use reinforcement and punishment when teaching my children to behave. I also find myself thinking about behavior modification when I see the behavior of other people. I find myself thinking about what caused their behaviors and the consequences from them. I have not applied behavior modification concepts to my life as much as I would like and would like to do this more moving forward to make positive improvements in my behavior.

Terms: target behavior, behavioral class, topographical, functional, intervention, consequence, reinforcement, punishment, reinforce, extinction, differential reinforcement of other, satiation, deprivation, establishing operation, discriminative stimulus, behavior modification

1) I really enjoyed the section taking about defining a target behavuor, in that you have to be specific and preside about the behavior you are talking about. This is important to me because I don't ever fine the correct way to describe a behavior to describe the correct behavior I'm telling someone.
2) I didn't like the section on base line, and this is mostly becuase i didn't quite comprehend this part.
3) The following three points I will remember becuase it made aware to pay more attention to details. In order to understand the behavior I have to be more specific on the behavior I'm trying to modified.
Behavior can be alike in many ways, they can be alike in the way they look.
Sometimes in order to better understand a behavior you might ask, what does the disruptive behavior look like when you see it?
The context in which the behavior occurred was important as well.
4) The behaviors that can be address with reinforcement, is ourselves, other, illegal, or troubling later on. I like this becuase as human we think about these behaviors if not all at the same time but at least once a day. We want to a dress our behaviors and fine ways to fix them.
5) I did not find anything in this section I dislike
6) The three things I will remember from this section, is the introduction for a new definition of reinforcement and punishment. The four reasons could be stated in behavioral class and the section on deprivation and satiation on in research. These bring a new perspective in behavior modification.
7) I been thinking of behavior methods since I could, especially more after taking psychology classes. If you could change a behavior why wouldn't you, if it's beneficial to yourself and others why wouldn't you try to modify it,
8) target behavior baseline, disruptive behavior, context, punishment, reinforcement, deprivation, satiation, behavior modification, psychology

1. I really like the John example because it exemplified where confusion could derive from behavioral functions and behavioral topographies. It also showed the importance in having a more specific definition of a target behavior and how context could affect them throughout his efforts of achieving behavioral control. I was just really impressed that the one example could incorporate so many different topics from the lecture.

2) I was pretty frustrated with the vague definition of inter-observer agreement. From what I could tell from the reading it had something to do with creating a very specific definition of a target behavior, which I assumed was the agreement between the observers, in order to make sure they observed close to the same amount of behaviors. I looked up elsewhere to find out that I was semi-correct and that it wasn't really an agreement but more it was about the observers natural ability to “agree” or come to the same numerical conclusion as the other. To do this of course used a specific target behavior and involved the number of similar observations related to the behaviors emitted or elicited, just in different ways.

3) I will remember that interventions are basically the process of initiating the behavioral modification procedure after emitted behaviors happen in good and bad situations where I previously believed it only happened in bad situations after many continuous emittings of a behavior. I will remember the behavioral classes are apart of a classing system to incorporate functions and topographies. I will also remember that in order to determine success or failure of a behavioral intervention, you must use a baseline which is the rate in which the target behaviors are occur.

4) I liked that showing the example of why to change a behavior would also be a good example of how to create behavioral classes as well.

5) I didn't like that it wasn't clearly shown how discriminative stimuli is different from the antecedent. The section did say that it functions as an antecedent but didn't tell if it was basically another word for antecedent or if antecedents could occur without it.

6) I will remember the four different reasons to change behaviors, so I can better classify negative or aversive behaviors. I will remember that differential reinforcement refers to the changing of a behavior from one that would usually be punished to one that can be reinforced because the term is almost self-defining but the actual definition is now in my knowledge base so it will be easy for me to relate the two. I will also remember that satiation and deprivation are establishing operations that either increase or reduce the efficacy of a reinforcer.

7) I think the biggest change in my life I've been making is to not only recognize my part in the behavioral sequence that occurs around me at all times, but to also make a point to not reinforce the behaviors that I don't like in others.

8) context, behavioral functions, behavioral topographies, emitted, elicited, interventions, behavioral classes, behavioral control, baseline, differential reinforcement, discriminative stimuli, satiation, deprivation

After reading section 1.5, please respond to the following questions.
1 a&b) What was one thing that you really liked that was in the section? Why? - One thing I liked about this section was that we learn functions of behaviors and topography of behaviors are different, but can be interrelated. I liked it because it is something that must be understood to be successful at behavior modification.
2) What was one thing that you disliked (or liked least) that was in the section? Why? One thing I liked least in this section was the reading on inter-observer agreement. This was because it got confusing after awhile. Also, I wasn't fully understanding how detailed some target behaviors have to be.
3 a,b&c) What are three things you will remember from what you read in the section? Why? - Three things I will remember from this section:
1. Topographical behaviors are behaviors that look similar.
2. Behaviors that lead to the same outcome are functional classes.
3. When attempting to reinforce behavior, there are four possible outcomes that can occur.
I will remember these because 1 & 2 were the easiest terms for me to understand in this section and there was a chart that helped with number 3 because visuals help me learn better.
After reading section 2.1, please respond to the following questions.
4 a&b) What was one thing that you really liked that was in the section? Why? - One thing I liked about this section was that it was a brand new section - Behavior Modification. I liked how there were a lot of pictures, graphs, and write-in activities that will reinforce my homework completion for this class.
5) What was one thing that you disliked (or liked least) that was in the section? Why? - One thing I disliked about this section was when it talked about DRO (differential reinforcement of other). This section wasn't as clear to me as all of the other sections.
6 a,b&c) What are three things you will remember from what you read in the section? Why? - Three things I will remember from this section:
1. Descriptive stimuli can be the antecedents.
2. Establishing operations can alter the strength or value of a consequence whether it is pleasing or aversive.
3. Advertisements and commercials are examples of establishing operations.
I will remember these three things because they were the points that I understood the most.
7) How have you been thinking about or using behavioral methods as they relate to your own life? - Ever since I have started this class and began learning the material, I have honestly thought about terms from class outside of class. There have been numerous situations that have occurred in my everyday routine where I have noticed what I've learned in class make sense to me in the real world. One example was when I was with my girlfriend and I bought her a gift. When I gave it to her, she smiled and told me how much she liked it. This was reinforcement to me because it increased the probability of me getting her gifts in the future.
8) Once you are done with your post make list of the terms and terminology you used in your post.
Terminology used: Inter-observer agreement, target behaviors, topographical behaviors, functional classes, reinforce, behavior modification, DRO (differential reinforcement of other), descriptive stimuli, antecedent, consequence, establishing operations, pleasing, aversive.

After reading section 1.5, please respond to the following questions.
1 a&b) What was one thing that you really liked that was in the section? Why?
a)I really liked learning that in order to modify a behavior inter-observer agreement has to come into play or else the behavior may not increase or decrease, depending on the targeted behavior.
b)I liked learning about this because this could occur with divorced parents. When the child visits different parents they might have different reinforcement or punishment for a particular behavior which would lead to a discrimitive stimuli. For example, if mom doesn't let Suzy have a snack before dinnner and Dad does. The discrimitive stimuli is Suzy can have snacks at Dad's house, but not Mom's.
2) What was one thing that you disliked (or liked least) that was in the section? Why?
The thing I liked least about this section was the lack of examples on topographical behavioral class. I did not like the lack of examples because I had trouble coming up with different topographical class bheavior examples.
3 a,b&c) What are three things you will remember from what you read in the section? Why?
a) I will remember that you cannot change a behavior by what it looks like because it may have a different function than what it looks like (topographical).
b) I will remember that target behaviors need to be specified because if the behavior isn't specified then the likelihood of increasing or decreasing the wanted/unwanted behavior might not occur.
c) I will remember befor you reinforce or punish a target behavior you need to measure the behavior with a baseline. I will remember this because it tells whether the reinforcement or punishment was affective.
After reading section 2.1, please respond to the following questions.
4 a&b) What was one thing that you really liked that was in the section? Why?
a)One thing I really liked about this section was the reasons for changing behavior. b) I really liked this because some people believe that is wrong to manipulate someones behavior, but this section explains why we have reasons to change a behavior.
5) What was one thing that you disliked (or liked least) that was in the section? Why?
There wasn't anything in this section I disliked.
6 a,b&c) What are three things you will remember from what you read in the section? Why?
a) I will remember that it is better to reinforce than the punish. I will remember this because according to Skinner it is more affective in manipulating behaviors.
b) I will remember signs are discrimitive stimuli. I will remember this because I never realized how much they affect our behavior.
c) I will remember the four reasons to change a behavior: They bother us, they bother others, they are troublesome, they are illegal. I will remember these four reasons because it will allow me to keep in mind when a target behavior should be changed.
7) How have you been thinking about or using behavioral methods as they relate to your own life?
As I have been thinking about using behavioral methods on my boyfriend to decrease and increase target behaviors he emits. I have used reinforcement to change his procrastinating and lazy behavior. I have also used punishment when he is a jerk :P

8) Once you are done with your post make list of the terms and terminology you used in your post.

1 a&b) What was one thing that you really liked that was in the section? Why?

a) I found functional and topographical classifications interesting.
b) I never would've put something as simple as waving into thought like that. Of course, when I read it, it seemed like common knowledge that everyone knows. It's just that no ones ever really come out and explained it or for that matter even mentioned it. Of course each wave is different and each one has a different purpose. But not many people would ever think of that. We as humans just do it.

2) What was one thing that you disliked (or liked least) that was in the section? Why?

I had trouble coming up with more topographical examples. If there had been maybe one or two more examples other than waving, it might have been a bit easier.

3 a,b&c) What are three things you will remember from what you read in the section? Why?

a) Context is important. Because, being too general with behaviors doesn't allow you the information you need in order to modify it to the way that you want. (i.e. John's classroom)

b) The difference between Topographical and Functional. Because, their definitions are in their names. Topographical reminds me of topographical maps of certain areas who's function is to show you the general face of the area. Functional's root word is function. Therefore, they are referring to the function the behavior will serve. No matter what way (Topographically) it is done.

c) To make sure and target specific behaviors in order to be able to modify them. Because, the more specific you can get about the behavior, the easier it becomes to be able to modify it.

After reading section 2.1, please respond to the following questions.

4 a&b) What was one thing that you really liked that was in the section? Why?

a) The use of personal examples.
b) It made it easier to understand and put it in perspective of my own personal life.

5) What was one thing that you disliked (or liked least) that was in the section? Why?

I thought this section was nicely laid out and explanatory there really wasn't anything I disliked.

6 a,b&c) What are three things you will remember from what you read in the section? Why?

a) The reasons for wanting to change a behavior. Because, they're mostly common sense. Either they're undesirable/bothersome to someone, the consequence of the behavior is undesirable, or you would just like to improve on a certain behavior.

b) What behavior modification is. Because, again, the general definition is in it's name. You are doing something to modify a certain behavior.

c) The use of signs being mostly reinforcement. (i.e. stop signs reinforce us to stop so that we will not get a ticket)

7) How have you been thinking about or using behavioral methods as they relate to your own life?

I am starting to notice certain behaviors in public and analyzing them more than usual.

8) Once you are done with your post make list of the terms and terminology you used in your post.
Functional, Topographical, Behavior, Target Behavior, Context, Reinforcement, Consequence.

KAB

1) One thing I really liked in this section was the diagram at the end, showing the four outcomes. I think it’s important to see how reinforcing or punishing the wrong target behavior will have a negative outcome. Or how reinforcing or punishing the right behavior has a positive outcome. I like seeing a picture example of how to get the right outcome. So if you do not get the outcome you desire, you can see there are only so many wrong things you could have done. I myself do this with my daughter, accidently reinforcing or punishing the wrong behavior and not getting the outcome I was looking for, all because of a mistake I made. I think doing something wrong, and in all actuality, I am. It’s not just that she isn’t listening, but I am not reinforcing or punishing the target behavior.

2) The description of target behaviors section. I only disliked this because it confused me. I read it over and over and still am unable to give 3 examples that were asked of me. I’m looking forward to better understanding it Thursday in class.

3) 1. The importance of defining the target behavior- how if you don’t know the exact behavior it isn’t easy to modify it. I think this is something I will remember because I will need to know this while working with making my daughter listen. 2. The topography of a behavior- how even though there’s many ways to emit a behavior, it doesn’t always have the same meaning. This is something I will remember because of your waving example, I sometimes wave differently without even knowing it, and find it funny that I do it. 3. The function of a behavior- It’s important to know the behaviors function in order to determine if it even needs to be modified. Again with the daughter thing, this will be something I will think of when she emits a behavior I want to modify. Before I decide to modify it I will now think of its function first.

After reading section 2.1, please respond to the following questions.

4) I liked the section where we talk about behaviors we emit that bother ourselves, and how we would use punishment for them. Then it gets turned into a way to use reinforcement for the behaviors instead. I liked that because it helps me see a way to turn things around. I would much rather reinforce behaviors than use punishment so I thought seeing things this way was very helpful.

5) I didn’t like the area where we are to find behaviors that we have emitted that been reinforced in one context but punished in another. I probably only didn’t like this so much because it was hard for me to understand and I couldn’t think of any examples =(. Hopefully I’ll better understand it after class tomorrow.

6) 1. That punishment can occur naturally. I will remember this because I feel it happening to me over and over every day; forgetting my coat, forgetting an umbrella, wearing the wrong shoes, etc. 2. It is better to reinforce than to punish. I’ll remember this because I am determined to remember it! I need to remember this is order to make my daughter listen better! 3. That establishing operations can be commercials and advertisements. I’ll remember this because I’ll now think of it while watching tv or looking through magazines.

7) I try and use these things I’ve learned with my daughter. It’s so easy to get upset and punish my daughter (she’s three and is constantly trying to see how far she can push things) but this class has made me more aware of how reinforcing good behavior is so much more beneficial than punishment. While I am still not getting results I’d like as in changes, like you’ve said, ‘if it isn’t working you’re not reinforcing anything’. So I’ll keep trying and see how it goes =)

8) reinforcing, punishing, target behavior, topography, function, emit, establishing operations.

After reading section 1.5, please respond to the following questions.
1 a&b) What was one thing that you really liked that was in the section? Why?
I enjoyed reading about target behaviors. It makes sense that order to change an undesired behavior, one has to categorize its appearance (function) and purpose (topography); that way, an observer can consider what acceptable behaviors can be implemented as a substitute. The diagram was also a helpful reference for the outcome of behavior and intervention interaction.
2) What was one thing that you disliked (or liked least) that was in the section? Why?
The impression that even if an observer tries to properly define a behavior, they may still be wrong since the definition has to be so precise. Even if inter-observer agreement is high, is there a chance that both observers are making incorrect assumptions about a behavior?
3 a,b&c) What are three things you will remember from what you read in the section? Why?
The similar appearances of behaviors are topographical; the similar uses for behaviors are functional.
Behaviors can differ in topography but have the same function. They can also have the same topography but have different functions.
Precise categorization is needed in order to change a target behavior.
After reading section 2.1, please respond to the following questions.
4 a&b) What was one thing that you really liked that was in the section? Why?
The addition of discriminative stimulus and establishing operation, and how both bring a new dimension to the ABC flowchart. A discriminative stimulus sets the context for a particular antecedent and (should) elicit a certain behavior. An establishing operation affects a consequence and makes it more pleasing or aversive; in either case, the establishing operation strengthens or weakens the effect of a discriminative stimulus.
5) What was one thing that you disliked (or liked least) that was in the section? Why?
Having to remember that satiation and deprivation are respectively ineffective and effective in modifying behavior. I assumed that satiation would reinforce a behavior reoccurring while deprivation would extinguish it, when it’s really the other way around.
6 a,b&c) What are three things you will remember from what you read in the section? Why?
Deprivation increases the likelihood the occurrence of a desired behavior while satiation decreases it.
Discriminative stimuli are used to set up the antecedents for certain behaviors.
An establishing operation will either strengthen or weaken the effect of a discriminative stimulus.
) How have you been thinking about or using behavioral methods as they relate to your own life?
The list of reasons to change behaviors has helped me to consider the negative aspects of continuing unwanted behaviors and the positive aspects that come with changing them. For example, not studying or doing class assignments will lead to me failing the courses I need to graduate. If I am rigorous in scheduling time to study and complete homework each day, I will increase my chances of graduating and getting my BA in psychology - an extremely desirable consequence.
8) Once you are done with your post make list of the terms and terminology you used in your post.
target behaviors, topographical, functional, intervention, inter-observer agreement, discriminative stimulus, establishing operation, antecedent, elicit, consequence, satiation, deprivation

APLK
1 a&b) What was one thing that you really liked that was in the section? Why?
One thing that I really liked about this section was how much it stressed on the difference between function and topography. It helped that these terms were defined and explained throughout the entire article. The fact that the terms were applied to and specifically explained through examples made it easier to understand and remember.
2) What was one thing that you disliked (or liked least) that was in the section? Why?
There was not much in this section that I disliked; however, if I had to choose something I liked the least I would have to choose the example of the wave behavior in the paragraph explaining behavior classes. I did not like this particularly just because the description was hard to picture, but the concept of the big picture was still clear in that the we can be asked to do the same thing and act them out in different ways depending on how we perceived them.
3 a,b&c) What are three things you will remember from what you read in the section? Why?
One thing I will remember from the reading is the difference between function and topography because it was a point that was thoroughly stressed throughout the entire section. Another thing that I will remember is that we have to be specific about target behaviors we want to change because it was a point that I had not previously thought to narrow down. I will also remember that in order to change or criticize certain disruptive behaviors we have to take into consideration about the context of the situation because sometimes that is an aspect that people often overlook and it is a vital reason as to why many disciplinary techniques do not work under behavioral control from one situation to another.
4 a&b) What was one thing that you really liked that was in the section? Why?
One thing that I really enjoyed about this section was the opportunities for personal participation. I liked that it gave several boxes and questions for us to remember what we learned and apply it rather than just forgetting it once we move on to another section. I also liked the amount of diagrams and pictures throughout the section that explained certain things. I am a visual learner so seeing things drawn out for me really helps me to learn the material and make it more likely for me to remember later on.
5) What was one thing that you disliked (or liked least) that was in the section? Why?
If I were to criticize one point, I would lightly criticize the fact that the ABC’s of Behavior Modification seemed to be repetitive since we had already covered them previously. However, it was also a nice review as to what they were and gave different examples of how relevantly they are applied.
6 a,b&c) What are three things you will remember from what you read in the section? Why?
One thing I will remember from this section is how much effect the context has on the punishment or the reinforcement depending on the situation because it’s a concept is going to be applied in almost every behavior modification situation. I will also remember the definition of a discriminative stimulus is because they are important because most of our behaviors are structured by them. Lastly I will remember that an example of an establishing operation is deprivation because the concept of deprivation is used a lot in science experiments and that is relevant to me as a Biology major.
7) How have you been thinking about or using behavioral methods as they relate to your own life?
I have been thinking about behavioral methods that I have learned in this class almost daily. Learning the ABC’s of Behavior Modifications make me more aware of what I am doing and what the consequences of my actions will be. I use those methods when it comes to school, work, friends, or even certain behaviors of my own. I also think about different ways to apply behavioral methods when it comes to manipulating a rat’s behavior as I research different aspects about rats before I purchase a fury friend this week. A lot of what I have learned within the last few weeks in this class have been beneficial to myself and the relationships I have.
8) Context, function, topography, target behavior, behavioral class, behavioral control, punishment, reinforcement, establishing operation, deprivation

Reading Activity Week 4
Section 1.5
1) What was one thing that you really liked that was in the section? Why?
The thing I liked most about this section was the emphasis on the importance of these terms. When we are working on modifying someone’s behavior, there are several things that you have to keep in mind. You have to be able to tell the function of the behavior (what it aims to do), the topography of the behavior (what it looks like), and the context of the behavior (when it happens. All of these things are so important. And I feel like they are all so commonly overlooked!

2) What was one thing that you disliked (or liked least) that was in the section? Why?
The part that I liked least about this section was the part about observing behaviors. I just feel like this part of the section was packed with too many terms and new ideas. I felt like I was being flooded with information all at the end of the section and it was hard for me to be able to take it all in.

3) What are three things you will remember from what you read in the section? Why?
A. One thing I will remember from this section is the difference between the topography and the functionality of a behavior. The topography of a behavior has to do with how it looks. The example the reading gave was a wave. A wave is a common hand gesture that we are all familiar with. But there are so many different ways a wave can look. There are several different arm movements you can make to produce a wave. And the functionality of a wave is important as well. Maybe you are waving to someone to say goodbye. Or maybe you are waving to say hello. These are two important things that we should know the difference between. And we should also be able to define them in order to identify the specific behavior we are targeting.
B. The next thing I will remember from this section is the importance of how precisely the behavior is described. When we are talking about behavior modification, we are trying to change someone’s behavior. And when you are in the process of observing, and changing said behavior, you need to be sure that everyone aware of the ongoing transition has the same exact idea of what that behavior is. This is very important and I feel that it is probably overlooked often. We too often assume that others are on the same page as us, especially when we think the answers are obvious. But in behavior modification we need to be certain that we are on the same page with what a behavior is, exactly, in order to properly change it.
C. Even though the thing I like the least about this section was the part about observing behavior, I still think it is something I will remember. It was all very interesting to read about. But there was just so much information packed into one part of the section it was hard to take it all in at once. I will remember that it is a complex process (observing behaviors) and it takes very precise measures. There is a lot that goes into measuring and observing someone’s behaviors.

