The Role of Motivating Operations, Stimulus Control, Response and Stimulus Prompt Fading, and Verbal Behavior in Behavior Change and Development
For this assignment, you will provide a long answer essay response to each of the questions below. For each question, you are encouraged to use the peer-reviewed resources provided throughout the units to support your responses
1. Discuss the differences between establishing and abolishing operations, and, with an example for support, explain why and how you might manipulate these Motivating Operations as part of a planned behavior change. Next discuss the differences between rule governed and contingency shaped behaviors, with one example to support each concept. Finally, define and describe the differences between the following processes: Positive Reinforcement, Negative Reinforcement, Positive Punishment, Negative punishment and extinction. Be sure to identify the expected behavioral outcome for each process and provide one brief example to illustrate each.
2. First, define stimulus and stimulus class and provide an example for each concept. . Next, define the concept of stimulus control and how stimulus control is established, explaining the differences between generalization and discrimination of stimuli.
3. Review Jasmine’s Case Example (transcript) and explain how you would use response and stimulus prompt fading to transfer stimulus control to a more relevant stimulus, including the application of differential reinforcement, as part of a maintenance plan for a target behavior.
4. First, discuss the basic concept of Verbal Behavior as an operant paradigm. Next, discuss each of the six elementary verbal operants, identifying them according to their properties of point-to-point correspondence, formal similarity, and appropriate reinforcement according to each operant’s specific function. Be sure to identify which verbal operants do or do not demonstrate the properties of point to point correspondence and formal similarity. Finally, provide a unique example of each verbal operant and how each is applied to the development of verbal behavior.
5. Discuss the concept of Derived Stimulus Relations as it applies to the development of verbal behavior and cognition. Explain the similarities and differences of how derived stimulus relations and verbal behavior contribute to the development of an individual’s verbal behavior and cognition. Finally, identify the three parts of stimulus equivalence, and explain how each part applies to the development of derived stimulus relations in verbal behavior.
Your assignment should be an 8-10 page essay, not including the title and reference pages, and should include the following elements:
• Title page: Provide your name, title of assignment, course and section number, and date.
• Body: Answer all the questions in complete sentences and paragraphs.
o Your responses should reflect professional writing standards, using proper tone and language. The writing and writing style should be correct and accurate, and reflect knowledge of skills and practice in the human service profession.
• Reference page: Sources listed in APA format. Be sure to include at least four sources to support your discussions.
• Use Arial or Times New Roman 12-point font, double-spaced and left aligned.
• Use standard 1" margins on all sides.
• Use current APA formatting and citation style, including APA format section headings used throughout for organization
Title: The Role of Motivating Operations, Stimulus Control, Response and Stimulus Prompt Fading, and Verbal Behavior in Behavior Change and Development
Introduction
In the field of behavior analysis, several key concepts play a crucial role in understanding behavior change and development. This essay aims to discuss the differences between establishing and abolishing operations, the concepts of rule-governed and contingency-shaped behaviors, the processes of positive reinforcement, negative reinforcement, positive punishment, negative punishment, and extinction. It will also explore the terms stimulus and stimulus class, stimulus control, generalization, and discrimination. Furthermore, it will delve into response and stimulus prompt fading as a method to transfer stimulus control and the application of differential reinforcement. Finally, it will examine verbal behavior as an operant paradigm, including the six elementary verbal operants and derived stimulus relations in verbal behavior and cognition.
Establishing and Abolishing Operations
Establishing operations (EOs) are events or conditions that increase the reinforcing value of a stimulus, making a behavior more likely to occur. Abolishing operations (AOs), on the other hand, decrease the reinforcing value of a stimulus, resulting in a decrease in the likelihood of the behavior. These operations manipulate the motivation behind a behavior change.
Example: Suppose a child is highly motivated to earn praise from their teacher (EO). The teacher can manipulate this motivating operation by withholding praise until the child engages in a desired behavior. This manipulation increases the likelihood of the child engaging in the desired behavior.
Rule-Governed and Contingency-Shaped Behaviors
Rule-governed behaviors are those that are controlled by verbal instructions or rules. These behaviors are acquired through direct instruction or observation and are not dependent on immediate consequences. In contrast, contingency-shaped behaviors are acquired through direct interaction with the environment and are shaped by consequences.
Example:
Rule-Governed Behavior: A child is instructed by their parent to always say “thank you” when receiving a gift. The child follows this rule regardless of whether they actually like the gift or not.
Contingency-Shaped Behavior: A child learns that when they say “thank you” after receiving a gift, their parents smile and give them more attention. As a result, the child continues to say “thank you” to receive positive reinforcement.
Positive Reinforcement, Negative Reinforcement, Positive Punishment, Negative Punishment, and Extinction
Positive Reinforcement: The process in which a behavior is followed by the addition of a desirable stimulus, increasing the likelihood of that behavior occurring again. Example: Giving a child a sticker for completing their homework.
Negative Reinforcement: The process in which a behavior is followed by the removal or avoidance of an aversive stimulus, increasing the likelihood of that behavior occurring again. Example: A student turns in their assignment on time to avoid receiving a detention.
Positive Punishment: The process in which a behavior is followed by the addition of an aversive stimulus, decreasing the likelihood of that behavior occurring again. Example: A child is scolded for hitting their sibling.
Negative Punishment: The process in which a behavior is followed by the removal of a desirable stimulus, decreasing the likelihood of that behavior occurring again. Example: A teenager loses their phone privileges for breaking curfew.
Extinction: The process in which a previously reinforced behavior no longer receives reinforcement, resulting in a decrease in the occurrence of that behavior. Example: Ignoring a child’s tantrum to discourage further tantrums.
Stimulus and Stimulus Class
Stimulus: An event or condition that can be detected by an organism’s sensory receptors and elicit a response. Example: A dog hearing the sound of a doorbell.
Stimulus Class: A group of stimuli that share similar characteristics or functions and evoke similar responses. Example: Different doorbells (e.g., doorbell at home, doorbell at a friend’s house) that elicit the same response from a dog.
Stimulus Control, Generalization, and Discrimination
Stimulus Control: When a particular behavior occurs reliably in the presence of specific stimuli but not in their absence or in the presence of other stimuli. Example: A dog sitting only when given the verbal cue “sit” but not when given other commands.
Generalization: The tendency for a behavior to occur in the presence of stimuli similar to those present during training or reinforcement. Example: A child who learns to tie their shoes at home can also tie their shoes at school without explicit teaching.
Discrimination: The ability to differentiate between stimuli and respond differently to each based on their unique characteristics. Example: A dog being able to distinguish between their owner’s voice and a stranger’s voice.
Response and Stimulus Prompt