Section 2.1
4) What was one thing that you really liked that was in the section? Why?
One thing I really liked about this section was the emphasis on context at the end of the section. There is a part of this section that talks about the context of certain behaviors and how it can change how we look at the whole ABC process. For example, if you are at a party on a Saturday night, chugging a beer would be considered an acceptable behavior for that context. Your friends might cheer you on, which would be a positive reinforcer and make it more likely that you will chug beer at parties. But if you are at work, in an office setting, that would not be an appropriate place for the beer chugging behavior. Your coworkers will give you dirty looks. You might even get fired. So that punishing consequence would decrease the likelihood of you chugging anymore beer in the office. So as we can see, the context of a behavior is very important. This was interesting to me. And I have also found it is very fun to come up with examples of a behavior in the “wrong” context!

5) What was one thing that you disliked (or liked least) that was in the section? Why?
One thing I really disliked about this section was the part about differential reinforcement of other (DRO). DRO is when you take a behavior that would normally be punished and you change the behavior so that it is now one that is reinforcing. An example of this would be that I want to decrease my behavior of laziness. My laziness would be a behavior that would normally be punished. But I can change it into – go to the gym more. And now it is a behavior that I will reinforce. I do think that this is an interesting concept, but I think it’s too simple. And I don’t like how it was just thrown into the middle of the section. There wasn’t much information on it, and then it was said that it’d be discussed more later on in the book.

6) What are three things you will remember from what you read in the section? Why?
A. One thing I will remember from this section is the list of reasons why we might want to change our own/someone else’s behavior. There are 4 reasons why we might want to change behavior. The first reason is that the behavior may bother us, the individual. The second reason is that the behavior may bother others. The third reason is that the behavior may lead to trouble. And the fourth reason is that the behavior may be illegal. These four things are important to consider because usually when people think about manipulation someone or manipulating someone else’s behavior, they think it is a bad thing. But these four reasons why we should manipulate a person’s behavior prove that it can be beneficial.
B. Another thing I will remember from this section is the concept discriminative stimulus. A discriminative stimulus is an antecedent. And the discriminative stimulus changes the likelihood of a particular behavior being emitted. The section also points out that a context can be a discriminative stimulus. I think that this will be an important term to remember since the context of a behavior is so important.
C. A third thing I will remember from this section is the concept of establishing operation. An establishing operation is something that can make a pleasing consequence more pleasing or an aversive consequence more aversive. I think that establishing operations will be important in my learning of behavior modification because it will help me to make something more or less aversive or pleasurable. It will help intensify the results of research in behavior modification. For example, is we deprive a lab rat of food for a couple days, once we put him in a maze, and he knows the prize (consequence) is food, he will run the maze faster and more efficiently.

7) How have you been thinking about or using behavioral methods as they relate to your own life?
Before reading these sections I would not have placed as much emphasis on the importance of defining the topography, the functionality, and the context of the behaviors that we discuss. I didn’t realize that there were so many different things that went into the concept of behavior. And it is still hard for me, when naming a behavior, to not name an entire behavioral class. But I realize more now, after reading this section, that there are several specific things that you have to consider when it comes to behavior and behavior modification.

TERMS: Target Behavior, Topographical, Functional, Context, Behavior Modification, Observing Behavior, Differential Reinforcement of Other (DOR), Discriminative Stimulus, Emitting, Establishing Operation

1a&b) One thing that I really liked in this section was the topographical and functional classes of behavior. It makes you think a lot more about behaviors. Most of the time, I only see behavior as something that occur on the surface (physically). But after reading the difference between the topographic and function of behavior, I realize that there are so much more about behavior that I need to learn about.

2 ) One thing that I was really confused about that was in this section was the inter-observer agreement. Although explanations and examples were provided, I still couldn’t grasp the meaning on this particular topic.

3a,b&c)
1. The difference between topographical and functional classes of behavior, because they make me think a little more in depth about behaviors.
2. It is very important to identify and define target behavior precisely. I will remember this because during the first lecture, we were all still unsure about the behavioral classes, and instead of specifying a behavior, most of us gave examples of behavior in broad terms.
3. The example given on specifying target behavior (John the high school teacher). It improves my understanding on the importance of being specific when defining target behaviors.

4a&b) One thing that I really liked in this section was everything in this section. I like how the terms are repeated so many times that they will never escape my mind. And I like how more in-depth definitions are provided bit by bit in every sections.

5 ) There was nothing that i disliked about this section.

6a,b&c)
1. The 4 reasons to modify behaviors. Because the examples provided in the section was really clear and fun!
2. The definition of discriminative stimuli. Because I’ve seen it in chapter one and seeing it again helps me remember it well.
3. The difference between satiation and deprivation. The examples and research given helped me remember the terms better.

7 ) I’ve always thought that being able to modify a behavior and see the progress of a changing behavior is interesting. There have been a few situations when I can’t tolerate the aversive behaviors of my friends and my family, but instead of changing behaviors of theirs, I alter my behavior. I would definitely like to try to reinforce or punish a behavior to reduce or increase the occurrence of the behavior of theirs in the future.

8 ) Topographic, function, behavior, inter-observer agreement, target behavior, discriminative stimuli, satiation, deprivation, reinforce, punish, aversive

1.5
1. One thing that I really enjoyed about this chapter was how it went on to explain some of the newer terms. Like the difference between topographical and functional. How it has was nicely explained in the chapter.
2. In this chapter there wasn’t really anything that I disliked. There were a few things where I wished maybe there was a little more explanation of examples but there were enough that I got the point.
3. Three things I will remember from this chapter are:
1. Topographical behaviors are behaviors that look the same. Like stretching your arm in the air. To some people it may look like you are trying to get their attention but you could really just be stretching.
2. Functional classes are behaviors that lead to the same outcome. And its different from topographical behavior because they are actions that have the same outcome.
3. There are four outcomes that could happen when trying to reinforce a target behavior.
2.1
4. What I liked about this chapter is how we put the terminology into a better perspective with the charts and examples.
5. One thing that I disliked about this chapter was that I was tired and wasn’t really into blogging. But nothing was wrong with the chapter I enjoy the book. But in general I don’t like how researchers starve animals for their research cause I wouldn’t want someone to starve me for their amusement.
6. Three things I will remember from this chapter are:
1. 1. There are 4 reasons to change a behavior: They bother us, they bother others, they may lead to problems, they are illegal.
2. It is better to reinforce than to punish. Because it is easier to recreate a none desirable behavior into a desired one.
3. Satiation and deprivation are establishing operations which can alter the effectiveness of the consequence. Satiation is more when a subject is satisfied and deprivation is more keeping a major reinforcement away from a subject so that reinforcement is more reinforcing.
7. I am still learning when it comes to behavior modification. There isn’t much that I like to make assumptions about or think that I know because then I feel like it’s harder to accept new information.

Terminology: Satiation, deprivation, reinforcement, reinforcing, behavior, reinforce, punish, topographical, functional, target behavior.

After reading section 1.5, please respond to the following questions.
1 a&b) What was one thing that you really liked that was in the section? Why?
I think the reading gave a great explication that behaviors can be classified in two ways, functional and topographical. I enjoyed the examples that were given to demonstrate when these words will be used.
2) What was one thing that you disliked (or liked least) that was in the section? Why? Making valid target behaviors took some time because you have to be sure that the context is clearly defined.
3 a,b&c) What are three things you will remember from what you read in the section? Why? I will remember behaviors and behavior classes can be either topographic or functional. I will remember the necessity for the target behavior to be well defined and I will remember the concept of inter-observer agreement and the ways they can work properly or dysfunctional.
After reading section 2.1, please respond to the following questions.
4 a&b) What was one thing that you really liked that was in the section? Why?
I really liked the concept that nothing is learned by punishment and a reinforcer is preferred for a desired outcome. I will remember this because I think it is an important thing to remember living throughout your daily life.
5) What was one thing that you disliked (or liked least) that was in the section? Why? I enjoyed everything in this chapter
6 a,b&c) What are three things you will remember from what you read in the section? Why? I will remember the Differential Reinforcement of Other (DRO). I will remember this because I like the idea that some behaviors that are being punished could work better if they were being reinforced. I will remember that the consequence affects the antecedent. And I will remember how to properly state how you established an operation using satiation or deprivation. I remember that satiation is ineffectivness due to tolerance, while deprivation is enhancing the reinforcement by starvation of it.
7) How have you been thinking about or using behavioral methods as they relate to your own life? I have been trying to think in the terms of a behaviorist but I need more practice on seeing ABC in everyday life. One thing I have thought about was my brother does not hang up his coat after school. My mom comes home and tells him to hang it up or hangs it up for him. This is reinforcing my little brother to come home and throw his coat on the ground. This is an idea I want to bring up at home and see if the behavior will change.
8) Once you are done with your post make list of the terms and terminology you used in your post. Reinforcement, Establishing Operations, deprivation, satiation, target behavior, punishment, consequence,inter-observer agreement, DRO

1 a&b) What was one thing that you really liked that was in the section? Why?
In this section I really liked the examples used about behavioral classes and the difference between topographic vs. functional behaviors because it was making it easier to remember what I read.

2) What was one thing that you disliked (or liked least) that was in the section? Why?
Something I didn't like in this section was the explanation of "intervention" because I found it confusing.

3 a,b&c) What are three things you will remember from what you read in the section? Why?
I will remember the waving example, the superstitious behavior part and the chart because visualizing the examples helps me remember it a lot.

After reading section 2.1, please respond to the following questions.

4 a&b) What was one thing that you really liked that was in the section? Why?
My favorite part of this section was the beginning where it asks to list 10 words we learned because repetition causes memory!

5) What was one thing that you disliked (or liked least) that was in the section? Why?
If there was one thing i did not like it was thinking of three behaviors that i wanted to decrease because that makes me nit-picky about myself.

6 a,b&c) What are three things you will remember from what you read in the section? Why?
I will remember the four reasons for behavior modification, the stuff on Skinner, and the review of ABC's (antecedent, behavior and consequence). I'll remember Skinner because his experiment is well known, and the other two i will remember because they are review!

7) How have you been thinking about or using behavioral methods as they relate to your own life?
I have been using the behavior modification terms in my own life, not necessarily the methods yet!

8) Once you are done with your post make list of the terms and terminology you used in your post.
Behavior classes, topographic, functional, intervention, superstitious behavior, behavior modification, antecedent, behavior, consequence

1) I really liked the examples used to describe the difference between functional and topographical behavior classes. The examples were very helpful in distinguishing the two categories and made the topic very easy to understand and remember. In fact, all of the examples throughout the text was what I enjoyed about this section.
2) There was not really a part of this section that stood out to me as something I disliked. All of the information was clearly explained and seemed very reasonable for the manner in which they were described.
3) (a) What are three things you will remember from what you read in the section? Why? I will remember that there are two different categories of behavioral class, functional and topographical. I will be able to remember this because I never knew that there was the two different categories and use to assume that behavior class was just a way to categorize things in one way. (b) In order to apply behavioral concepts, one will need to be able to specifically address the targeted behavior that they desire to change. (c) Lastly, the context in which a certain behavior occurs is very important and is a key factor in behavioral control.
4) I liked that this section was kind of used as a recap of all of the previous sections. It helped me to not feel overwhelmed about the information covered in the previous sections and helped me to retain more of the information as I was much more accustomed to the terminology that is being used.
5) Like I stated above for the previous section, there was not really anything that stood out to me as something I disliked. The information was easy to follow and understand and all flowed together to help with understanding the overall topics.
6) (a) I will remember the B.F. Skinner believed that we should always use reinforcement if it is possible. This will be easier to remember because I believe the same thing, but I feel that most people go to the act of punishment first. (b) Punishment displaces behavior, while reinforcement teaches new behavior. (c) Differential reinforcement of other (DRO) is changing a behavior from the use of punishment to being used as reinforcement.
7) This section greatly reinforced using the techniques that are discussed in class for our own personal advantage. More often than not, I think to use behavior modification as a way to help others change their behaviors, but I am now beginning to consider it more as a tool to improve myself as an individual.
8) Terminology Used: Behavior Class, Functional, Topographical, Targeted Behavior, Behavioral Control, Reinforcement, Punishment, Differential Reinforcement of Other

1 a&b) What was one thing that you really liked that was in the section? Why?
One thing that I really liked in this section is the difference between topographical and functional behavioral class. Through this section, I learned that behaviors may seem similar on the surface (topographical), however, they may not convey the same message or serve the same function. Before taking this class I have never perceived behavior this way and I think this section is an eye opener to me.

2) What was one thing that you disliked (or liked least) that was in the section? Why?
One thing that I did not really like was the explanation of stimulus classes. I did not get an idea of how stimulus classes are different from behavioral classes.

3 a,b&c) What are three things you will remember from what you read in the section? Why?
I will remember the differences between topographical and functional behavioral class because behaviors may seem similar topographically but, they might not serve the same purpose or mean the same thing. Another thing I will remember in this section is that in order to modify or change a specific behavior, we need to be precise and clear about the target behavior. Lastly, I will remember that if the right behavior is not reinforced, the behavior may result in extinction.

4 a&b) What was one thing that you really liked that was in the section? Why?
I liked the way this section reviewed past section’s materials such as the ABC’s, reinforcement, and punishment. Also, I found differential reinforcement of other, interesting, as a behavior can be altered from being punished to getting reinforced.

5) What was one thing that you disliked (or liked least) that was in the section? Why?
I had a tough time coming up with target behaviors that I wish to increase/decrease. Overall, there was nothing that I disliked.

6 a,b&c) What are three things you will remember from what you read in the section? Why?
Firstly, I will remember that B.F. Skinner believed that behaviors are learned through reinforcement instead of punishment and that punishment makes behavior to be carried out in a different context where one is less likely to be punished. Secondly, I will remember that changing a behavior from one that may be punished into one that may be reinforced is called differential reinforcement of other. As the example stated, we can reduce eating junk food by reinforcing ourselves when we eat healthy. Lastly, I will remember that elicit is equivalent to antecedent and emit is equivalent to behavior.

7) How have you been thinking about or using behavioral methods as they relate to your own life?
I have been trying to incorporate the ABC’s into my behaviors. I have also been trying to incorporate reinforcement techniques with some of the people in my life to test if it increases the likelihood of them performing the same behavior.

8) Once you are done with your post make list of the terms and terminology you used in your post.
Topographical, functional, behavioral class, stimulus class, antecedent, behavior, elicit, emit, reinforcement, punishment, differential reinforcement of other, extinction.

After reading section 1.5, please respond to the following questions.
1 a&b) What was one thing that you really liked that was in the section? Why?
I really liked learning the differences between topographical and functional levels within a behavior. This makes it easier to come up with different examples. It also makes it easier to be more defiant in them too.

2. What was one thing that you disliked (or liked least) that was in the section? Why?
One thing that I didn’t like about this section is that the examples are always the same. We seem to always be using “opening the door” as an example. This makes it hard for me to keep track of the differences.

3 a,b&c) What are three things you will remember from what you read in the section? Why?
One thing that I learned from this is that a topographical behavior is one that is described by the way it looks. Behaviors can be different by the way that they look. Another thing that I will remember is how a behavior has a function level to describe it. I will remember this because this is a way to describe the purpose of the behavior. The last thing that I will remember is that the baseline is the starting point of the behavior is measured. This will make it easier to identify the behavior.

After reading section 2.1, please respond to the following questions.
4 a&b) What was one thing that you really liked that was in the section? Why?
One thing that I like about this section is that it relates to past sections. It brings up different ideas that we learned about before to try and refresh our memory. I found this helped because there are somethings that you just forget if you don’t consistently use them.

5. What was one thing that you disliked (or liked least) that was in the section? Why?
There wasn’t anything specific that I didn’t like about this section. I found this section very helpful and reviewing to help me understand the past chapter.

6 a,b&c) What are three things you will remember from what you read in the section? Why?
One thing that I will take out of this section is why we want to change behaviors. Everyone has a different reason, depending on the behavior but I find this interesting to learn about. Another thing that I took out of this was refreshing my knowledge on the ABC’s of a behavior. I know understand this concept more after reading about it more. The last thing that I will take out of this is understanding elicit and emit more. I didn’t understand that the discriminative stimuli elicit the behavior.

7. How have you been thinking about or using behavioral methods as they relate to your own life?
As we have been learning this different words, I now see the different behavioral terms and how they apply to everyday life. I’m still not the best at it yet but hope to get better as the term goes on.

8. Once you are done with your post make list of the terms and terminology you used in your post.
topographical, functional, baseline, discriminative stimuli, elicit

What was one thing that you really liked that was in the section? Why?
One thing I liked about this chapter is the way it uses examples to explain terms better. The example about John wanting to change the disruptive behaviors of the students he was teaching did a really good job of explaining target behaviors and made it a lot easier to understand.
What was one thing that you disliked (or liked least) that was in the section? Why?
One thing I liked least about this chapter is the detail of all the different kinds of behaviors. Like the chapter mentions at the beginning, we all think we know exactly what behaviors are, because we have been behaving since we were born. However, I did not know that there were so many different kinds of behaviors. It will definitely take me some time to get used to the difference between all the different ways we can evaluate behaviors.
What are three things you will remember from what you read in the section? Why?
One thing I will remember is that topographical behaviors are how behaviors look and functional behaviors are what they do or accomplish. It is important to remember these when you are trying to evaluate someone’s behavior. I will also remember that when you are trying to figure out the ABC’s of behavior it is important that you are specific about the behavior. Behavioral classes can consist of a behavior that may look the same on the surface (topographically) but may actually serve different purposes. Lastly, I will remember that behaviors are a lot more precise then what people think. It may take a while to keep them all straight but practice will help.

What was one thing that you really liked that was in the section? Why?
I liked how this chapter took us back to looking at the ABC’s. It always seems to help me build on what I am learning if we go back and try to build off what we are have discussed, it seems to make more sense and practice does make perfect.
What was one thing that you disliked (or liked least) that was in the section? Why?
Some of the diagrams were a little bit confusing. I think it will be clearer when we talk about them in class, or at least the content that they cover. Usually with visuals if I don’t understand them right away they sometimes make what I am learning a little more confusing.
What are three things you will remember from what you read in the section? Why?
One thing I will remember is context is a powerful antecedent, a second thing I will remember is that we see establishing operations all the time through TV commercials and advertisements. Lastly, I will remember satiation reduces the efficacy in the reinforcer and deprivation increases it.
How have you been thinking about or using behavioral methods as they relate to your own life?
Recently I have been partaking in a workout session called Next Level Extreme Fitness. It is a 10 week program that included 1 hour classes that consist of boot camp style classes and also kickboxing. I have been thinking about how I can use what we are learning in class thus far to help myself eat better meals. Going to the workout isn’t as difficult because I have a set time and people are there to push me, however, eating is different. So, I would like to manipulate my behaviors so that I can control when I eat certain unhealthy foods.
Once you are done with your post make list of the terms and terminology you used in your post.
Topographical, functional, target behaviors, precise, manipulate, ABC’s, behavioral class, disruptive behaviors, evaluate, efficacy, satiation, deprivation, context, establishing operations

After reading section 1.5, please respond to the following questions.
1 a&b) What was one thing that you really liked that was in the section? Why?
I liked how this section was designed. It was very easy to read and was organized well.
2) What was one thing that you disliked (or liked least) that was in the section? Why?
I wish that it was a little more clear what the definitions of some words were. Some I had to look around or read once or twice.
3 a,b&c) What are three things you will remember from what you read in the section? Why?
Behaviors are more than just what they look like. Just because we think a behavior is something it may have a different meaning or have a different movement than we would do. We need to understand both the topography and the functions of behaviors if we are to be successful at behavior modification. Just like the first point, behaviors are more than just the eye sees. We need to understand the topography which is behaviors that look similar (like a wave). We also need to understand the function which is the reason behind the behavior. If we don’t know them, we will not be successful. The last one is Target behaviors need to be identified and defined precisely. A target behavior is clearly defined as to the topography, the function, and the context. This is behaviors that anyone can tell what they are
After reading section 2.1, please respond to the following questions.
4 a&b) What was one thing that you really liked that was in the section? Why?
The examples in this section were easy to relate to and understand.

5) What was one thing that you disliked (or liked least) that was in the section? Why?
I think that this session could have been put into 2 different selections. The last selection about the ABCs would have been better off in chapter 1.
6 a,b&c) What are three things you will remember from what you read in the section? Why?
The first thing is what is Behavior modification? That is the use of empirically demonstrated behavior change techniques to improve behavior, such as altering an individual's behaviors and reactions to stimuli through positive and negative reinforcement of adaptive behavior and/or the reduction of maladaptive behavior through positive and negative punishment. It was a pretty long definition but I think that it sums up what we are have talked about in the last 4 weeks of class and in the textbook. There are 4 reasons why we should change a behavior. I will not list them all but mention the one I relate to the most. That is a behavior bugs us, there are things I don’t like about myself and I want to change them and it is perfectly good reason to take on this behavior modification. Antecedents are usually something that signals or triggers a behavior. I really liked this definition and reading it again has made it a lot easier for me to remember.
7) How have you been thinking about or using behavioral methods as they relate to your own life?
I think mainly about behaviors that people do and how they are not the best for that person. I see now there are methods to changing this things so they can be more helpful to the person. Sometimes I use this on myself.
8) Once you are done with your post make list of the terms and terminology you used in your post.
Topography, functions, target behavior, behavior modification, antecedents.

1. One thing that I really liked about this section were the examples it used. It confused me at first, but then when the examples were explained it helped me understand what the book was trying to get at.

2. What I liked least about this section were describing target behaviors. It kind of worries me and it feels like it would be hard to get the exact target behavior you want someone to emit. This would then be hard to have inter-observer agreement. I feel like this might be a hard thing to achieve.

3. A. I will remember the difference between a behavior and a behavior class. A behavior class is a much broader term. There can be many different ways that someone can be walking for example. A behavior is very specific; you could say she was walking so fast that if she walked any faster it would be jog, towards the door from her car.

B. I will also remember functional versus topographical behaviors. A functional behavior is a behavioral class but all the behaviors you do serve the same function. While topographical behaviors are maybe doing the same thing in the same way, but aren't getting at the same function.

C. Lastly, I will remember about inter-observer agreement. This is where you want an observer to be able to observe the same behaviors that a person is emitting. They want to be reinforcing the same behavior so that even when the observers aren't observing at the same time, what they write down and what they see from the same person are the same things.

2.1
4. Again, I really liked all of the examples. It helped me understand what was trying to be taught. It kind of painted a picture for me and it definitely helps when I am a visual learner.

5. It is kind of hard to turn things around so fast. For example learning about punishment and getting all of those examples, to right away turning around and saying that reinforcement is better and to put it into reinforcement terms. It is kind of confusing.

6. A. I will remember that reinforcement works better than punishment. There are times though when we need punishment.

B. I will remember that Skinner is going to be important to us and is an important figure in psychology.

C. Lastly I will remember that satiation and deprivation are establishing operations.

7. In my own life, I have been thinking about behaviors and consequences. I have thought about what I am doing more before I do it, and think about what kind of consequence I will have.

Terms: behaviors, consequence, Skinner, deprivation, satiation, establishing operations, punishment, reinforcement, emit, inter-observer agreement, behavior, topographical behavior, functional behavior, and target behaviors.

After reading section 1.5, please respond to the following questions.

1 a&b) What was one thing that you really liked that was in the section? Why?
I really enjoyed the distinction made between functional behavior classes and topographical behavioral classes. The distinction was well-made and easy to follow.

2) What was one thing that you disliked (or liked least) that was in the section? Why?
I disliked that the stimulus class was mentioned but not explained -- but rather that it said it would be explained later. If it was important enough to mention it should have been explained.

3 a,b&c) What are three things you will remember from what you read in the section? Why?
I will remember that topographical behaviors are similar in the way they look, because topographical sounds like a map, and you look at a map. I will remember that functional behaviors are similar in what they do, because that is a function. I will also remember that target behaviors have to be clearly defined so everyone can recognize them -- because without it it is not static.

After reading section 2.1, please respond to the following questions.

4 a&b) What was one thing that you really liked that was in the section? Why?
I enjoyed the explanation of satiation. The hamburger analogy really helped me to understand it.

5) What was one thing that you disliked (or liked least) that was in the section? Why?
I disliked the idea of deprivation. The example used seemed a little harsh and I wonder if there are better ways to go about this.

6 a,b&c) What are three things you will remember from what you read in the section? Why?
I will remember that deprivation makes a stimulus more reinforcing, because deprive is the opposite of more. I will remember satiation is "too much of a good thing" because satiation sounds like saturated, like saturated fat in a hamburger. I will also remember that BF Skinner believes it is better to reinforce a behavior that it is to punish -- because I would rather do that anyway.

7) How have you been thinking about or using behavioral methods as they relate to your own life?
Yes -- I often work with people with severe Dementia and I have been more aware of behaviors and what causes them, allowing me to alter the context, or antecedent to prevent the behavior. I also change the consequences so they decrease the likelihood of negative behaviors occurring.

8) Once you are done with your post make list of the terms and terminology you used in your post.
antecedent, behavior, topographical behavior, functional behavior, stimulus class, target behaviors, satiation, deprivation, reinforcing, punish

1 a&b) What was one thing that you really liked that was in the section? Why?
The one thing I really liked that was in this section was that after a table we fill out, the next section of the reading kind of discusses what we wrote with us to further our understanding of the concepts. I find this aspect very purposeful. For example, when the book was discussing target behaviors, the next sentence asked us How specific our examples were.

2) What was one thing that you disliked (or liked least) that was in the section? Why?
The one thing I liked least about this section was actually that some parts dragged on a little. Some phrases could have been explained in shorter terms. That being said, though, I understand why. It's only there to help us learn.

3 a,b&c) What are three things you will remember from what you read in the section? Why?
A= The first thing I will remember from this section is what a baseline is and how important getting a baseline is in behavior modification. A baseline is essentially a starting point in the modification of behavior.
B= The second thing I will remember from this section is what an intervention is. I had been wondering if there was a word for applying a consequence other than simply "delivering a consequence" or something of that sort. I now understand that an intervention is when a consequence is administered after a behavior occurs.
C= The third thing I will remember from this section is that there are two levels of evaluation and definition of behaviors: topographical and functional.

After reading section 2.1, please respond to the following questions.

4 a&b) What was one thing that you really liked that was in the section? Why?
I really liked how the 4 main reasons behavior modification is used was laid out for us. It made me apply this knowledge to my own life and how it fits in my life.

5) What was one thing that you disliked (or liked least) that was in the section? Why?
Some of the tables in this section I found to be somewhat irrelevant. For example, I don't see the point in giving examples of behaviors that bother us about other people, other than merely practicing writing out specific behaviors.

6 a,b&c) What are three things you will remember from what you read in the section? Why?
A= I will remember the four main reasons that we use behavior modification. I think these reasons are completely reasonable to use behavior modification.
B= I will remember what DRO stands for and what it means. Differential reinforcement of other is when we change a behavior that would normally be punished into a behavior that is normally reinforced.
C= The third thing I will remember from this section is that a discriminative stimulus is an antecedent. The discriminative stimulus sets the context for a behavior in the ABC's.

7) How have you been thinking about or using behavioral methods as they relate to your own life?
Since starting this class, I have come to learn that I've viewed the world from a behavioral perspective for as long as I can remember. I realized this very specifically this weekend when a large number of my friends got together and we were all interacting with one another. I realized that I read behaviors all the time, and I enjoy thinking and looking at the world this way.

8) Once you are done with your post make list of the terms and terminology you used in your post.
Terms: Target behavior, baseline, intervention, topographical, functional, DRO, discriminative stimulus, antecedent, behavior

1 a&b) What was one thing that you really liked that was in the section? Why?
One thing I really like about this section was how the definitions of functional and topographical behaviors were described. The way they were described helped me become much more familiar identifying behaviors and behavior classes.

2) What was one thing that you disliked (or liked least) that was in the section? Why?
One thing I didn’t like, or found a bit confusing about this section was when we began to talk about Inter-observer agreement. The couple of paragraphs about this part of the section kind of lost me and I wasn’t exactly sure what was going on.

3 a,b&c) What are three things you will remember from what you read in the section? Why?
1. a behavior class is a class of behaviors that are all very similar, yet can be different in meaning or in style. 2. When trying to change a target behavior, you must make sure it is specific. 3. When defining a target behavior, you must make sure that it applies all the time and not just some of the time (ex: talking to your neighbor may be okay during group work, but not during lecture).

After reading section 2.1, please respond to the following questions.
4 a&b) What was one thing that you really liked that was in the section? Why?
I enjoyed the part of the section that talked about how B.F. Skinner believed that punishment never had a positive outcome because it may teach someone a behavior is not appropriate in one context, but may be more accepted in another.

5) What was one thing that you disliked (or liked least) that was in the section? Why?
I found the part of the section that talked about using the term “loser” to be a bit confusing. I understand that when it is shouted at a sporting event that it may be viewed as acceptable, but when the book goes into more detail I got a bit lost.

6 a,b&c) What are three things you will remember from what you read in the section? Why?
1. Discriminative stimulus is an antecedent and can set up the context of the behavior. 2. “Elicit” or eliciting a behavior can also be an antecedent because it gets the person to do the behavior. 3. Establishing operations alter the value or strength of the consequence after a behavior is performed.

7) How have you been thinking about or using behavioral methods as they relate to your own life?
On a day to day basis, I have began to try and drink more water throughout the day so that I am more hydrated when I arrive at track practice in the afternoon. The consequence for drinking more water would be that I have a reduced chance of suffering a muscle injury.

8) Once you are done with your post make list of the terms and terminology you used in your post.
Consequence, elicit, antecedent, behavior, topographical, target behavior, punishment, reinforcement, inter-observer agreement.

1.5
1. What was one thing that you really liked that was in the section? Why?

The one thing that I liked about this section was the introduction to behavioral classes. Understanding that there are behaviors that can be topographically or functionally similar.

2. What was one thing that you really disliked (or liked the least) that was in the section? Why?

It would have been nice to have seen a few more examples for the target behaviors. Having a few more examples would help to me better understand the material and learn how to apply it concisely.

3. What are three things you will remember from what you read in the section? Why?

First, understanding that behaviors can be categorized by classes. Therefore, without precise and specific details the target behavior would be hard to manipulate. Secondly, topographical behavioral classes are behaviors that are similar in the way they look on the surface. This is important, because it helps classify behaviors that appear similar. Finally, functional behavioral classes share a similar function, but may not look the same. This is important to understanding that not all behaviors are similar only because of their appearance, but also in their function.

2.1
4. What was one thing that you really liked that was in the section? Why?

In the very beginning we are asked to list some of the terms that we have learned from previous reading assignments. It is a good way to test the memory as well as get an understanding of the words that I most commonly use while in class and in discussion.
5. What is one thing that you really disliked (or liked least) that was in the section? Why?

There was nothing that I disliked, or least liked about this section. It was well constructed and the information was well presented.

6. What are three things you will remember from what you read in the section? Why?

First, those practicing behavior modification generally agree on 4 reasons to change behaviors. The reason why this is noteworthy is because of the reasons provided in the section. There are good and bad reasons to manipulate an individual’s behavior. Secondly, the four reasons that are provided can be divided into behavioral classes. By understanding the reasons we manipulate behavior helps justify our actions. Finally, establishing operation is the consequence portion of behavioral modification. It is the factor that can alter the value or strength of the consequence. Understanding that will help with reinforcement.

7. How have you been thinking about or using behavioral methods as they relate to your own life?

I want to find a way to use the behavioral methods to increase the amount of studying I do.

8. Once you are done with your post make a list of terms and terminology you used in your post.

Terms: behavioral classes, topographical, behavioral classes, functional behavioral classes, establishing operation, reinforcement, behavior, behavior modification, target behavior,

After reading section 1.5, please respond to the following questions.

1 a&b) What was one thing that you really liked that was in the section? Why?
I liked the examples for behavior class and behavior because that was something I was previously confused about so I liked it because it made it more clear and helped me to understand.

2) What was one thing that you disliked (or liked least) that was in the section? Why?
I do like the opportunity to give my own examples but sometimes it's frustrating because I'm unsure it they're totally right so I'm worried that sometimes I'm on the right track but off by a little bit and want to understand the true meaning.

3 a,b&c) What are three things you will remember from what you read in the section? Why?
I will remember; the difference between functional and topography being, functional behavior is related to the effect of the behavior creates in the environment. Topography refers to the actual form of the behavior. I will remember the diagram provided at the end, it really helped to understand the concepts fully. I will also remember how important it is to be precise and clear on what behavior is the target behavior in order to change it.

After reading section 2.1, please respond to the following questions.

4 a&b) What was one thing that you really liked that was in the section? Why?
I thought the section about the four reasons to change a behavior was interesting. The reasons were to change behaviors that bother ourselves, other people, might lead to trouble later one, and behaviors that are illegal.

5) What was one thing that you disliked (or liked least) that was in the section? Why?
I didn't dislike anything but I'm still a little confused about satiation and deprivation. I understand satiation but deprivation is something I'm not understanding.

6 a,b&c) What are three things you will remember from what you read in the section? Why?
I will remember the four reasons to change, the review of the abc's, and elicit vs emit. I will remember these because some of it is review and the four reasons are a pretty basic concept and makes sense to me.

7) How have you been thinking about or using behavioral methods as they relate to your own life?
I've been thinking about the behaviors people have and thinking about how to change them. I'll be relating the four reasons to changing a behavior in the future.

8) Once you are done with your post make list of the terms and terminology you used in your post.
topography and functional behavior, behavior class, target behavior, emit and elicit, abc's.

After reading section 1.5, please respond to the following questions.

1 a&b) What was one thing that you really liked that was in the section? Why?

a.I really liked the in depth description of what a target behavior is and how the point of being specific in describing behavior was stressed.

b.The description helped me realize why describing the specific behavior is important and how confusing it could be if the behavior is not described correctly.

2) What was one thing that you disliked (or liked least) that was in the section? Why?

a. I want more examples of what a functional behavior could be.

b. I think more examples would make me less confused between the difference of a topographical vs. functional behavior would be. Functional behaviors could look the same too couldn’t they?

3 a,b&c) What are three things you will remember from what you read in the section? Why?

a.Topographical behaviors are the way behaviors look. I will remember this because it was very clear to me what this meant and I did not have a hard time coming up with examples.

b.Describing a target behavior is very important, I will remember this because the point was stressed throughout all of section one and the example of disruptive behaviors made the point even stronger.

c.When reinforcing or punishing a behavior, it is important to give the correct consequence after the behavior is elicited or emitted. I will remember this because behaviors that you don’t want to happen could happen if the consequence is given at the wrong time or even if the consequence isn’t given at all. This applies to my work place.

After reading section 2.1, please respond to the following questions.

4 a&b) What was one thing that you really liked that was in the section? Why?

a.I really liked the emphasis on antecedent and discriminative stimulus.

b.The emphasis on antecedent and discriminative stimulus helped me to better understand why behaviors happen and it made me realize that by altering the environment can make a subject emit different behaviors.

5) What was one thing that you disliked (or liked least) that was in the section? Why?

I didn’t like the animal studies on deprivation because I do not see how that can be directly linked to humans. I think depriving humans of food would be some sort of torcher so what would be a better way to deprive them to make something more reinforcing.

6 a,b&c) What are three things you will remember from what you read in the section? Why?

a.Deprivation and satiation is something I will remember because of the example of the animal studies.

b.Establishing operation makes the strength of reinforcement higher. I will remember this because it is review and deprivation is an example of this.

c.We have discriminative stimuli around us everywhere. I will remember this because of the example of a stop sign and other signs that we don’t realize control our behaviors from day to day without us realizing it.

7) How have you been thinking about or using behavioral methods as they relate to your own life?

Yes, I have been thinking about scenarios that happened at my work place and how a punishment or a reinforcement could have been given at the right time by the managers and how that could affect the behaviors of the people that are working with me in a positive manor. If the manager would give out reinforcement for people doing their jobs correctly, we probably wouldn’t have so many unhappy workers or lazy workers.

8) Terms: Target behavior, topographical, functional, emitted, elicited, reinforcement, punishment, consequence, discriminative stimulus, deprivation, and satiation.

After reading section 1.5, please respond to the following questions.

1 a&b) What was one thing that you really liked that was in the section? Why?
One thing that I really liked about this section was the example of John and his middle school classroom. I liked this example because it explained even more why you need to be precise when expressing certain behaviors that you want to modify. Not being specific may result in expressing a behavior class and not as easily addressed.

2) What was one thing that you disliked (or liked least) that was in the section? Why?
One thing that I dislike about this section is the fact that there are so many places to give your own examples. Sometimes I'm unsure if I'm on the right track without going over it in class.

3 a,b&c) What are three things you will remember from what you read in the section? Why?
Two things that I will remember from this section are the definitions of topography (what a behavior looks like) and function (the purpose of the behavior) because the text went into a lot of detail of the terms. Another thing that I will remember from the text is the definition of a target behavior because of the example of John and his middle school classroom.

After reading section 2.1, please respond to the following questions.

4 a&b) What was one thing that you really liked that was in the section? Why?
One thing that I really liked about this section was the opportunity to make lists of the terms you may remember from the first chapter. I liked this because it forced me to think back to previous material and it keeps it fresh in my mind.

5) What was one thing that you disliked (or liked least) that was in the section? Why?
The thing that I did not like about this section was the same as the previous section. I liked the places to put in my own examples in the beginning but now I find it difficult to come up with so many of my own answers without going over and discussing the new information in class.

6 a,b&c) What are three things you will remember from what you read in the section? Why?
One thing that I will remember from this section is that it is better to reinforce a behavior than it is to punish it because this is a concept that was already familiar with so it's review for me. Another thing that I will remember are the 4 reasons to change behavior because the examples given helped me to relate them to certain behaviors under them. Lastly, I will remember the ABC's because it is reiteration from previous information from other sections.

7) How have you been thinking about or using behavioral methods as they relate to your own life?
I have been thinking about using behavioral methods to change some of my own certain behaviors that I don't necessarily like.

8) Once you are done with your post make list of the terms and terminology you used in your post.
Behavior, behavior class, topography, function, target behavior, reinforce, punish, the ABC's

1 a&b) What was one thing that you really liked that was in the section? Why?
I really liked the idea of topographical and functional and the differences between them. I think it was just because it was the first thing that was really in the chapter and it made a lot of sense to me. Topographical being the way they appear vs. functional or what they do. There were good examples to help illustrate each one as well.
2) What was one thing that you disliked (or liked least) that was in the section? Why?
I don’t really like how baselines were briefly covered. I kind of understand the concept, but am still a little fuzzy on it. Most other terms described in the book have good examples and it doesn’t really touch on an example here.
3 a,b&c) What are three things you will remember from what you read in the section? Why?
The difference between topographical and functional, that a good target behavior is clearly defined, the chart with the 4 outcomes for trying to reinforce a behavior.
4 a&b) What was one thing that you really liked that was in the section? Why?
The four reasons to stop a behavior (bothers us, bothers others, can lead to trouble, is illegal) and the examples for each were clear. Again like the previous section with the topographical and functional, it just made sense to me and clicked in my brain.
5) What was one thing that you disliked (or liked least) that was in the section? Why?
Discriminative stimulus because it just seemed very vague to me and I don’t quite fully understand.
6 a,b&c) What are three things you will remember from what you read in the section? Why?
The four reasons to stop a behavior, the antecedent or context of a certain behavior are very important, reinforcement is better then punishment.
7) How have you been thinking about or using behavioral methods as they relate to your own life?
I’ve more often just been thinking back to my life, especially as a child, and thinking about how my parents really would either reinforce or punish me. For example setting up reward systems for doing my homework or taking away things when I didn’t clean my room or something like that. I have also though about how I can use some of these principles in my life to better myself.
8) Once you are done with your post make list of the terms and terminology you used in your post.
Topographical, functional, baseline, target behavior, discriminative stimulus, antecedent, reinforcement, punishment, reinforce, punish

1. One thing I think was interesting to learn more about, was the difference between classification of a topographical class and a functional class. I guess I just never noticed the difference between the two. It makes modification a little easier once you know that you need to be more specific to the behavior functions and topographies.
2. One thing I think I liked the least is the complexity of describing a target behavior. While I know it is necessary, I think that going into such detail could be quite cumbersome.
3. One thing I know I will remember is Topographical behavioral class, and how many different behaviors can all look similar but still be different. When I think of this I just see the scene from the movie the “Princess Diaries” where the queen is teaching Mia how to properly sit. The queen starts out by telling her to sit, and then corrects her to sit in a more desired way. That scene also reminds me of how to describe target behaviors, because the queen goes into great detail on how Mia should have her legs and where her hands should be placed. This movie is all about changing Mia into this perfect princess, so there are also a lot of times where they had to find the baseline of Mia’s behaviors. This chapter made that more evident to me. They started with Mia’s baseline, and then use reinforcement, to encourage a behavior to increase, or punishment to try and decrease an undesired behavior not deemed “princess like.”
4. I liked the 4 reasons as to why we change our behavior. The four reasons we would modify a behavior are as follows; it bothers us about ourselves, it bothers others, it might lead to trouble, and it is illegal. I enjoy this because it honestly just makes so much sense to me and it was easy to understand and interpret.
5. One thing I did dislike about this chapter was the fact that it is assumed that most of the time reinforcement is better than punishment, but I don't think that is true. There are many instances where a punisher is necessary to decrease the behavior. You even gave an example in class where you punished your kid for being annoying by sending him to his room. Is that not more beneficial than trying to reinforce a more desired behavior from the kid?
6. I will remember the 4 reasons to modify behavior, due to the ease of understanding. I will remember that it is recommended that you use reinforcement over punishment, because I still question if this is true.I will also remember the ABCs of behavior. Antecedent, behavior, and consequence have been drilled into our heads at this point it would be hard to forget their meanings
7. When thinking about behavioral methods, I think about how I treat my friends when they are drunk. I will often reward them for doing a desired behavior, such as putting on their shoes. This usually increases the likelihood that they will do the same with other tasks I ask of them that night.
8. Topographical, functional, target behaviors, reinforcement, punishment, baseline, modify behavior, antecedent, behavior, consequence, desired behavior,

After reading section 1.5, please respond to the following questions.

1 a&b) What was one thing that you really liked that was in the section? Why?
One thing that I really liked from section 1.5 is the definitions for functional behavior classes and topographically behavior classes. Topographically behavior classes may look similar but they don't technically have to share the same person. I thought these definitions were good at explaining the differences between the two behavior classes and will be very useful in the future to know the difference.

2) What was one thing that you disliked (or liked least) that was in the section? Why?
One thing that I didn't like about this section is the boxes. I like that they give an opportunity for us to practice what we are learning. However, I don't always know if I am doing it correctly when filling them out. Sometimes I wish they were multiple choice questions with the answers at the end so I know am I comprehending the information correctly.

3) What are three things you will remember from what you read in the section? Why?
One thing that I will remember from this section is the differences between behavior and behavior classes. I thought that this differences was explained well throughout this section as well in our previous class meetings. Another thing that I will remember in this section was about baseline. The baseline is important in behavior modification because, it evaluates how effective the intervention was. The third thing I will remember from section 1.5 is how behaviors are classified, this information will be very useful to be successful with behavior modification and is important to understand it well.

After reading section 2.1, please respond to the following questions.

4 a&b) What was one thing that you really liked that was in the section? Why?
One thing that I really liked about section 2.1 is the reasons why we may want to change our behavior. I thought that this was interesting to see in which ways changing our behavior can improve our lives.

5) What was one thing that you disliked (or liked least) that was in the section? Why?
I didn't really dislike anything from this section, however, i did thing that the chapter was a little long and reviewed, a little too in depth, about information that we have already reviewed a couple of times.

6) What are three things you will remember from what you read in the section? Why?
Three things that I will remember from this section would include the four reasons why we change behavior. I think I will be more conscious of this when it comes to my own behaviors that I am trying to change and ask myself why I want to change it. Another thing that I will remember from section 2.1 will be how elicit, emit, and consequence, are very similar to the ABC's (antecedent, behavior, and consequence. The third thing that I will remember from this section is that it is better to reinforce than to punish. I will remember this because it was a review for me.

7) How have you been thinking about or using behavioral methods as they relate to your own life?
I have used behavioral methods in my life when babysitting younger children. One thing that I especially try to reinforce with younger children is by saying please and thank you. By reinforcing this behavior they are more likely to use these manners on their own.

Terms: Functional behavior class, topographically behavior class, behavior, behavior class, baseline, intervention, behavior modification, 4 reasons to change behavior, elicit, emit, consequence, ABC's (antecedent, behavior, consequence), reinforce, punish.

After reading section 1.5, please respond to the following questions.

1 a&b) What was one thing that you really liked that was in the section? Why?
-I like how in depth the description for topographical and functional behavior classes was. The descriptions and examples made underling standing the difference between the two easier.
2) What was one thing that you disliked (or liked least) that was in the section? Why?
-I understood everything in this section pretty well so there isn't anything I disliked.
3 a,b&c) What are three things you will remember from what you read in the section? Why?
-Topographical behaviors are the way the behavior looks, functional behaviors are what the behaviors accomplish. Behavior classes can be either functional or topographical. The explanations in this section were easy to understand which will make remembering these three things easy.

After reading section 2.1, please respond to the following questions.

4 a&b) What was one thing that you really liked that was in the section? Why?
- I liked how this section gave reasons as to why a person may want to change a behavior, although some reasons may be obvious it gave me insight into underlying reasons to behavior modification.
5) What was one thing that you disliked (or liked least) that was in the section? Why?
-Everything in this section was explained well and I understand everything I read, therefore there isn't anything I dislike.
6 a,b&c) What are three things you will remember from what you read in the section? Why?
-Punishment and reinforcement can occur naturally in the environment. Signs are discriminative stimulus, which is an antecedent. Establishing operations work on the consequences by changing the strength of the consequence. All of these were explained really clearly which is why I will remember them.
7) How have you been thinking about or using behavioral methods as they relate to your own life?
- I have thought about behavior modification in my own life, especially after the dog example was given in class. When I get a puppy I will probably use the same techniques to get the puppy to learn which behavior are good and bad. Also I have been thinking about which of my behaviors are adverse that I should work on changing.
8) Once you are done with your post make list of the terms and terminology you used in your post.
-Topographical, Functional, behavior, behavior class, behavior modification, antecedent, discriminative stimulus, adverse

1) One thing I really liked in this section was the chart that showed the relationship between "Behavior Occurred" and "Reinforcer Delivered". I'm a really visual learner and this table will be helpful in understanding the basics behind behavior modification.

2) One thing I didn't like in this section was the explanation of differences between topographical behavior classes and functional behavior classes, because even though I read the section again I feel like there are many classes of behavior that could be considered both topographically or functionally similar depending on the way you look at them. The brief explanation of stimulus classes also added to my confusion. This may just be due to my lack of understanding, so I will be sure to ask questions about it in class.

3) The first thing I will remember from this section is that Mexicans wave sort of backwards compared to the way most Americans do. I know this has nothing to do with bmod, but I like learning interesting facts from readings that I otherwise would not have known. The second thing I will remember from this section is that defining a target behavior is really important when trying to change the frequency of a behavior. The examples about certain behaviors being disruptive in some places and not others was really helpful. A third thing that I will remember from this section is that measuring a baseline and inter-observer agreement are incredibly important when more than one person is emitting the punishments or reinforcements. This is a good thing because it will prevent extinction, keep one observer from becoming a discriminative stimulus, and keep superstitious behaviors from occurring.

4) One thing I really liked in this section was that it started off by asking me to list behavioral terms that I know, without looking back on previous sections. I couldn't come up with the full 10, but it was cool to see that I am learning (and am able to use) terms that I didn't know before. I also liked that there was a good sized review section at the end.

5) One thing I didn't like about this section was that I spent more time trying to think of examples than I actually spent reading the material. I always struggle thinking of examples, but I know that they are helpful for understanding the material.

6) The first thing that I will remember from this section is that there are four main reasons to change behavior (It bothers us, it bothers others, it may lead to trouble, & it's illegal). Knowing these four main reasons and understanding examples of each make it clear why changing behavior is so important. The next thing I will remember from this section is that it is better to reinforce than to punish (B.F. Skinner's idea). By turning a punishable thing such as eating desert at lunch, into something that can be rewarded, such as eating fruit at lunch, is referred to as "differential reinforcement of other" which easily implements Skinner's idea of reinforcement being more effective than punishment. Another thing that I will remember from this section is that Establishing Operations is incredibly useful for when it is important that a reinforcer is really effective. By using means of satiation or deprivation, this can happen.

7) Since we have been learning more about applications of behavior modification, I've caught myself thinking about ways to reinforce or punish myself for things. I didn't realize I was applying the information I learned from class into my life until I noticed that I started wearing my retainer more, and it was because I was using positive reinforcement to do so.

8) Stimulus behavioral classes, functional behavioral classes, topographical behavior classes, target behavior, inter-observer agreement, extinction, discriminant stimulus, superstitious behaviors, four reasons to change behaviors, differential reinforcement of other (DRO), reinforcer, establishing operation, satiation, deprivation.

1.) I liked the discussion on the types of behavioral classes. When I first heard of the distinction between simple behaviors and behavioral classes I thought that was the end of it. But I like how we examine a behavior class and ask why that behavior is occurring. Do they simply look the same or are they actually functioning the same? It never occurred to me that behavioral classes should be broken down like this, but now that they have, it makes perfect sense.

2.) I didn’t like the repetitiveness the importance of language discussion. It has already been made clear from most of the previous sections that being specific is important and operant definitions are important and that language itself is important. So when it asked me to explain why it is important to define target behaviors, I thought this was repetitive. I agree that it is important, but I think everybody knows why at this point.

3.) I will remember to be very specific when describing my target behavior. It was made clear that specificity and unambiguousness is very important when talking about a target behavior. This leads to inter-observer agreement (the next thing I will remember). Having observers be able to precisely and accurately record the target behavior is important. When observing, researchers should get the exact same number of occurrences of the target behavior. I will also remember that to get a behavior to go away, you do not reward it when it occurs. This leads to an extinction of the behavior (I just think concept of extinctions, like the dinosaurs, are cool)

4.) I liked how I finally got to know the reasons why we modify behavior. You asked us the question if manipulating (behavior modification) somebody else was morally right, now I know the psychologists answer to that question. I like that reasons and after brief thought, tend to agree with them as well.

5.) I didn’t like how the Elicit vs. Emit discussion was thrown in there. It was brief and almost seemed out of place. It is important, but it was too short to be a separate sub-section of this section.

6.) I like to be reinforced, so I will remember that reinforcement works better than punishment. It seems like common sense, but when I look at the world it also seems like there is a lot of punishment out there (that could possibly work better as reinforcement). I will also remember the four reasons for behavior modification. We could think of others, but mostly all the cause we need (to change behaviors) can be boiled down to these four reasons. A third thing I will remember is the discussion on discriminative stimulus. Situations cause people to act, or not act, in a certain way. These aren’t consequences but they still affect the likelihood of a behavior occurring.

7.) I haven’t really been using behavior modification methods in my life yet. I have recognized times where a punishment or reinforcement would have been good, but I have never acted to modify any behavior yet.

8.) behavior classes, target behavior, inter-observer agreement, extinction, elicit, emit, reinforcement, punishment.

1 To be completely honest this section was a little rough for me to get through, I was interested, but I struggled when I was asked to list target behaviors that fall under each class. I am probably just making this more difficult than it needs to be, but I struggled.

2) Like I said, I struggled through this section. That is what I did not like. I was frustrated at times, and I had to reread but I think I finally have a good understanding of target behaviors and different behavioral classes.

3 a,b&c) First, I will remember how important it is to properly define the target behavior so that there is no confusion. Second, I will remember that it is extremely important to have a high inter-observer agreement. Lastly, the fact that if there is a low inter-observer agreement there is the possibility of extinction. The reason that these three things stuck out to me so much is because of the importance they have to making sure that a behavior is changed in the way that is desired. If there isn't the control that these three things create, then the chance of failure is much higher.

4 a&b) I really liked learning about the pigeons and satiation/ deprivation. Mostly because its interesting to me when you apply it to real life. When you haven't had something in a long time it becomes more desirable. I'm going to assume that this only works when it is something that is a basic need, like eating. Because if I think about it with a specific thing that isn't a basic need, it seems that the more you don't have it the less that you think about/ crave it. I know i'm a little off topic but it sparked my curiosity.

5) The review of the ABC's was that one thing I didn't really enjoy, it was a good review but I got bored. I feel like I have that topic down fairly well, and where I realize that was the point, that is just what I was least interested in.

6 a,b&c) First, I will remember the four reasons to change a behavior. I will remember this because It make me think about all of the negative behaviors that I do or that the people around me do. Second, satiation and deprivation. Mostly because this is the second time that I have read about it. I enjoyed the first, and the second was interesting again. Lastly, I will remember discriminative stimuli, because like I said previously, the stop sign example makes me think about the different ways that people drive. I know I had a lot of tickets when I was younger, and now that I'm older I am much more aware of how I drive. People who did not have that past may not behave the same, or if they have been lucky.

7) It is easy to relate these methods to my own life, doing that makes it easier for me to understand and retain the information as well. I have used several examples in this past blog about how it relates to my own life.

8) target behavior, behavioral class, inter-observer agreement, extinction, satiation, deprivation, discriminative stimuli, negative behaviors, ABC's, reasons to change a behavior

Section 1.5
1a&b) The one thing that I really liked about this section is the part about how behaviors can be topographically similar which means they look similar on the surface but have different purposes. The reason why I liked this is because it makes a lot of sense and it’s something that made me think about the behaviors that we do on a daily basis. I also like example about how “waves” look similar when we say “Hi” or “bye” but they have different purposes.
2) The one thing that didn’t really like was the fact that we need to separate topographical and functional behavior classes. The reason being that it can get very confusing when deciding which is which especially when it could be both topographical and functional.
3a,b&c) The three things I will remember from this section are how behaviors can be topographically similar, target behaviors and the difference between a topographical behavior and a functional behavior. The reason being that these terms have widened my understanding of behaviors and how a simple behavior could be classified into different categories.
Section 2.1
4a&b) The one thing I liked about this section is the definition of what is behavior modification. The reason is because it explains that behavior modification uses behavior change techniques that are empirical. This to me makes it more of a scientific process.
5) The one thing that I liked least was the repetition of the ABC’s of behavior. Because I feel that at this point in the syllabus, I should grasp that concept and repeating increases the amount of material to read.
6a,b&c) The three things that I will remember from this section are what behavior modification is, elicit versus emit, and establishing operation. The reason why I would remember what is behavior modification is because I like the fact that it uses empirical behavior change techniques. As for elicit versus emit, it helps me differentiate between an antecedent, which is elicited and the target behavior, which is emitted. In terms of establishing operation, it places the “consequence” component of the ABC’s of behavior into perspective because it alters the value or strength of the consequence regardless if it is aversive or pleasing.
7) I have been thinking about using what I have learned so far in behavior modification to stop my smoking habit. Although I am not sure how to start or what techniques to use, what I have learned so far about positive and negative punishment might be part of how I curb this unhealthy addiction.
8) topographical behaviors, functional behaviors, behavioral classes, target behaviors, empirical, elicit, emit, establishing operation, antecedent, consequence, aversive, pleasing, positive punishment, negative punishment.

1. One thing i really enjoyed about this section was learning the difference between functional and topographical behaviors. functional behaviors may seem different but have the same function, like locking a door, turning a knob to lock a bolt in place or in some cases like the bathroom pushing the bolt itself into the wall to lock it. Topographical behavior may look the same but have different functions, waving goodbye or waving hello.

2. I didn't enjoy learning about the inter-observer agreement, it was a lot of material to cover to understand this specific topic.

3. The three things i will remember from this section I will remember both topographical behavior and functional behaviors.
topographical being similar looking behavior but different function. Functional behavior being behavior that looks different but has the same function. I will also remember how important it is to be specific when modifying a behavior.

4. What i enjoyed in this section was the review. I liked writing down our own examples as review. This section was a big help to go over what i already understand and clarify a few things like the ABC's.

5. Deprivation and satiation was a new part of research that was a little hard to understand. From what i took from the text deprivation is used to make a reinforcer all that more reinforcing. If i was given a burger every time i emitted a behavior i would get sick of burger (satiation) so to make a burger more of a reinforcer the researchers would limit my food intake to make the burger a lot more reinforcing.

6. Three things i will remember this section are how deprivation is used to prevent satiation in a research setting. This section helped a lot with review, I will remember some of the behavioral terms i learned in previous chapters. finally i will remember reinforcement as more of a procedure rather than a term.

7. I have to do a much better job of getting things done early rather than wait last minute. It is a far greater feeling to have something done and out of the way instead of working on it late at night.

8. terms
topographical behaviors, functional behaviors, aversive, establishing operation, reinforcement, satiation, deprivation, behavior, antecedent, consequence.

RA 4
1. One thing I really enjoyed about this section was learning the difference between functional and topographical behaviors. Functional behaviors may seem different but have the same function, like locking a door, turning a knob to lock a bolt in place or in some cases like the bathroom pushing the bolt itself into the wall to lock it. Topographical behavior may look the same but have different functions, waving goodbye or waving hello.

2. I didn't enjoy learning about the inter-observer agreement, it was a lot of material to cover to understand this specific topic. Like most of the topics in this class I had never thought about this or understood it. My understanding of it is that when two people are observing a behavior, they should be in complete understanding of each other on the specific behavior. So if the were to be in the same room recording the same behavior throughout an extended period of time they should both record the same amount.

3. The three things I will remember from this section I will remember both topographical behavior and functional behaviors. Topographical being similar looking behavior but different function. Functional behavior being behavior that looks different but has the same function. I will also remember how important it is to be specific when modifying a behavior. When modifying a behavior it is very important to be able to identify te ABC’s to start with. You can modify a behavior greatly by changing a single thing in the antecedent or consequence.

4. What I enjoyed in this section was the review. I liked writing down our own examples as review. This section was a big help to go over what i already understand and clarify a few things like the ABC's. As well as the review I enjoyed learning more about the ABC’s of behavior modification.

5. Deprivation and satiation was a new part of research that was a little hard to understand. From what I took from the text deprivation is used to make a reinforcer all that more reinforcing. For instance if I get rewarded a burger every time I would lose my appreciation for burgers, by limiting the amount of burgers I get the reward becomes far more reinforcing. While at the same time if I was given a burger every time I emit a specific behavior I would eventually get used to the reinforce losing my appreciation for them, Satiation.

6. Three things I will remember in this section are how deprivation is used to prevent satiation in a research setting. This section helped a lot with review, I will remember some of the behavioral terms I learned in previous chapters. Finally I will remember reinforcement as more of a procedure rather than a term. The timing of reinforcement is just as important as the amount of reinforcement.

7. I have to do a much better job of getting things done early rather than wait last minute. It is a far greater feeling to have something done and out of the way instead of working on it late at night. For our final project I may consider rewarding myself when I work ahead of the syllabus and get work done early.

8. terms
topographical behaviors, functional behaviors, aversive, establishing operation, reinforcement, satiation, deprivation, behavior, antecedent, consequence.

1) What did you find interesting in the section? Why?
I found it interesting how they explained that you need to be clear on what you are trying to change about someone's behavior. Like the example of the UNI student that was trying to teach a class and wanted them to stop "disruptive behavior." This example did a good job at pointing out there are many different behaviors that can be put into the disruptive category according to different people. This is helpful for me and plans that I would like to do in the future so this is very interesting to me. By learning this now I will just have to know that I need to make sure the children I am working with know the target behavior wanted.

2) What did you find least interesting? Why?
The part that was least interesting to me was the section on good target behaviors because we slightly covered this in class and also went over a behavioral class. It wasn't that it was not interesting but it was more just like a refresher and I just skimmed over that section because we spent so much time on it in class.

3) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
I knew parts of this section like I just stated from in class discussions. For example when we watched the Youtube videos and were supposed to write down behaviors and then got corrected that most of the behaviors we wrote were behavioral classes. I also had heard of targeted behaviors and topographical from past sections of the book as well as class discussion.

4) Based on what you read from this section, what are two things that relate to your life? How so?
One thing that relates is to distinguish between topographical and functional classes. Because before this I thought they were the same thing and in past classes I was using these phrases wrong. I also will have to use the targeted behaviors and baselines when working in correctional facilities with delinquents because if I am not clear with them or do not tell them a good targeted behavior to reach then they will never work with me to try and get better. Intervention was also an important term for me to learn because this happens throughout my life even now. For example, if my roommate does something I do not agree with then I will respond right away to get the point across that what she just did was not okay. It loses its meaning the longer you wait.

After reading the second section, please respond to the following questions.

5) What did you find interesting in the section? Why?
I found it interesting that you can change almost any punisher into a reinforcer just by rewording it. This was interesting to me because I have never been able to actually get on a workout/diet schedule because I always tell myself things I can't do which makes me want to do them even more. Now I know that I should just try and reinforce myself instead of trying to take something away. One way I could do this is by saying "start working out at least once a day" instead of saying "stop eating unhealthy." Exercising would make me want to eat more healthy because I would want to eat food that would not give me cramps while running or working out. This is interesting to me because I can now try and "reset" my goals to try and reach my targeted behavior.

6) What did you find least interesting? Why?
I found to be the least interesting the sections that were just repeated. Like the part over punishment and reinforcement. I only thought it was the least interesting because it was repetitive to what we learned about in all of the chapters from the first section of the book.

7) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
This was very repetitive from the first section of the book so I knew the true definitions of both reinforcement and punishment. I also knew about the free feeding weight which we read last week. This is helpful for me though because it reminds me on what each of these terms mean.

8) Based on what you read from this section, what are two things that relate to your life? How so?
From this section and learning more about satiation and deprivation I found that this happens a lot to me throughout my days. Some days I feel so tired because I either stay up too late and don't plan ahead very well so have to do homework really late at nights. This is depriving me of my sleep and so then when I get a chance to sleep I want to for as long as possible. On a Saturday when I can finally catch up on sleep I sleep to the point where I cannot physically fall asleep. This is being satiated with sleep because I got too much of it. Establishing operations was used throughout my home when I was in high school all the time. My mom runs marathons and during her training she does not drink pop, therefore whenever she finishes the half marathons we would all be there to cheer her on and give her a diet pepsi once she crossed the finish line. The pop was used as an establishing operation for her.

9) How has reading these sections influenced what you originally thought about behavior modification? How so?
It has shown me that there are MANY different terms throughout this book and in behavior modification as a whole. Also I am learning that there are terms for things that happen (I used to just say I was full after eating a lot but now I can say that it is satiation). Learning these terms will make me sound more educated when I am talking to friends or classmates.

10) Once you are done with your post make list of the terms and terminology you used in your post and put them at the bottom of your post.
Target behavior, topographical, functional, targeted behaviors, satiation, deprivation, establishing operations

1) What I found interesting in this section would be topographical behavior classes. I find this interesting because even though the behavior looks similar the outcome can be totally different. Like the wave there are many different outcomes that come from that behavior.

2) What I found was least interesting in this section would be target behaviors. I found this least interesting because the topic didn’t peak my interest and it was boring to read. The explanation was good describing target behaviors but it still wasn’t interesting to me.

3) I already knew behaviors looked similar but could mean several different things but I didn’t know they had a definition. Like the example the book gave about the wave, I knew there were different forms and meanings but I never really thought about it in behavioral terms.

4) One thing that relates to my life about this section would be functional behaviors. At work there are many different ways to complete a task but the end product is always the same like opening and closing a door. The second thing that relates to my life would be target behaviors. While training my dog to stay off the bed I need to be specific about what behavior needs to be reinforced. She is allowed to be in her bed but not in mine so I need to target a certain behavior so she knows what she can and can’t do.

5) What I found was the most interesting in this section would be the animal studies on deprivation and satiation. I found this interesting because the experiments gave more insight and explanation to the topic. I like reading experiments in general so it was more enjoyable reading this section of the book.

6) The least interesting thing I found in this section would be establishing operations. I found this least interesting because in class we talked a lot about this topic and reading and learning about it again is good repetition but it made it more boring to read.

7) Through other psychology classes I already knew about the animal experiments discussed in this chapter. And this section also talks about reinforcement. In previous chapters we have already learned about reinforcement and in my other psychology classes.

8) On thing that relates to my life from this section would be changing a behavior because it bothers others. My sister doesn’t like it when I bite my nails so I’m trying to change my behavior because it bothers her. A second thing from this section that relates to my life would be signs as discriminative stimuli. Driving my car I use signs to tell me what behavior I need to perform like a stop sign, I need to stop.

9) Reading these sections haven’t really changed what I really thought about behavior modification. This section mainly expanded my vocabulary on behaviors that I did not know even had a name to them.

10) Vocab: topographical, target behaviors, functional behaviors, deprivation, satiation, establishing operations, discriminative stimuli

1) In this section, I found the information about topographical and functional classes interesting. They are easy terms to understand and we see it a lot in real life, I've just never had a word for them.

2) My least favorite part was when talking about the target behaviors. I just feel like I have heard so much about them, and there was just too much repetition about it. Like I understand it, and didn't need that much of an explanation about them again.

3) I've learned a lot about reinforcement and punishment before in my high school psych class, but it's nice to review it, and refresh my memory. But there's also a lot of new terms and more detail about everything that helps me learn a lot more than I expected. This information has helped me go in depth to the topic of behavior modification that I haven't gone before.

4) The first thing that relates to my life is the inter-observer agreement because although it may not relate completely right now, if I become a parent, its important to be on the same understanding of when to punish or reinforce the child because otherwise it may just confuse them or go badly.
The second thing that relates to my life is the target behavior because it's important to understand what the exact behavior is that you want to modify because it will help you change the behavior correctly.

5) The topic I found most interesting was that it's more effective when using reinforcement over punishment. I feel like I have learned that before, but for some reason I'm not really sure if I truly believe it. So I'm hoping that another section will go more in depth on that subject.

6) For some reason I didn't really like the satiation and deprivation. I'm not sure if it was just confusing for me to read, or that the words are a bit aversive to me somehow, but that part was my least favorite, although important.

7) Just like I said before, I have learned a lot of this stuff before but it's just nice to add on and refresh my knowledge on all these terms and information. This book is definitely written in a way where it just keeps adding on to the previous information so this question seems like I will always be answering the same way.

8) The first thing that I can relate to is the reasons why people want to change a behavior, because everyone has wanted to, or tried to modify their behavior at some point in their life.
The second thing that I can relate to is the signs eliciting a behavior, because like the section said, there are signs all over in our lives and they are discrimitive stimuli that cause us to emit a behavior.

9) My mind hasn't really changed much about behavior modification, but it has shown me that there is so much more depth and complexity to the subject than I originally thought there would be.

10) Terms: topographical, functional class, inter-observer agreement, target behavior, punishment, reinforcement, satiation, deprivation, aversive, behavior, elicit, emit

1) What did you find interesting in the section? Why?
I found this section really interesting because it helped clarify the whole subject of behavioral class. It makes more sense that we cannot just say that you are “dancing” and that is a behavioral class because there are multiple ways to dance and you have to be extremely precise when describing behavior. I liked that they discussed in such depth of topographical and functional levels of behavioral class. Topographical is the way a behavior looks and functional is what they do or accomplish. An example of a topographical level (we can use the instance of dancing) we can say that the dancing is topographically similar they look similar on the surface. Functionally not all dancing serves the same purpose some people dance at certain ceremonies or dance around when they need to use the bathroom. I found the explanations for these two different levels of behavioral class easy to understand which was nice because they are a little bit confusing of topics.
2) What did you find least interesting? Why?
The thing that I found least interesting about the section was not necessarily that it was uninteresting but that it was a little bit confusing, the last part of the section on the diagram. I think it was the wording about the diagram that made it more confusing than it had to be, the diagram was not that hard to understand but the wording part confused me on what was going on. Other than that I thought that the section was well written and easy to understand.
3) How does the section relate to what you already knew/learned previously?
This section is building off of what we previously learned; the section did touch base back on the ABC’s. Also in class on Thursday we watched videos on YouTube and wrote down all the behaviors that we saw. Most of us in the class wrote down behavioral classes and not target behaviors we wrote down things like (dancing, modeling, smiling) and there are all different ways that a person can emit these behaviors.
4) Based on what you read from this section, what are two things that relate to your life? How so?
Two things that I can relate from this section to my life are in a situation such as casually talking to a friend/ telling them a story. I do not know how many times I have told a story or talked about something that happened and had to retell it using target behaviors because I was too vague using behavioral classes and they did not understand exactly what happened such as someone falling, well they could have fell on anything (off the stairs, off a chair, etc.). Another instance that I can relate this to my life is like when I was training my dogs, if my family did not have inter-observer agreement than we would all reinforce the dogs in different ways. Like in the case of the dogs on the furniture, I would reinforce them every time that they rang the bell to be let outside but if my dad was around he would only reinforce them (by giving them treats/praise) every other time they wanted out and it was inconsistent. They eventually learned though and still ring the bell to go outside to this day!
5) What did you find interesting in the section? Why?
I thought that the reasons to change your behavior were interesting because they make sense to why a person would want to change their behaviors. The first was that the behaviors bother us as the individual such as drinking too much alcohol we may act out or embarrass ourselves which would be aversive. The second is that the behavior bothers other people, this could be like leaving dirty dishes in the sink and you’re roommates get mad. The third would be that it could lead to trouble like take muscle relaxers you could eventually get addicted to them. The fourth and final behavior would be one that would be illegal such as fighting other people randomly.
6) What did you find least interesting? Why?
The part that I found least interesting was that the section did talk about the ABC’s in depth again and the repetition is nice to get it stuck in your head but it does get boring reading it over and over. Another thing that I did not like was the fact that there was so many fill in the blank options and less examples because it is better for me to see examples along with doing our own but seeing them is easier for me to come up with the correct answers so I can check if I am doing it right.
7) How does the section relate to what you already knew/learned previously?
This section relates to what I already know by going over the subject of discriminative stimulus. They are something that we encounter every day without knowing exactly what it is. They are also like the A in the ABC’s the antecedent. They affect the likelihood of emitting a particular behavior.
8) Based on what you read from this section, what are two things that relate to your life? How so?
Two things that I can relate to my life is the DRO or differential reinforcement of other. I do this a lot to try to make myself feel better instead of saying a behavior I want to decrease I turn it into more desirable to reinforce it. Instead of not eating more candy I would rather say that I want to eat more fruit. Another way that I can relate this to my life is that of satiation. If I eat a certain food too much like chicken, last year I made chicken for about every dinner and now I haven’t been able to make it because of satiation.
9) How has reading these sections influenced what you originally thought about behavior modification? How so?
Reading these sections has influenced what I originally thought about behavior modification by helping me distinguish between behaviors and behavior class. I really did not know the difference until I read section 1.5 and learned about the topographical and functional levels of behavior class. Section 2.1 has helped me understand reasons why we want to change behaviors and I think that is an interesting concept and also helped me understand establishing operations more clearly now that I have read about it more.
Terminology: Behavioral class, behavior, topographical, functional, ABC, emit, inter-observer agreement, reinforce, aversive, discriminative stimulus, DRO (differential reinforcement of other), satiation, establishing operations.

1) What did you find interesting in the section? Why?
I found the description of behavioral classes interesting. I didn’t know behavior could be classified into Function or Topographical, but now that I do know that it does make sense. I now know behaviors might look similar on the surface be yet can serve a different function underneath.
I also found the section talking about the difficulties that may occur when working on target behaviors very interesting. Some of the examples talked through I had never thought about before, especially with just how specific you need to be when identifying target behaviors. They are also not behaviors you can attempt to change all at once. You have to pick a few of them to work on at a time otherwise it’s just overwhelming. You also have to remember the context in which the behaviors are happening and take that into account when attempting to modify them.
2) What did you find least interesting? Why?
There wasn’t anything in this section that I found uninteresting. A good amount of what I read was information that I didn’t know which kept me interested. Even reading what I did already know was interesting because it just reaffirmed what I had read earlier.
3) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
The one part of this section I could relate to was the discussion about target behaviors. I did my research blog post on them last Wednesday. Reading that section I was better able to understand it than before because I’d done that research but it also helped reiterate that knowledge and lock it down in my brain.
4) Based on what you read from this section, what are two things that relate to your life? How so?
I can relate the behavioral classes to my life. There are so many different behaviors we do in a day that may look topographically similar, but have a very different function. I may open a door to go in the building, open a door to go outside, or just hold a door open for someone. They all look similar on the outside; going through a door. But I’m doing them for a different reason.
I can also relate the importance of observing a behavior first before deciding what behavioral procedure to implement. You first need to know the details about a behavior before you can decide what to change about it. It needs to be observed when the behavior is occurring, the context, etc. That’s known as the baseline. I can relate to that because I have tried to change behaviors before, but I haven’t done it in the right way and therefore haven’t been very successful with them. But now, with the knowledge I’m gaining, I can better implement those changes into my life and use self-directed behavior.

After reading the second section, please respond to the following questions.
5) What did you find interesting in the section? Why?
I thought the 4 reasons to change behaviors were interesting in that I hadn’t ever heard or thought about them before. I just think the entire concept of having 4 main reasons defined is an interesting concept in general. I hadn’t ever thought about why people wanted to change behaviors other than because they didn’t like them or they didn’t like how people reacted to them, not about the other parts of it.
6) What did you find least interesting? Why?
I think the least interesting parts were the sections that covered information we had in earlier sections, but I don’t think that was necessarily a bad thing. Sometimes covering the information again and again just help you learn it that much better/faster.
7) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
This section went over a few topics we had covered in earlier chapters, but it was a good refresher. I had previously learned that reinforcement is when a desirable behavior is increased, and punishment when an undesirable behavior is decreased. I had also previously learned about target behaviors and how they usually fall under a specific context.
Discriminative stimulus and ABC’s were also terms I had learned before. The ABC’s are what we began with and what we have just built off since then.
8) Based on what you read from this section, what are two things that relate to your life? How so?
I can relate the first reason in deciding to change a behavior to my life. The first reason in wanting to change is because the behavior bothers us, the individual. And I’ve tried to change behaviors for that reason, myself. We notice that when we emit a behavior, we are bothered by it, deciding to work on changing that behavior and having a more desirable outcome.
I can also relate the satiation and deprivation section to my life. The hamburger example and diminishing returns explanation are some things I have actually experienced, so I could relate that quite well. When you eat more of something, and frequently, it will become less reinforcing to you to continue to eat that; something I’ve found quite true for myself. But at the same time, if you are deprived or don’t get to have something very often it’s more reinforcing to get it.
9) How has reading these sections influenced what you originally thought about behavior modification? How so?
Once again, reading the majority of these sections has increased my knowledge and just made me realize how much more there is to behavior modification than I thought there was. I had no idea about the classes of behavior or the inter-observer agreement until reading these sections. I am continuing to learn more and more about behavior the more I read.
Terms: Inter-observer agreement, undesirable behavior, punishment, desirable, 4 reasons to change behavior, self directed behavior, baseline, behavioral procedure, context, target behavior, topographical, functional

1.) There was a lot covered in this chapter, but what I found interesting was the concept of target behavior. I found this interesting, because it talked about how you can change a target behavior. There are so many different elements that go into it that I never thought of. A target behavior is a specific behavior of an individual that we want to modify
2.) What I found least interesting was the two levels: topographical and functional. Topographical refers to the way the behavior looks and Functional describes what the behavior does or is trying to accomplish. They just weren’t that interesting, because it was concepts that I already knew about.
3.) The section relates to what we have learned in class when it comes to Behavior classes. We talked about behavior classes about a week ago when we watched two videos of behaviors men and women were exhibiting. When we wrote them down, we distinguished if it was a behavior class or a specific behavior that was better described. Behavior classes are very broad and could have different meanings and accomplishments based on the person or based on the topic.
4.) Behavior classes relate to everyone’s lives because we all exhibit behaviors and sometimes they mean different things based on how we were raised.
5.) This section is an overview of the whole sections we have talked about so far. The most interesting I could find was the four reasons on why to change a behavior. They are: the behaviors bother us, the individual, the behaviors bother others, the behaviors may lead to trouble, and the behaviors are illegal. I found this the most interesting because I was wondering why we would want to change a behavior.
6.) The least interesting part of the section was all the overview stuff that was already covered because I learned about it already.
7.) This information relates to stuff we know because we have been talking about content in this section for around four weeks now.
8.) The ABCs of behavior relate to my life and I think everyone’s because we always have a reason for our behavior, a setting, and a consequence. Another thing that relates to my life is positive reinforcement, because that is what my mom used with me.
9.) It has influenced on how I originally thought about behavior modification because it increased my knowledge on information about behavior that I never knew before.
Terms: positive reinforcement, target behavior, topographical, functional, behavior classes

1) What did you find interesting in the section? Why?
I thought the functional vs. topographical section to be interesting. It took thinking outside of the box to me and put things into small groupings. The wave scenario was perfect and applicable to every day. It’s like how words have multiple meanings, but with it being topographical it all is the same action and spelt the same. I liked this because it made me think of my day to day actions.
2) What did you find least interesting? Why?
I didn’t really like the inter-observer agreement. I feel like everyone observes differently and that it makes it difficult to make this a topic because of this. I understood all of their reasoning’s and followed all the points made, I just don’t agree that it can be narrowed down that far.
3) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
Intervention is something that I had previously learned of. I took an intervention techniques class in high school. In this we talked about different ways to intervene and different situations where intervention is needed. It relates nicely to this section. When reading on intervention I was refreshed on many things that I had forgotten. Reinforcement is a major thing that is needed when it comes to intervening. I believe that that is the best way to keep the intervention in a positive state.
4) Based on what you read from this section, what are two things that relate to your life? How so?
• Target behaviors- This is something that I think we hear parents say constantly ‘why can’t you behave nicely like so-and-so?’ I remember being told this many times growing up. Every child makes mistakes, but it seems like parents jump on the bandwagon of naming other children and their ‘better behaviors’ at the first sign of trouble.
• Intervention- My boyfriend’s roommate is an alcoholic. He comes home drunk night after night often times barely making it up the stairs let alone even within the house. We had an intervention with him once and have been reinforcing our talk since then. He admitted to having a problem and we stated that he needs to start getting the necessary help to change his habits now while he has people around him who care about him. My boyfriend then gave him a deadline to get him otherwise he will be forced to move elsewhere.
After reading the second section, please respond to the following questions.
5) What did you find interesting in the section? Why?
We did talk about this in the last section as well, but I like how it is reiterated in this section. It is the topic of reinforcement and punishment. I had always sort of considered them to be the same besides the fact that one was a positive and one was negative. It came to a basic understanding and I thought that that was the main point. I like how this points out the difference and allows me to see the difference more easily.
6) What did you find least interesting? Why?
I think the ABC’s are complex. I believe that although the idea may be right, they are not the full truth so to say. The word consequence to me seems daunting and like punishment is coming. Because of this, I don’t agree that that is how the ABC’s should be considered. The A and B make total sense to me, but if there is a good behavior then I don’t think it results in a consequence. To me it becomes some sort of an outcome instead.
7) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
This section seems to be mostly overview of the pervious section we covered for this assignment, just elaborating on different topics. I do like how it explains things differently because with multiple explanations, it makes things easier to learn and relate to.
8) Based on what you read from this section, what are two things that relate to your life? How so?
• Station- This is applicable because I have recently started a new job. At first everything seemed so new and exciting. With it now getting to be day to day chores, I’m beginning to develop that burn out.
• Reasons to change behavior- I see this being really common because I work with children. I feel like I’m constantly trying to change a child’s behavior while I’m at work because of the 4 reasons. After seeing the reasons written out it all made more sense.
9) How has reading these sections influenced what you originally thought about behavior modification? How so?
These sections have really changed my mind. Before I thought changing a behavior was just something that happened but after reading these sections it made me realize that there are many ways and reasons to change behavior.
10) Once you are done with your post make list of the terms and terminology you used in your post and put them at the bottom of your post.
• functional vs. topographical
• inter-observer agreement
• Intervention
• Target behaviors
• reinforcement and punishment
• ABC’s
• Station
• Reasons to change behavior

Section 1.5
1.) What did you find interesting in this section? Why?
I found learning about how behaviors can be topographically similar, but they serve different functions. I found this interesting because it's typically not something we even think about when emitting behaviors. It's interesting to learn that there's a technical word for behaviors that are similar, but can be used for different purposes such as the waving example used in the text. I also think it's an important thing to consider because if we didn't understand that behaviors can serve different functions, we would have a difficult time behaviorally communicating with people and understanding them. This also relates to the whole concept of antecedents because different situations can serve as a discriminative stimulus that can elicit the same behaviors to be emitted, but depending on the context, these behaviors can mean different things.

2.) What did you find least interesting? Why?
I can't necessarily say that I found anything uninteresting, but I suppose that I found the topic of target behaviors to be a little redundant. I guess to me, the concept of target behavior seems to be easy to understand and it makes sense to me as to why it's important to focus on specific behaviors. However, I just felt there was more information on it than was necessary just because it's a relatively easy concept to understand. That's also subject to opinion, though.

3.) How does this section relate to what you already knew/learned previously?
Considering this is my second time taking this class, I've learned this information already once. However, I do find myself develop an even stronger understanding and ability to apply the information to my life the more I read through what I've read through once before. So, this information wasn't necessarily new to me, but I still found it to be interesting and relevant.

4.) Based on what you read from this section, what are two things that relate to your life? How so?
A lot of this information relates to my life. The idea of topigraphical vs. functional behaviors relates to my life because I emit behaviors that may be the same, but may have a different purpose. For instance, I'm a hugger. However, I might hug people for different reasons. I might give someone a hug because it's been awhile since I've seen them and I'm excited to see them, but I also might hug someone to provide comfort in a time of need for them. This is just one example, however. Another thing that applies to my life is the concept of target behaviors and modifying target behaviors because I have set goals for myself and I've had to force myself to focus on specific goals to change, such as changing up my diet and eating healthier foods.

Section 2.1
5.) What did you find interesting in this section? Why?
I found it interesting to look at the four most typical reasons that we change behaviors. I found this interesting because, like most things I've read so far in this class, it's just an aspect of behavior modification that people don't think about. I mean, we might be consciously aware of wanting to change our diet because we want to be healthy, but I don't know that we're always aware that our behaviors are affecting others, and we may not even be aware of how our behaviors are affecting ourselves. I don't think we always realize how much impact our behaviors have on ourselves and those around us.

6.) What did you find least interesting in this section? Why?
I didn't like the introduction part as much since it was a bit of a review of reinforcement and punishment. I just found it to be a little redundant is all.

7.) How does this section relate to what you already knew/learned previously?
I've taken this class before, so all this information is the same as what I've learned and read before. However, as I've stated before, the more I reread what I've read before and the more I do these same assignments, I find myself looking at this with a new perspective and thinking of new ways this information relates to my life.

8.) Based on what you read from this section, what are two things that relate to your life? How so?
One thing that certainly relates to my life is looking at the four reasons why we change behaviors in the first place. This is applicable to everyone because anytime we've ever felt we needed to change our own behaviors was because something we do or do not do is negatively impacting our lives or someone else's. I've tried changing things about my diet because it personally affects my health. I've changed the ways I listen to others and interact with others so that they feel heard and understood and this has improved my relationships and my ability to be a good friend. I've changed behaviors that could lead to trouble such as simply hanging out with individuals who may not be making the best decisions, or drinking when I was younger because it both could lead to trouble and it was illegal at the time I was in high school. Another thing that relates to my life is differential reinforcement of other because I've literally done what the example in this text was. I realized that punishing myself (which for me was just shaming) for eating unhealthy foods was making me feel worse about myself and instead of then turning to healthier foods, I adopted even more unhealthy habits. I had to start using reinforcement and reward myself for eating healthy so that it wasn't such a downer process.

9.) How has reading these sections influenced what you originally thought about behavior modification? How so? This section has influenced what I originally thought in the same way that every section thus far has. What I mean by that is that this class really makes you realize there's so much more to behavior modification than people realize.

TERMS: Behavior, Behavior modification, topographic, functions, emit, elicit, punishment, reinforcement, antecedents, discriminative stimulus, differential reinforcement of other, target behavior

1. What did you find interesting about this section? Why? I really liked how well explained "target behavior" was. I felt like if I was asked before reading this section what a target behavior was I would just throw out a random example of any behavior. Now, I realize how descriptive it needs to be. I understand needing to know the topographical, the function, and the context. Without knowing any of that then the target behavior can be different anywhere.
2. What did you find least interesting? Why? I found the examples of reinforcement have become super redundant throughout the entire chapter. I feel like I completely grasp the fact of punishment and reinforcement but I feel like it keeps getting brought up.
3. How did this section relate to what you previously new? Well like I said in what I find least interesting, I have been learning about reinforcement and punishment since my senior year of high school. I feel like I can connect it to pretty much anything. Another thing I can connect is the different types of topographic behaviors. I learned this during my freshman year of college. I know that emitting a certain behavior can mean different than another person emitting that behavior as well.
4. Based on what you read from this section, what are two things you can relate it to your life? One thing that I really can connect with is putting in perspective the place and time of a behavior and if it is acceptable or not. I have some very loud people in my life who are loud no matter where they are. Like yelling across the bar to a friend isn't disruptive at all. But yelling at the library across to a friend is very disruptive to a lot of people. Another thing I can connect to is the intervention and the reinforcement or punishment of that loud behavior. Some people constantly tell my boyfriend that he is a very loud person even when he isn't being loud so because he was reinforced he was even louder.
5. What did you find interesting about this section? I always find satiation interesting. I find it interesting because it is everyone's every day lives. If you do something over and over with the same reinforcement sooner or later that reinforcement isn't anything important to you anymore.
6. What did you find least interesting? This whole section just felt like a review and it was all repetitive from the last chapter. I would have rather moved on to the new stuff.
7. How does this section relate to what you already knew? Well the first 10 pages were all ABC, reinforcement, and punishment. I did enjoy reading more about establishing operations because I focused on that in my topical blog last week so I felt like I really understood and knew it. I also felt like I got more information on it and was given another perspective..
8. What are two things in this section you can relate to your life? I can relate the ABCs to my life especially now that I can incorporate the target behaviors of myself and others in it. I target my behavior of wanting to exercise more now using ABCs and certain reinforcements. Another thing I can relate to is that punishment actually helps and motivates me better than reinforcement. So I would technically be disproving Skinner's theory. I like reinforcements but sometimes I just take advantage of the fact that I am in control and give myself the reinforcement anyways while I can't always control the punishment that I get when I am eliciting a behavior.
9. How has reading these sections influenced what you originally thought about behavior modification? These sections make me feel like I can really control a behavior but then also shows me that I can really only control my behaviors and I won't be able to put someone else's target behaviors in a different sense when they could be thinking totally different than I am. It really enhances the fact that many factors play into behavior modification and not just reinforcement or punishment.
Terms: Behavior, topographic, function, emit, elicit, reinforcement, punishment, establishing operations, target behavior

1.I thought this section was pretty interesting. I think the most interesting part was about defining target behaviors. Target behaviors are interesting because they are something that I didn’t know a lot about before I started this class. Now I know more about them and they are something that relates to my everyday life. Also because it is something that is easy to understand and you don’t have to be a professional to be able to apply your knowledge of it.

2.I thought the talk about reinforcement was the least interesting because it is just something that is brought up and covered in so many sections and courses that I have taken. Learning about it gets redundant. I know it is a very important part of behavior modification but most of the things that we have been learning about it has been covered in other courses.

3.Thus relates to previous chapters because it is playing off of what we learned in previous chapters. It continues on in this chapter to cover topics that we covered in other sections such as target behaviors, reinforcement, punishment, extinction, etc. just in more details. It also continues on with other different types of behaviors. In this section are things that we knew a little bit about but it is building on them and making our knowledge about the topics more broad and stronger.

4.Disruptive behaviors are something that relates to my day-to-day life because I can now identify disruptive behaviors confidently while I am at work at a preschool. Now I can acknowledge these behaviors in the right context and situations and accurately punish or reinforce the behavior. Learning about observing behaviors will also be useful in my day-to-day life because before I can punish, reinforce, or make a behavior become extinct I need to observe it and record the details of the behavior and of the child. Observing the behavior is a key part of behavior modification, you cant change a behavior if you don’t know what is wrong with it and what needs to be changed.

5.Satiation and deprivation are interesting topics to me because I was aware of them from the previous sections but I was never all that confident in my knowledge of them. After reading this section my knowledge has grown and I enjoyed reading about it. I think it is interesting to see how it effects behavior and how it effects the consequences. I also thought the research section in this section was interesting I think using pigeons was a good way to show how it works and it was a good example.

6.Relearning the ABC’s was the least interesting part of this section because it is things that I have covered in almost all of my psychology classes. Clearly it is important but when you have read similar information so many times it gets boring and not interesting.

7.This section relates to knowledge that I already have because it talks about things like the Antecedent, behavior, consequence, elicit, emit, deprivation and satiation, etc. a lot of the thing that were covered in this section were covered in the previous chapter but they just go into more detail or look at them in a little different light. Also some of the things discussed in this section relates back to other courses I have taken we learned a lot about these topics in developmental psychology.

8.ABCs can relate to my life because I use them almost everyday at work without really thinking about it. Reinforcement is also something that relates to my life because I use that also almost everyday at work with preschool children. Learning about these things is really interesting because I look back and realize how much I do these things without even thinking that I am doing it. It is cool to try to apply more things I learn to everyday life.

9.I didn’t know I would know so much about behavior modification, I am coming to realize that I knew a lot more about it than I thought from previous classes that I have taken. I think this class is going to be interesting to learn more about and read more about throughout the rest of the semester.

10.Satiation, deprivation, behavior, reinforcement, punishment, extinction, Antecedent, consequence, target behaviors, disruptive behaviors, observation, punish, and reinforce.

1.I liked the wave example and how it helped to describe the difference between topographical and functional behaviors. I liked the flow of the material in this section and how the terms were easily defined and that they have easily understandable examples to incorporate those terms.

2. I didn't find the behavioral classes as interesting as the other parts of the section. it was still very helpful information but I already had a small idea of what behavioral classed were and how you can classify them.

3. This section relates to what we have been learning because it was all about what behavior modification is and how it is defined. This section stated how reinforcement and punishment are the building blocks of understanding behavior modification. We talked a lot about behavior classes and functional behaviors in my high school psychology class, and this section helped reinforce the idea of what that means and how it is used in psychology.

4.This chapter relates to my life because I work with many types of people every day. If there is something that I want to fix, learning about target behaviors will help me fix behaviors around me. Another reason why it relates to my life is that eventually I plan on using these behavioral tactics on my own children.

5. One of the things that I found interesting in this section was the idea of naturally occurring punishment. It is something that I have never really thought about before, yet it makes perfect sense!

6. Deprivation and Satiation. We have talked about it in a previous reading and when this is discussed it is mostly applied to animals. I do not find reading about animals interesting for the most part and prefer to read about people. Deprivation and Satiation also does not apply to much for what field I want to go into, being business, as much as other subjects do.

7. This entire chapter related back to what we learned earlier on with the ABC’s and in more recent chapters in which we learned the definitions and uses of more behavioral terms. This class seems to build on itself from chapter to chapter just expanding our concepts a little each time.

8.The first thing that I can relate to is the reasons why people want to change a behavior, because everyone has wanted to, or tried to modify their behavior at some point in their life.
The second thing that I can relate to is the signs eliciting a behavior, because like the section said, there are signs all over in our lives and they are discriminative stimuli that cause us to emit a behavior.

9. The only thing that changed my original thought on behavior modification was the complexity that behavior modification has. Along with all of the definitions of words, knowing specific behavior instead of a general behavior to fix, and how people have different ways of showing a behavior but are defined as one.

10. Topographical, functional behaviors, reinforcement, punishment, reinforce, deprivation, satiation, emit, discriminative stimuli,

1) What did you find interesting in the section? Why?

I found the defining of a target behavior interesting. I found the defining of the target behavior interesting because now I know how to identify a specific behavior more accurately now. A target behavior helps us identify behaviors people do in a much more specific and precise way. The chapter defines a good target behavior as one that is defined clearly enough so anyone would recognize and understand it when they saw it. A target behavior is also clearly defined as o the topography, function and the context in which it occurs. This is concurrent to the requirements of the language of behavior because it has to be so specific and precise. A target behavior compared to behavior class is simply more specific and precise. The chapter does a good job of explaining how a behavior class is a bunch of behaviors that are topographically similar like waving. There are multiple different forms of waving such as waving hello and goodbye.

2) What did you find least interesting? Why?

At the end of the chapter I started reading about observing behaviors, we eventually came to four outcomes that can occur when I decide to or not to reinforce a target behavior. In this section I also learned about a baseline. This is the rate at which a behavior is recorded, it is the starting point from which the success or failure of the behavioral intervention is measured. They again go over the importance of describing the target behavior as accurately and precisely as possible because if another observer were to try and count the same behavior the first observer counted, the number of times the behavior was emitted should be the same.

At the end of the chapter there was a table showing how observed behaviors can be reinforced or not be reinforced, I found this kind of repetitive from previous chapters. It was good review but I think every psych class I have ever taken has gone over the concept of reinforcement and punishment. While this class has already done a far better job of explaining it I believe it has been covered enough. I can also imagine that this topic will be discussed many more times throughout this class.

3) How does the section relate to what you already knew/learned previously?

Note: This can be from previous chapters or from other classes, etc.

Like I said under question number two the effects of reinforcement on behaviors has been talked about a lot. They previous chapters have also touch on the topographical and function of behaviors, more as an introduction for this chapter however. The importance of identifying a behavior as specific and accurate as possible was again touched on.

4) Based on what you read from this section, what are two things that relate to your life? How so?

After reading the second section, please respond to the following questions.
In this chapter I can relate to the importance of identifying a behavior accurately and precisely. I can relate to this because I have worked a lot of basketball camps and I have to be able to identify what kids are doing right and doing wrong. I have to describe to them very specifically what they are doing and how to change it. If I struggled to explain how to fix their shot or use the correct footwork I would not be able to help them.

5) What did you find interesting in the section? Why?

I enjoyed reading about what exactly behavior modification is and the reasons we change behavior. The four most common reasons for changing behavior are as follows; the behavior bothers us, the individual, the behavior bother others, the behavior may lead to trouble and finally the behavior is illegal. The first reason, the behavior bothers us, the individual, I can relate to. There are a lot of bad habits that I have that I think I should try to change, I think the biggest problem I have is not doing my laundry on a regular basis. I tend to wait until I am down to my last outfit or the laundry basketball is overflowing with clothes that need washing. If I could change one habit I think I would try to change this habit. The second reason, the behavior bothers others, is a very good reason to try to change a behavior. The book gave a good example about jack being late and not minding being late either, I was curious about how hard it might be to change a behavior the individual doesn’t necessarily want to change. In jack’s situation a very reasonable consequence is that he might get fired if he continues being late to all his meetings. The third reason, the behavior may lead to trouble, I can’t think of any of my friends that enjoys making trouble but if I had any I would certainly try and change that about them. It would also be in the best interest of the individual that may be in trouble because of his behaviors specifically so he doesn’t end up in trouble. The last reason, the behavior is illegal, is probably the best reason on the list to change a behavior.

6) What did you find least interesting? Why?

I thought the section Back to the ABCs was the least interesting. The reason I found this section the most boring was because it seemed like one big review to me. This section went over how the antecedent affects the behavior and then how the consequence will follow the behavior. This section also added an emphasis on how the consequence will affect the antecedent. If the consequence is reinforcing the individual is more likely to be in whatever position he was in again. If I try to perform stand up at a bar one night and do a fantastic job, I am more likely to reappear at another bar performing some kind of stand up. In this example being at a bar is the antecedent, performing is the behavior and the crowd cheering me one or booing me off stage is the consequence. Obviously getting booed off stage is pretty aversive, if that were to happen I would be far less likely to reappear at the bar again. The ABCs are only accurate if all three parts work and are in this order. A new term was also introduced, discriminative stimulus. A discriminative stimulus is basically an antecedent. An example of a discriminative stimulus would be being at the bar, this sets the stage to emit the behavior of performing stand up.

7) How does the section relate to what you already knew/learned previously?

Note: This can be from previous chapters or from other classes, etc.

Like I said in question two, the second half of the section was basically a review of the ABCs with the addition of a new term. This chapter also brought a couple concepts together, it told us the basics of how to actually modify a behavior and the reasons behind changing a behavior. It also expanded on the ABCs a little more, including another view of the antecedent as a discriminative stimulus and the consequence as an establishing operation.

8) Based on what you read from this section, what are two things that relate to your life? How so?

I think the thing I can relate to the most is the process of establishing operation. I can relate to this because whenever I find a new song I tend to listen to it on repeat until I’m sick of that song. The process of playing a song on repeat will reduce how much I like the song and give it a far less pleasing value. I can also relate to the next term discussed in this chapter, deprivation. My favorite type of music is classic rock so I tend to listen to a lot of the older bands like, Kansas, the eagles, queen, and the rolling stones. There are a lot of different songs out there created by these bands so I will find myself rotating which band I listen to every other day or so. When I hear a song I haven’t heard in a long time I will really get into the song and the band, this is what deprivation does to a stimulus. Since I haven’t heard that specific song in a long time I will put a high value on it and enjoy it a lot more.

9) How has reading these sections influenced what you originally thought about behavior modification? How so?

In a previous assignment I was struggling to explain a situation that sets the stage for a behavior to occur but after reading this section I know now that the term I was looking for was discriminative stimulus. I also have a better understanding of how people place a higher value of certain stimuli over others, this is effected by deprivation.

10) Once you are done with your post make list of the terms and terminology you used in your post and put them at the bottom of your post.

Terms-
Antecedent, behavior, consequence, emit, elicit, reinforce, punishment, discriminative stimulus, establishing operations and deprivation.

1.5
1) What did you find interesting in the section? Why?
- A thing that I found interesting about this section was the topic of behaviors and behavior classes. I remember talking briefly about this topic on the second day of class and I was a little confused about the difference. Now after reading about it, it is clear the difference. I found it interesting to learn about how behaviors while in the same behavior class can serve the same topographical similar but yet be functionally different and elicit different consequences. I thought the example of waving in the book did a good job of explaining this topic. I find it interesting that we consider so many things to be behaviors when in reality they are really just classes for our behaviors.

2) What did you find least interesting? Why?
-One thing that I found to be less interesting was the topic of target behavior. This is mostly because this was a topic that was easy for me to grasp and I didn’t need all the extra elaborations on the topic. I also felt that the example given in a way dragged on but it was still helpful.

3) How does the section relate to what you already knew/learned previously?
- A lot of the topics what I read in the first part of this reading relates back and further explains what I have learned thus far this semester. For example the topics of behavior class and behaviors, same with the topic of target behaviors.

4) Based on what you read from this section, what are two things that relate to your life? How so?
1. behavior classes, this relates because we all perform hundreds of behaviors every day and these are all broken into many behavior classes.
2. Target behavior, this is used in every day life because we all preform behavior and we all try to cause a specific behavior to occur.

2.1
5) What did you find interesting in the section? Why?
- One thing that I found interesting about this topic was the section about why we should change our behavior. Reasons such as the behavior bothers up or others, the behavior leads to trouble and or is illegal. I think this is interesting because even though it might be common sense, just thinking through each behavior in terms of why we might make modifications is interesting.

6) What did you find least interesting? Why?
- I found the topic of punishment and reinforcement to be boring only because this is a topic that has been burned into my head through past readings, lessons and classes.

7) How does the section relate to what you already knew/learned previously?
- this section of the reading that that discussed reinforcement and punishment. It discussed what each of these topics are and then related it to the current topic by how asking by someone might modify there behavior. Another topic that relates to past topics is deprivation from last weeks reading.

8) Based on what you read from this section, what are two things that relate to your life? How so?
1. in everyday life we use reinforcements to increase behaviors, for me an example of this would be working out to lose weight.
2. another topic used in everyday life is deprivation, as college students we often deal with sleep deprivation.

9) How has reading these sections influenced what you originally thought about behavior modification? How so?
- this section makes me now think more about how certain things influence me to change my behavior and why we use punishments and reinforcements.

10) Once you are done with your post make list of the terms and terminology you used in your post and put them at the bottom of your post.
Elicit, target behavior, consequences, reinforcement, punishment, functionally, topographical, deprivation,

1. I found your example for functional vs. topographical behavioral classes really interesting because I have never thought of all the behaviors that look alike but have different meanings. It is also interesting how a very specific behavior such as a certain hand gesture can be very offensive to one culture, but not to another. The hand waving is an excellent example because I can think of all the ways I can wave, and when I use it. Sometimes it doesn’t even have anything to do with a greeting, as I often use waving as a “thank you” in traffic.
2. I didn’t find it nessicarily uninteresting or unimportant, but the section on target behavior (the story of John and his class) kind of became lengthy and I ended up skimming through it. Though I did understand how important it is to be very specific when it comes to stating a behavior.
3. In class we had watched a video and were told to count the number of behaviors we saw, but we ended up listing more classes like “posing” instead of being more specific like “left hand on her hip and her right side facing the camera” because there were many different poses the woman did, but they didn’t all look the same. It was a good introduction to these concepts.
4. The idea of reinforcing behaviors we want from others, we have to make sure we let them know exactly what we want from them, which is the target behavior. So when a parent is trying to teach their teen that they need to have the dishes done every night before they go out, they need to set a specific standard for what they want. The allowing them to go out afterwards is the positive reinforcement. If you don’t specify what “clean” and “done” mean, you could end up with somewhat dirty dishes put in random cupboards around the house. This was something that had to be done at the house I babysit at. The parents didn’t give specific instructions so their son would do terribly and leave the house, then when he was always punished for not doing it “right”, he stopped all together. I have also seen this with people attempting to house train pets. They often get angry when the animal has an accident inside, but don’t make it clear to the animal that it needs to do its business outside.
5. I thought the section explaining why someone would try to change a behavior is really interesting. I never thought of all the reasons why a person would change besides not liking it yourself.
6. I don’t think that anything is really uninteresting but I think that the reinforcement and punishment was repeated over and over again. I think (or hope) that most of us have a very good understanding of it.
7. This chapter related a lot to what I already knew. For example, the previous chapters went over positive and negative reinforcement, punishment, and the ABC’s.
8. One major way this section contributed to my life is in my relationship. Some behaviors I do don’t bother me, but it bothers my boyfriend. Though I don’t think its 100% required I change that behavior, I want to do it for him. Later in the chapter it also talks about not following signs (discriminative stimuli) which I do plenty. Like when the girls bathroom was out of order at a Wendys once.
9. These sections have only reinforce and help shape my idea of behavior modification because it has repeated plenty of terms to help my understanding along with giving plenty of examples and tips.

Terms: functional, typographical, behavioral class, target behavior, positive reinforcement, negative reinforcement, punishment, ABC’s, behavior, modification

BNC
Section 1.5
1)What did you find interesting in the section? Why?
I thought that the first part was interesting in this section about the different types of behaviors such as typographical and functional. Topographical meaning the way they look and functional meaning what they do or accomplish. I found this interesting because it discussed how similar actions can have different meanings. I always find this stuff fascinating.

2)What did you find least interesting? Why?
Target behavior was the least interesting part of this section. I just thought it was a bit elaborate and had many sections on this topic and it was already touched on in the previous chapter. It was good information, just dragged a tad.

3)How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
This section hit on many topics we have read about in this book thus far. Target behavior, reinforcement, extinction, and emitting all relate to previous chapters, it seems as though this section went deeper in some of these terms.

4)Based on what you read from this section, what are two things that relate to your life? How so?
I feel like I categorize my behaviors in too broad of a spectrum, so this section about John teaching his classroom made me realize that there are a variety of forms that come with certain behaviors. This also made me realize that I need to put this in my routine on how I choose my target behaviors to the children I nanny for.
After reading section 2.1, please respond to the following questions.

5)What did you find interesting in the section? Why?
The definition of behavior modification was the most interesting because I have wanted to dig deeper into what this course is going to cover. I liked how it went into the four different reasons why you would change a behavior. I agree on the four and can notice them as I view my everyday life.

6)What did you find least interesting? Why?
The topic I found least interesting was again a lot of the terminology that we keep covering, I thought the beginning was very interested and grabbed my attention with what behavior modification is all about. The other terms that we keep covering is starting to drag as I read and lose focus. I understand I need to keep reading it because I know it, but don’t really fully understand it.

7)How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
In the beginning there was a review of the previous chapters, B.F. Skinner, ABCs, elicit vs emit, establishing operations, satiation vs deprivation are all topics that have been covered in previous classes and sections within this course.

8)Based on what you read from this section, what are two things that relate to your life? How so?
I can relate a lot of the classes that make up why to change a behavior. A class that bother us about ourselves, I pick at my hair a lot and nibble at my fingers as well, I bothers me that I do these behaviors. Another class I can relate to quite well is the one that bothers others. For example when people are late to class it doesn’t seem to bother them yet it bothers the teacher and the others in the classroom. I can also relate to this statement, “Too much of a good thing” can cause us to “burn-out” on it. I agree to this and have noticed this in my own life.

9)How has reading these sections influenced what you originally thought about behavior modification? How so?
The section 2.1 really helped me get a full idea of what behavior modification is all about. I was still curious about what this class was going to be covering. It’s more than just the study of behaviors, it’s more to do with how the behaviors bother us, the individual, the behavior bother others, the behaviors may lead to trouble, and lastly the behaviors are illegal.

10)Once you are done with your post make list of the terms and terminology you used in your post and put them at the bottom of your post.
Behavior modification, reinforcement, B.F. Skinner, emit, extinction, elicit, target behavior, typographical and functional behaviors.

1)I found the concept of the topographical and functional behavior classes interesting in this chapter. When we emit behaviors we often don’t think in the depth of categorization that these definitions present, or at least I don’t. As with a lot of the terminology we’ve learned, I hadn’t heard these terms used in this context before and was again surprised by the difference they had from their more common applications.
2) The section about Inter-observer agreement just didn’t capture my interest as much as the other topics. I felt like it was very similar to interrater reliability so I felt like I was just learning the same thing again but in a slightly different context and terminology.
3) The behavior diagram at the end of 1.5 was a good visual representation of the possible outcomes of reinforcement or the lack thereof. The reason that I chose to write about this here is because I feel like this diagram template could be used to explain other terms from previous chapters such as the possible outcomes of punishment. Target behaviors, which had been brought up briefly in previous sections, were elaborated on in this installment also.
4) I can use what I learned about target behaviors to help myself try to decrease those that I want to reduce or get rid of. An example of this that I can think of would be my bad habit of pulling out my hair as a stress response, by pinpointing the exact behavior topographically and functionally I can hopefully use what I learn in future chapters about target behaviors also to combat this behavior. I can also use the diagram from the end of the chapter to better predict behaviors of those around me and myself, and prepare myself to react in the best possible manner when these behaviors happen.
5) Because I have always been fascinated by psychology’s history with animal research the pigeon experiment example of deprivation and satiation stood out to me. Comparative psychology has pretty much fallen by the wayside in modern research but because I feel that we can learn many things about both human and animal behavior from studying the so-called ‘lesser species’ it was refreshing to see some in this context.

6) Although I know it is probably important for what we’ll learn next week from the text or in class this week, I found the review section to be the least interesting. The ABC’s are a pretty easy concept for me to grasp so I didn’t feel like reviewing them was necessary but like I said I’m sure it will aid in retention of that information in the long run.

7)Since most of this section was an actual review of material we covered from previous chapters the relationship sort of goes without saying. To reiterate though this section took a look back at the basic concepts from the first chapter such as the ABC’s and establishing operations and gave them a little bit more background. The new examples and flowcharts were good exercises and I feel like I’m more secure in my understanding of the material after reading this section.

8) The biggest takeaway from the section that I feel can be applied in life outside the class is the power of reinforcement. I have been meaning to begin to apply a schedule of reinforcement for my roommates when they do the dishes, but so far have not been able to catch them in the act…because they refuse to do them. Another application from this section I feel is applicable in everyday life is the concepts of satiation and deprivation. I did my topical assignment last week on dieting and extinction, and in the same way I hope to make use of satiation and deprivation to curb some of my eating behaviors.
9) Although I felt like a lot of the reading for this assignment was review, I did learn some new terminology that I hadn’t previously associated with behavior modification. The topographical and functional distinctions of behavior classes were novel but also the concepts of baselines and free feeding weight in animal research were some that I hadn’t previously learned. I feel like instead of changing how I thought about BMOD this chapter instead reaffirmed what I had learned previously.
10) Terms: topographical, functional, behavior classes, emit, target behaviors, inter-observer agreement, ABC’s, deprivation, satiation

1) What did you find interesting in the section? Why?
The most interesting things that I found in section 1.5 would be about topographical and functional. I think it interesting to find out the different things in life that are either topographical or functional. Topographical in the book is known as the way a behavior looks. The example they gave in the book way about waving at someone which can have many meaning to a wave but all the same behavior. On the other hand, the functional definition from the book is what the behavior does or accomplishes. In the book there example is opening doors. Opening doors takes different behaviors to do this but have the same result of the open door.
2) What did you find least interesting? Why?
The thing I found the least interesting in section 1.5 would be about inter-observer agreement. I do think is good to learn and really understand this, but it just wasn’t very interesting to me. Inter-observer in the text says it is observers in the same situation with the same target behavior, should have the same recorded number of occurrences of the target behavior.
3) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
Something that stuck out in the text that I learned about in another class was the discriminative stimulus. In the text it was used in part of an example. In my other class I learned that discriminative stimulus is the stimulus where a response will be reinforced. This also goes a lot with the other stimuluses which are conditioned stimulus, unconditioned stimulus, and conditioned response.
4) Based on what you read from this section, what are two things that relate to your life? How so?
Two things that would relate to my life would be the diagram at the end of section 1.5 and target behaviors. This helps me understand for instance when I have kids, why it’s important to not let them get away with things. For example if the behavior you didn’t like occurred but you let it go and still gave them a reinforcement, then it will only make that behavior worse.
After reading the second section, please respond to the following questions.
5) What did you find interesting in the section? Why?
The most interesting thing I found in section 2.1 would be about learning about the different behaviors I don’t like that I do but didn’t realize that it was a bad habit till now, and how this class is going t help us fix that behavior to the way you want it.
6) What did you find least interesting? Why?
The least interesting thing I found in section 2.1 would be when we talked about small amounts of food are given as reinforcers to prevent the animal from becoming satiated. I only say this because I have learned this in too many classes and it’s pretty permanent in my head now.
7) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
Something in this section that I already learned before would be same as section 1.5 but it they actually talked about discriminative stimulus and lots of example. Like how a stop sign, you stop at because you don’t want a ticket. The behavior is stopping to make sure you don’t get a ticket for the behavior going past it. Which the ticket makes that behavior happen less often then.
8) Based on what you read from this section, what are two things that relate to your life? How so?
Two thing that relate to my life from this section would be how commercials and ads are establishing operations to have the audience act in a certain way. I never would have realized this in life because I was never really focused on this part. The other would be reasons why we should get rid of a behavior, because it makes you think about those little annoying things in life you don’t have to live with if you condition out of it.
9) How has reading these sections influenced what you originally thought about behavior modification? How so?
It has made me realize how many behaviors we really emit without noticing every day that we do this. For example, a behaviors is waking up, lifting a glass, yelling, writing, there are tons and tons of behaviors we do every hour of the day.
10) Once you are done with your post make list of the terms and terminology you used in your post and put them at the bottom of your post.
Behaviors, emit, discriminative stimulus, satiated, topographical, functional, Inter-observer, target behavior, reinforcement, establishing operations, condition

After reading the first section, please respond to the following questions.

1) What did you find interesting in the section? Why?

I was very excited to see that we were diving further into these behavioral principles by introducing the topic of behavior classes. I enjoyed learning about how easy it was to categorize behavior into classes based on their overall appearance or their actual purpose. The examples given were quite effective as they made the concepts easy to grasp and process. It is sort of cool to see how these basic day to day behaviors can be broken down into very specific (and official sounding) categories of behavior. Another concept in this reading that I found to be an interesting perspective was that of the inter-observer and how important it is for the inter-observers to both agree on the behaviors occurring and the reinforcement or punishment being used. This really opened my eyes to how some experiments involving two observers can get very complicated rather quickly.

2) What did you find least interesting? Why?
Mostly what I found to be the least exciting of this reading was the portion pertaining to the diagram regarding behaviors and whether or not the reinforcement was working, or if the behaviors were becoming extinct, etc etc. This diagram was a bit confusing to me to be perfectly honest and I did not feel that it was beneficial to this reading. I felt that there could have been a more effective way to display the information that was being conveyed, or else that this section could have omitted the diagram completely because it was rather confusing and redundant.

3) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
Although this section did cover new material it did a nice job of tying in old concepts. In previous science classes it talked about the importance of accuracy when observing your science experiments. Last semester when I took astronomy we had to do several assignments for the lab where we had to work in groups. One assignment I remember the most because my partner and I different so much in regards to our observations. We were supposed to look out into the night sky and draw the constellations as we saw them. My drawing was different than my assigned partners, therefore our calculations were different, causing many of our answers to be incorrect. Connecting that experience to the reading, I saw how important it was for me and my partner to have a clear agreement regarding the drawing of the constellations.
In regards to the reading, if we were doing a similar experiment containing observations of behavior instead of planets, then we would have to have a clear inter-observer agreement prior to the experiment.

4) Based on what you read from this section, what are two things that relate to your life? How so?
As a future teacher, I feel that it is safe to say that I will be constantly monitoring not only the progress of my students, but their behaviors as well. If I notice that there are any unwanted behaviors in my classroom I will have to work as a team with my fellow teachers to reinforce certain behaviors while terminating others.There will have to be a clear understanding between classes what behaviors we are observing,how often they are occurring, and what type of intervention will be used. We will have to work together to respond to these behaviors consistently in order to prevent accidentally overlooking the behavior, or neglecting to reinforce other more constructive behaviors.
In terms of my own classroom, I will have to become well versed in identifying and defining certain target behaviors. As John learned from the example in the reading, I will need to make sure that I am aware of the context that the behavior is taking place, how disruptive the behavior is/the functions of the behaviors, and how to properly handle the behaviors.

After reading the second section, please respond to the following questions.

5) What did you find interesting in the section? Why?
I found it interesting that the examples provided in the reading focused on our own target behaviors we wanted to increase and decrease. Then we had to go through the process of figuring out and identifying target behaviors for those examples. For me, that whole process made the learning experience more valuable and allowed me to find connections between the assignment and my life. When I have the opportunity to do that with assignments it causes me to think more and apply concepts to my own experiences.

6) What did you find least interesting? Why?
The fact that we were back discussing the ABC'S again. I acknowledge the fact that there is a lot about these topics and their relations to other concepts that I need to process and absorb. However, as the learner, after awhile you get a little burnt out on covering the same vocabulary. I am comparing this experience to that of my horse, Lucky. When I work with her every day in the summer training her, she gets bored very easily of doing the same things day in and day out. When I notice Lucky getting bored and starting to act up a bit, I have to find ways to teach the same concepts but with a different flavor. Same applies to this reading; after awhile you get bored of covering the same ideas so you need to spice things up a bit. That all being said, I was grateful that this portion of the reading did not dominate the section and we did cover other concepts.

7) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
Currently in my health psychology class we have been discussing changes in our health and how being a college student can impact some of your choices regarding whether or not you life a healthy lifestyle. In health psychology we have examined why it is difficult in college to maintain a proper diet and I have shared some of my personal experiences regarding this topic. For one of the examples in this assignment, it talked about "giving three examples of behavior you personally want to increase". My three examples were working out, eating healthier and getting more sleep. I just found it interesting how we have been talking about that subject in my health psychology class and I was able to find a way to relate it to today's assignment.

8) Based on what you read from this section, what are two things that relate to your life? How so?
Well as I have said previously, some target behaviors I am attempting to change are my diet, physical exercise, and the amount of sleep I get per night. Being able to define what a target behavior is and how I go about reinforcing this behavior makes me feel more empowered. I was also feeling positive about identifying behaviors that I personally want to decrease. It helped me identify areas in my life that I want to improve but more importantly understand why I want to change these behaviors.

9) How has reading these sections influenced what you originally thought about behavior modification? How so?
Originally I thought behavior modification was basically a class where we would talk about different behaviors or observe different behaviors and discuss them. This class has shown me that behavior is not only far more complex than originally realized, but the study of the behavior and the processes of behaviors is quite impressive. I am interested to see as the class progresses, the other areas of behavior that I am unaware of and the ways they impact my daily life.

10) Once you are done with your post make list of the terms and terminology you used in your post and put them at the bottom of your post.

Behavior, target behavior, inter-observer agreement, context, functional, extinction, consequences, ABC's

Section 1.5
1)
I found interesting how important it is to define a target behavior because the research will depend on it. There are many possibilities of how defining the target behavior can interact with the results we get. Also it is very important to have a high inter-observer agreement because it will be basic for the person doing the behavior to know what he/she needs to obtain reinforcement as well for the person measuring it to know what it has to measure. This way we can avoid bad results as when the correct behavior occurs but the reinforcer is not delivered and when the wrong behavior occurs but a reinforcer is delivered. This will lead to extinction and learning unwanted behaviors.
2)
I found the chapter interesting because it gave some details about behaviors as for example the behavioral classes but also giving good examples so we could comprehend everything.
3)
I liked the fact that it was related with last the last couple of chapters. In this chapter we could read again about extinction – which I find it very interesting – in a little more detailed version, or at least I understood it better this time thanks to the diagram.
4) Based on what you read from this section, what are two things that relate to your life? How so?
I would relate to my life the example about the teacher trying to modify some behaviors in the middle school class because I remember how annoyed I was when other kids were always interrupting the class. It wasn’t like I didn’t want to have fun, but learning can also be fun and I enjoyed my classes. The other thing I thought about when I was reading the importance of define behavior was when my mom gets mad at me because of something I’ve done because she wanted me to do it but then changed her mind. I’m talking about the extinction when I emitted a behavior that was no longer required and I did not get a reinforcer.
Section 2.1
5)
I found interesting what B.F. Skinner had to say about behavior modification and how the way to do so is using reinforcement. Punishment is not necessary for learning; it works for behavior “movement” as it displays the behavior somewhere else without learning how to change it. I liked the idea of how powerful reinforcement can be.
6)
I found less interesting the review over the ABCs again because I already understood that part of what we have covered so far.
7)
Apart from the review of the ABCs I would relate the deprivation and satiation examples of the pigeons since we had already talked about it. Though this time there were more specific examples of these phenomena.
8)
The two things I would relate with myself would be satiation and deprivation because I think it is something common that we have all been through at some point. I am used to cooking my own food in small portions so I experience satiation a lot of days here eating at the centers where there are all kind of food available. On the other hand I’ve experienced deprivation before when my parents would take away my computer until I got done with my homework or until I studied certain number of hours.
9)
It helped me understand the importance of knowing what you want to change and not just try to change all kind of different behaviors at the same time. Because what it is bad sometimes it can be good some others.
10)
Target behavior, reinforcer, extinction, inter-observer agreement, behavioral classes, B.F. Skinner, reinforcement, punishment, ABCs, satiation, deprivation.

Section 1.5
1) What did you find interesting in the section? Why?
The information I found most interesting in this reading was the behavioral classes. (Functional vs. Topographical) I think it is really cool that all around the world we can perform a behavior somewhat differently, but we all still understand what the behavior is. (The example with the wave.) And on top of that one behavior can have several different meanings, but depending on the context we are still able to analyze the meaning of the behavior. (Using the wave example again.)
2) What did you find least interesting? Why?
The section I found the least interesting was "Inter-observer Agreement." I do not really know why I found this to be boring, but I noticed I had to keep starting my sentences over because I would start thinking about something else. I am guessing since I couldn't relate it to my personal life I just found it less enticing.
3) How does the section relate to what you already knew/learned previously?
I felt like most of the information in this section was new to me. Besides being aware of some of the terms from previous sections, I haven't heard about these topics in any of my other classes.
4) Based on what you read from this section, what are two things that relate to your life? How so?
I related the target behaviors section to two different things: dealing with my younger siblings and babysitting. It can sometimes be frustrating to try and elicit behaviors from children, and I think the idea of being very precise with a target behavior is essential/being precise about the context the behavior is emitted. I can see why it is hard for them to behave the right way when clear guidelines aren't set.
Section 2.1
5) What did you find interesting in the section? Why?
I really liked the part where it talked about the four reasons to change behaviors. I had never really thought about it before, but I think a lot of us unconsciously follow these four reasons to make decisions on a day to day basis. It also made me wonder if any of my behaviors have bothered my friends, and if they have tried to modify my behavior in some way.
6) What did you find least interesting? Why?
I really enjoyed reading this section, and I did not find myself getting bored reading it.
7) How does the section relate to what you already knew/learned previously?
This section touched base on a lot of things we learned about earlier (satiation, deprivation, punishment, reinforcement), but I enjoyed this section because I felt like it connected to more real life examples to explain what they are. (How these are used in research.)
8) Based on what you read from this section, what are two things that relate to your life? How so?
Satiation definitely applies to my life, and I thought a lot about that while reading this section. I tend to get really obsessed with certain food items for a decent amount of time, and then it gets to the point where even thinking about the food makes me sick. For example, last summer I would bring a snack size bag of tortilla chips, a 100 calorie pack of guacamole, and a banana for my fifteen minute lunch break every time I worked. (Which was usually five days a week.) I was really addicted, to the point where people called me guacamole girl, and I thought I would never get tired of it. I'm now at the point though where tortilla chips and guacamole never sound too appetizing.
Deprivation is another thing that reminded me of my life, and ironically it had to do with cheeseburgers. Over the summer my family and I went to spend a day at our family friend's lake house; I hadn't eaten breakfast and I didn't eat lunch because my mom told me we were going to cookout when we got there. It ended up that my mom misunderstood, and we didn't end up eating there until around 8 PM. I was so hungry, and we ended up having cheeseburgers for dinner. I absolutely hate cheeseburgers, but I was so hungry I ate it willingly.
9) How has reading these sections influenced what you originally thought about behavior modification? How so?
I think reading about B.F. Skinner's point of view in this section really influenced my thoughts about behavior modification. I agree that reinforcement should be used whenever possible, and it is much more effective in teaching a behavior than punishment. I think punishment should only be used if you really need it. I feel like typically reinforcement produces the most positive situation for everyone involved.
Terms: behavioral classes, functional, topographical, satiation, deprivation, punishment, reinforcement, behavior, elicit, emitted

1) What did you find interesting in the section? Why?
The most interesting part in the readings to me was when it talked about superstitious behaviors. Although it was not talked about much I was very intrigued by the thought of it. Superstitious behaviors weren't given a definition so I had to look it up to make sure I knew what they meant by it. Psychologicaldictionary.org gave an example saying a man who won the lottery will continue to buy his tickets from the same location. The chapter stated it doesn't always happen, there can be other outcomes, but seeing that as one of the reasons superstitions start caught my attention.

2) What did you find least interesting? Why?
The part I found least interesting was the section on target behavior. I didn't find it as interesting because it was just the same information as the previous chapters and for how much it was discussed before this chapter still went over everything almost as if it was new information.

3) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
Other than the target behavior section, a lot of the material in this chapter was new to me. The only thing I could find was behavioral classes which was something we talked about a little bit in class. When we watched the videos and had to name some behaviors and it seemed like after every answer someone would say it was a behavior class and I didn't know what they meant by that until later in the class. It wasn't until I read this chapter that I learned what it was.

4) Based on what you read from this section, what are two things that relate to your life? How so?
Two things in this chapter that relate to my life are target behaviors and the four outcomes that can come when attempting to reinforce a target behavior. The reason that these apply to my life is because I am getting a dog this coming weekend and I am planning on using the things I have read in this class to teach it which will put a large focus on these two sections.

After reading the second section, please respond to the following questions.

5) What did you find interesting in the section? Why?
I found the section on satiation in the reading the most interesting. I thought this was interesting because a lot of the time I find myself eating the same things over and over again because it is quick, convenient, easy, or all three. After awhile I would get sick of eating the same thing and I would eventually start to dislike it and have to take a break from it. I had no idea it had a name or was known as a diminishing margin of return.

6) What did you find least interesting? Why?
I thought the least interesting part of the chapter was
when they talked about how signs can be discriminative stimuli. The reading just seemed dry and boring to me when it brought up things like how a sign won't effect us if we don't need to use it or how we stop at a stop sign to avoid a ticket. I felt it was something that didn't really need to be in there because it is something most people know.
7) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
A lot of the things I read on deprivation relates to things I have learned in other classes. We talked a lot about it in a Biopsychology class I took last year. We talked about some things like the sleep experiments where people were kept awake and starving animals as an establishing operation.

8) Based on what you read from this section, what are two things that relate to your life? How so?
As I mentioned earlier, I often eat the same thing for meals which makes me not want the food after a certain period of time. Another thing I can relate to my life is deprivation. I can relate to this because I know how much my body struggles when I am deprived of sleep.
9) How has reading these sections influenced what you originally thought about behavior modification? How so?
These two readings gave me a better understanding on satiation and behavioral classes. Behavioral classes are what changed the most for me. Before I thought behaviors were a lot more broad. Waving your hand was just waving your hand, but the example explained very well all the different ways you can do it and how each one means something different to different people.
10) Once you are done with your post make list of the terms and terminology you used in your post and put them at the bottom of your post.
Superstitious behavior, behavioral classes, target behaviors, establishing operation, deprivation, satiation

After reading the first section, please respond to the following questions.
1) What did you find interesting in the section? Why?
I found the distinction between the two types of evaluation techniques that are used in behavior modification, topographical and functional, interesting. I have not previously thought of behavior modification as such an expansive field. I honestly, before reading the few sections for this course, thought that behavior modification only was linked to classical conditioning and operant conditioning. I had no idea that it was so complex. I also was not aware of how specific I need to be when describing a target behavior.

2) What did you find least interesting? Why?
I found the intervention description the least interesting. I feel that this was the one term I knew fairly well before reading this section. I feel that this might be the one term in behavior modification that is self-explanatory.

3) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
This section mentioned target behaviors, which also appeared in earlier readings. This section goes into more detail about how it is essential to label a target behavior as clearly as possible. If the target behavior is not defined, the intervention or reinforcement tactics are difficult to administer. In the inter-observer agreement section, the terms punishment, reinforcement, elicit, and emit are also mentioned. These have been in most of the readings that I can think of.

4) Based on what you read from this section, what are two things that relate to your life? How so?
I feel that I could identify behaviors that I do not find helpful and work on changing my own behavior. One of the obstacles of this method is that it may have to be an intrinsic reward rather than an extrinsic one; unless I ask my roommates for assistance with my self-psychology experiment.
Although, a teacher was mentioned in the section about target behaviors I feel that this material could also apply to counselors, specifically school counselors. I am considering this as a possible career path, so I feel that understanding the difference between functional and topographical is essential. I also need to understand the basic principles of behavior modification in order to find an application for them in my future work position.
After reading the second section, please respond to the following questions.

5) What did you find interesting in the section? Why?
I found the part about the four main reasons to change behaviors interesting. To see the four conditions helps me to put behavior modification into a more applicable state. In other courses we mainly discussed theory, but did not discuss real-world applications as much. I also found it interesting that reinforcement is usually the best method for changing a behavior; it makes sense. According to Section 2.1, B.F. Skinner mentioned that “nothing is learned with punishment” and “reinforcement is more desirable” and possibly more effective because of this factor.

6) What did you find least interesting? Why?
I did not like returning to the ABCs. I believe I have a fairly comprehensive understanding of what the ABCs entail and would like new information (I am aware that repetition will help me remember the material in the future, but I would like to expand my behavior modification vocabulary).

7) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
I remember there was also a stop sign example, used with the terms elicit and emit, I believe. I appreciated how this was linked to establishing operations. It seemed to form a stronger connection between all of the terms I have learned. Reinforcement and punishment were mentioned in this section, as well as satiation ad deprivation. I remember in my biopsychology class how scientists researched the effect of food deprivation in birds. They set up an experiment where impulses would be administered even as the birds ate. When deprived of food for a long enough time period, the birds did not care that they received shocks because they were hungry enough that they ate through the electrical impulses.

8) Based on what you read from this section, what are two things that relate to your life? How so?
I could relate to the example about changing junk food habits to healthy food habits. I could manipulate my environment, or the context of the situation, as well as manipulating the ‘reward’ I would get for eating healthier. I could make a list ahead of time when I go grocery shopping and I could avoid going to the store when I am hungry. This modification could prevent me from grabbing unhealthy snacks and quick TV dinner meals.
I tend to punish, or reduce the frequency, myself to bring about a behavior that I want. This tactic had failed multiple times in the past, but I keep trying to make it work. This section had a part where new behaviors are rarely formed with the use of punishments. I will have to keep this in mind when I enact consequences after some of my maladaptive behaviors (many of which involve procrastination and studying).

9) How has reading these sections influenced what you originally thought about behavior modification? How so?
I am not sure if I mentioned this earlier but I am constantly surprised with how in-depth behavior modification can be. I assume this is because when manipulation of behavior occurs it should not be taken lightly. Behavior modification is a powerful tool that needs to be administered properly and for the right reasons.

Terms: Evaluation Techniques, Topographical, Functional, Target Behavior, Intervention, Reinforcement, Punishment, Inter-Observer Agreement, Elicit, Emit, B.F. Skinner, Application, Establishing Operations

1) What did you find interesting in the section? Why?

What I found interesting in this section was the difference between Functional and Topographical. I think I found this the most interesting because it really made me think. I had to read and re-read, and then really think to understand it. Not sure why it took me a while to catch on.. but it really did catch my interest.

2) What did you find least interesting? Why?

The least interesting topic for me was behavioral classes, but just because we already learned about it and it wasn't new like most of the rest of the content.

3) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.

I think Functional and Topographical behaviors relate to what I learned/knew because it made me think of the day we watched the videos in class and pointed out behaviors. We had to pick out the difference between behavior classes and behaviors. This could be another step to what we did that day. She might have waved, was it a wave hello? or goodbye? What was the function or purpose of the wave?

4) Based on what you read from this section, what are two things that relate to your life? How so?

I relate this to my life because I have noticed how my idea of one thing and someone else's idea of the same thing can be completely different. The biggest thing I have noticed is studying. Everyone studies different. I have never met someone who studies the same way as me, even if we are studying for the same thing. Another thing that relates to my life is I have a really close friend from north carolina. We in Iowa call the things you put on your eyes to read with -glasses. He calls them goggles. We also call purses, purses.. he calls them pocket books. We are talking about the same things, but we call them different things. The way he acts/talks is different than how my friends from Iowa act/talk even if we mean the same thing.

After reading the second section, please respond to the following questions.

5) What did you find interesting in the section? Why?

What I really liked about this section was when we had to think of behaviors about ourselves that bothered us and that bothered others. I knew the subject would come up, I had just never actually thought about own behaviors. I thought of a few things I would like to change.

6) What did you find least interesting? Why?

My least favorite part was reviewing the ABCs again. I caught myself skimming through that part wanting to read something new.

7) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.

This section relates to what I learned because it took what we have learned about behavior and made us think about our own behaviors. I think this section really related to the reader.

8) Based on what you read from this section, what are two things that relate to your life? How so?

One thing that really jumped out at me was the hamburger example. I am the person to eat two, go back for a third because the first couple were so good, not enjoy the third one as much and later suffer because I ate too much. That example made me laugh because its a behavior I do all the time. Another thing that I related to my life was thinking of my own behaviors. I know some bother me, and some might bother others.There are some that I would like to change.

9) How has reading these sections influenced what you originally thought about behavior modification? How so?

The more I read and learn in this class the more I can start to see that manipulating behaviors is possible. At the beginning of the semester I didn't think we were going to learn things that actually relate to us and everyday life.

10) Once you are done with your post make list of the terms and terminology you used in your post and put them at the bottom of your post.

Manipulation, behaviors, ABCs, Functional, Topoggraphical,

1) What did you find interesting in the section? Why? I found the differentiation between topographical and functional behavior classes. I enjoyed reading about this because, like many things in this class, reading about something makes me think about everyday things in a different, more behavioral, light. I never really thought about how eliciting similar day to day behaviors can emit very different outcomes.
2) What did you find least interesting? Why? I found reading about target behaviors least interesting in this section because we have already read and focused on this topic and it really seemed like review than learning something more.
3) How does the section relate to what you already knew/learned previously? We have always read about target behavior, but this section went more in depth and gave more examples. Other than that, mostly everything was new.
Note: This can be from previous chapters or from other classes, etc.
4) Based on what you read from this section, what are two things that relate to your life? How so? I relate to being precise at distinguishing what exactly the target behavior should be because I work with my family a lot with self improvement. When I am talking about an aspect about their life that they want to change, I always make sure that I am very specific about what they should or should not do to improve themselves. Also, I am learning functional behaviors because I plan to travel a lot, so I learn what different gestures mean the same thing in different places.
After reading the second section, please respond to the following questions.
5) What did you find interesting in the section? Why? I found B.F. Skinner’s theory that says you should only use reinforcement to modify someone's behavior, not punishment. I liked that because it explains why things like corporal punishment and being suspended don’t really make the person receiving the punishment learn anything.
6) What did you find least interesting? Why? Probably going over the ABC’s again, for the same reason as the last chapter, we have already learned about them and the concept of the ABC’s is generally simple.
7) How does the section relate to what you already knew/learned previously? When we learned about reinforcers and punishers we learned a little about how they work, but this chapter went more into depth about why they worked and why one worked better than the other.
Note: This can be from previous chapters or from other classes, etc.
8) Based on what you read from this section, what are two things that relate to your life? How so? The parts that talk about why you would modify someone's behavior relate to my life (especially the last one) because I want to work as a psychologist in prisons because I don’t feel like the prisoners aren’t given many opportunities or chances to learn to change their ways. Also, as a person who may have to work with kids in the future, whether that be having some or babysitting, knowing that punishment does not work as well as or even in the same way as reinforcement will really affect my reactions towards a child's behavior.
9) How has reading these sections influenced what you originally thought about behavior modification? How so? The concept of behavior modification kind of sounds like it just isn’t “right”, and even though I knew that behavior modification can be helpful in many ways, this section explaining the reasons why you would modify a person’s behavior cleared the air even more.
10) Once you are done with your post make list of the terms and terminology you used in your post and put them at the bottom of your post.
Terms: Emit, Elicit, Target Behavior, Topographical, Functional, Reinforcement, Punishment, Punisher, Reinforcer, B.F. Skinner

1.5

1) What did you find interesting in the section? Why?

- What I found interesting was how in depth we have to be when describing the target behavior because for some people it may fall under the topographical class but not the functional one and visa versa. I've never thought about inter-observer agreements because I always figured that people see things the same way as I do, which is very illogical on my part. This makes describing the target behavior more difficult because now we have to be even more specific so that two or more people can understand and see the behavior the exact same way.

2) What did you find least interesting? Why?

- I wasn't uninteresting in anything because this was all new knowledge to me and the section flowed nicely and it explained all the concepts in depth.

3) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.

- This section related to my topical blog post about extinction because it discussed how to correctly reinforce the target behavior and not mistakingly reinforcing an undesirable behavior. By fully explaining the target behavior with the other person, you both know what behaviors to expect and which ones will and won't be reinforced. This will make modifying behaviors a lot easier because there is no confusion and we all know what is expected.

4) Based on what you read from this section, what are two things that relate to your life? How so?

- One thing the related to my life is the concept of inter-observer agreement. The first semester last year, my roommate had a completely different idea of what a clean and organized room was. She was very messy and was able to function in her chaotic storm of dirty clothes and food everywhere in the tiny room. Whereas I did not function at all. Honestly I was close to freaking out because I'm a very organized person, even my messes are organized and small. So we would discuss cleaning the room and nothing even changed because she didn't understand my meaning of cleanliness.

2.1

5) What did you find interesting in the section? Why?

- What I found most interesting was changing an aversive behavior that we want to disappear into a pleasurable behavior we want to emit. Reinforcement is much more pleasurable than punishment because we will want to emit those behaviors in the future compared to punishment.

6) What did you find least interesting? Why?

- I didn't find anything uninteresting. It was nice being able to combine chapter ones readings into a summary and use a bunch of concepts together.

7) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.

- I related to this information because we had originally learned it all from the last chapter, the section just went into depth and gave more examples and opportunities for us to brainstorm by filling out those blank boxes.

8) Based on what you read from this section, what are two things that relate to your life? How so?

- Something I relate to are discriminative stimuli because those signals are everywhere and they elicit the behaviors we emit all the time. All the driving signs and lights are an easy example of discriminative stimulus. Another thing I related to was the commercial example for establishing operations. I couldn't tell you how many times I've gone out to eat after I watched food commercials. And it's funny because I'm normally not that hungry when I watch the commercial then afterwards I feel the need to go eat at that restaurant.

9) How has reading these sections influenced what you originally thought about behavior modification? How so?

- So far after reading the sections I have been more aware of the behaviors I emit and I pay attention to other people behaviors more often now too because there are so many thing people do without even thinking about it. There's times my friend will do something and I'll mention it and she'll respond with "I did that? When?".

10) Once you are done with your post make list of the terms and terminology you used in your post and put them at the bottom of your post.

- Target behavior, topographical, functional, inter-observer agreements, behavior, reinforce, modifying, emit, punishment, reinforcement, elicit, discriminative stimuli, establishing operations

1) What did you find interesting in the section? Why?
I found it most interesting how highly specific and detailed the language of behavior was. In the example with John the teacher, it reminded me of how Socrates approaches his arguments, basically deconstructing a prior notion (in the teachers case, the behaviors identified), and reconstructed a fuller understanding and definition of them (in the teachers case, how a behavior can seem bad, but ultimately be necessary, etc.) The whole scenario was thought provoking and exemplifies how highly specific one has to be in order to get desired results.

2) What did you find least interesting? Why?
Honestly, the whole section was interesting to me, so nothing was uninteresting, and similarly, I would have troubles describing what was least attention grabbing for me. It reminded me of class on Thursday when it was discussed how you think you understand it when reading and reality is that you don’t. While reading this whole section I could see that point being made since the functionality, and topographical features of behaviors we have yet to discuss, yet these mistakes are already being made in class. Overall it was an interesting section top to bottom.

3) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
It keeps building on reinforcers and punishers, and keeps the idea or example of extinction extremely relevant. It also builds on the language and descriptions of what we are attempting to do with adding new vocabulary and ideas.

4) Based on what you read from this section, what are two things that relate to your life? How so?
One thing is related to my executive position and goals of mine. It is a goal to promote wanted behaviors like studying for the sake of better grades. However in past experiences it has been very vaguely discussed much like the example of John.
Secondly the notion of a baseline is related to my life. I want to start new behaviors (or stop old ones), yet I have never taken the time to fully understand them, and without that it is difficult to accurately obtain what I desire.
After reading the second section, please respond to the following questions.

5) What did you find interesting in the section? Why?
The changing of wording to take a behavior that you want to get rid of, and how it would need punishment, to instead reinforce a behavior that is the opposite and make it sound more enlightening and positive.

6) What did you find least interesting? Why?
I found the example of screaming loser to be least interesting. It makes sense when I read it, and I probably would mess this idea up in person if I tried, but the antecedent to behavior to consequence in a different scenario having different consequences just isn’t all to interesting to me.

7) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
It goes back and builds up the ABC’s that we originally learned, and also takes the further ideas of discriminative stimulus and others and continues to build the structure now that the base is complete. It is just a continuation of the same idea getting stronger and more detailed.

8) Based on what you read from this section, what are two things that relate to your life? How so?
The use of a discriminative stimulus to elicit a behavior relates to me. On Tuesday’s and Thursdays I work out in the WRC, I use the same day as a routine, and the sheer mention of the day recalls the notion of getting to do this.
Secondly the margin of diminishing return is relatable. When I worked at Subway I had access to cookies at any time of day. The first cookie, like the hamburger example, was always satisfying, and sometimes a second or third would be had. But eventually they stopped being tasty and I imagine if I would ever have 4 or more cookies in a night I would regret it and probably not eat them on a later shift.

9) How has reading these sections influenced what you originally thought about behavior modification? How so?
Again, it is so much more in depth than I had ever imagined. Common sense works to understand the basics of reinforcement and punishment, but it is so much more complex.

10) Once you are done with your post make list of the terms and terminology you used in your post and put them at the bottom of your post.
Functionality, Topographical, Baseline, margin of diminishing return, elicited behavior, discriminative stimulus, punishment, reinforcement, antecedent, behavior, consequence

1) What did you find interesting in the section? Why?
It's interesting the way this section talks about behavior. I've never really talked about different types of behavior until being in this class. Everything was always just described as a "behavior." Now it's behavior class and it's functional and topographical, or it's disruptive, or it's a target behavior, there's just so many! I liked how it posed the question, "Why is it important to define target behaviors?" That seemed pretty easy to me, obviously because by defining the target behaviors we know what it is that we need to change or modify.
2) What did you find least interesting? Why?
There was not really anything I didn't find uninteresting because I can always relate it back to real life which is what I find interesting.
3) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
Earlier, in a different section the book talked about target behaviors; this section went a lot more in depth on target behaviors and discussed why they were important.
4) Based on what you read from this section, what are two things that relate to your life? How so?
During RA Training, one of our activities was writing out the directions to make a peanut butter and jelly sandwich, and one of us would have to make the peanut butter sandwich based on the instructions. So, if the target behaviors weren't described well enough, then the sandwich did not always end up looking like a normal peanut butter and jelly sandwich. The other example would be a recognized target behavior becoming more frequent. Whenever my boss compliments me on a task that's been directed for me it makes me more excited and I want to do it again.
After reading the second section, please respond to the following questions.

5) What did you find interesting in the section? Why?
I found that the questions posed about our own behaviors to be very interesting, I've actually discussed behaviors I have with some of my friends that I want to change and it made this much easier to understand!
6) What did you find least interesting? Why?
Once again, I did not really find anything uninteresting. I'm kind of a hard person to bore.
7) How does the section relate to what you already knew/learned previously?
Note: This can be from previous chapters or from other classes, etc.
The chapter brought back the ABCs!
8) Based on what you read from this section, what are two things that relate to your life? How so?
Last year in the dining center I would eat chicken patties almost every day because I thought they were the greatest thing ever and I didn't think I would ever get sick of them. This year I've maybe ate three chicken patties and it's already week four. This would be an example of satiation. On Tuesdays, I am busy from 2:00 PM straight to 9:00 PM, so by the time I finally get back to my room I am much hungrier than I would be if I ate earlier in the day. This is an example of deprivation.
9) How has reading these sections influenced what you originally thought about behavior modification? How so?
Behavior modification seemed to me like it would be a really easy thing to do, but after reading about how it's done it seems more complicated than just a few simple steps.
10) Once you are done with your post make list of the terms and terminology you used in your post and put them at the bottom of your post.
Satiation, Deprivation, Behavior, Topographical Behavior, Functional Behavior, Disruptive Behavior, Target Behavior

Section 1.5

I thought it was interesting that the text pointed out our common action of judging a behavior by how it looks. The example of the student leaving class to go to the bathroom helped make this point clearer; I thought it was a good reaction. It is neat that a behavior can be classified in two different ways: topographical and functional. The bathroom example also ties in with the importance of a target behavior’s baseline being clearly outlined for the observer. If not, we can mistake or assume a behavior is meant to be what we think is the target behavior. I thought the chapter would have been more interesting with more relatable real-life examples, other than classroom examples. It would have been more connecting for me if that was the case.

I feel like every new chapter builds off of the last, adding a new layer of ways we can observe and change behaviors. I think the ultimate goal of each new layer is to be able to apply them when necessary, in different situations. The whole theme is behavior modification, and this chapter helps outline how to observe behaviors with or without a baseline for a target behavior. Now, we should be able to view a behavior, and not be so quick to judge. For example, if a car stops in the middle of the highway 10 feet ahead of you, it may be possible that their car has broken down, and that the driver’s goal may not have been to stop in the middle of the road.

Like I previously stated, there are times when I assume someone’s goal is negative and purposeful when they emit a behavior, however, they may or may not have had a positive target behavior, opposite of what I thought. Did that guy mean to touch my butt at the bar, or was his hand at the wrong place at the wrong time? Did that girl mean to give me a dirty look, or was she looking at the girl behind me? Secondly, I can see the importance of reforming a behavior that may be bothersome to others—like my habit of smoking. If I smoke around others or if they see me smoking, it may make them uncomfortable, although that is not my goal. My goal is to enjoy a cigarette on my lunch break.

Section 2.1

I liked the four different reasons listed as to why we should change a behavior. We may not want to change a behavior, but there are good reasons why we should; especially if it is harmful or bothersome to us or the people around us. No, we should not be free to do as we please—people need to demonstrate a sense of self control. If there were no self-control, there would be total anarchy. A bad behavior may be a gateway to another bad behavior as well; such as, stealing candy as a child and not being reprimanded, going on to steal makeup as a high school student and getting away with it, moving up to an adult and stealing something bigger, like money, and getting sent to prison (just a hypothetical example). I thought the ABC section was least interesting—I feel like some of the ABC examples seem limiting to how general a behavior can be.

The section relates to previous experiences of my own and material we have already covered in this class, as well as the items I have learned in other classes. I think a main theme for me overall, is that reinforcement is the best and healthiest way to change a behavior—I believe punishment should be used if necessary, but must be used consistently. If a child emits a bad behavior repeatedly, he must be reprimanded the same way each time. Furthermore, growing up, my mom would threated punishment repeatedly, but not consistently implement the punishment. Inconsistent punishment does not reform a behavior in my eyes.

Like I previously said: my habit of smoking may bother others. My roommates are bothered by it, even though I am outside. It is also bad for me. Although it is not my goal to bother others, it may happen. It is just an example of how people can misconstrue something they don’t know. People are very judgmental at times, and quick to jump to conclusions, especially if they feel they’ve been offended on purpose. We can see now after reading these sections the importance of knowing the baseline of a target behavior when observing others’ behaviors. There are two divisions of behavior in this aspect: topographical and functional. Behavior modification isn’t just useful for modifying our own behaviors, but others’ behaviors as well. Self-control will be important when modifying our own behaviors.

Terms: behavior, target behavior, baseline, topographical, functional, emit, behavior modification, self-control

TB 4
1) Once you have completed your search and explorations, I would like you to say what your topic is, how exactly it fits into the section we have covered so far, and why you are interested in it.

I chose to write about extinction this week. Extinction occurs during behavioral modification. Extinction is the process of stopping reinforcement of behaviors, which have been previously reinforced causing the behavior to stop. I chose to write about extinction because, to me at least, it seems like a different form of punishment. It is a different way to alter behavior without rewarding the person who’s behavior you are trying to change, to me if there is no reinforcement it is punishment. It was interesting seeing how to make a behavior go extinct.

2) What are three aspects of the topic you want to talk about for this assignment?

I would like to talk about extinction, the three aspects of extinction I would like to talk about are the process of modifying a behavior, extinction burst and discriminative stimulus. The process of modifying a behavior can be a short or long process. In the video I provided we can watch the extinction of a behavior, the video is about four minutes long but the process of extinction is about 45 minutes. The behavior the nanny is trying to make go extinct is the crying and the screaming of the child when he is denied the chance to sleep with his parents. It is unfortunate that the video did not give an example of extinction burst, an extinction burst is when the behavior that has gone extinct all of a sudden comes back and is emitted for a little bit. The last aspect is the discriminative stimulus. In this video it is when the child is placed in his crib, this stimulus elicits the behavior of screaming and crying.

3) Next, I would like you to take the information you found from the various sources and integrate/synthesize* them into the three aspects of the topic, and then write about the topic.

The video I found was part of the show “supernanny”. In this clip you can clearly see how the nanny ignores the child’s cries and successfully makes his behavior of crying and throwing tantrums go extinct. The child has gotten into the bad habit of crying every night and throwing tantrums if he is not allowed to sleep in the same bed with his mother. This is obviously a big problem for the parents because it messes up their sleeping patterns and makes them tired and unprepared for the next day. As I was reading more about this I came to realize that extinction is used quite often by parents, teachers and, like I said above, by our nannies. After reading more about extinction it was interesting to se how often it is used in the real world and all the different ways it can come to be. The youtube clip shows how a parent and nanny might use extinction to end a behavior of a child. When the child screams and begs for her mother the mother will reinforce this behavior by sleeping next to the child, this is obviously not good because when she reinforces the child he will continue to cry and beg for his mother every night before bed, increasing the likelihood of it happening in the future. The mother is performing positive reinforcement on the child’s behavior of crying and throwing a fit when she allows him to sleep with her in the same bed. The extinction happens when the mother places the child in his crib and stops reinforcing the child's behavior of screaming and begging. In the video it was surprising to watch extinction work, at exactly 3:45 in the video you can hear extinction occur, the child is screaming and yelling at his mother then after extinction the child just stops the crying and screaming all together and goes to sleep which is exactly what the mother wanted. I was worried about the video, I wasn't sure if there would be a good example or not. Unfortunately the video didn't show any form of extinction burst or discriminative extinction. Spontaneous recovery, if it was shown in the video, it would occur after a few nights of putting the child to bed without any screaming or crying, the child would then scream and cry all throughout the night for a short amount of time. It is surprising how often extinction is actually used, previously I thought it was only a laboratory term used in specific case studies.

This was a good example of extinction, even though it was more of a controlled environment it was still informative about how this works. I would be very interested in seeing how making a group behavior go extinct would work. What I mean is, how could a teacher make her students stop yelling in class, other than being the figure of authority and telling them to stop.

4) At the end, please include working URLs for the three websites.

Terms

Extinction, extinction burst, spontaneous recovery, behavior, specific behavior, aversive, reinforcement, punishment, emit, elicit, discriminative stimulus.

https://www.youtube.com/watch?v=5R63JKIAOY8

http://psychology.about.com/od/eindex/g/extinction.htm

http://en.wikipedia.org/wiki/Spontaneous_recovery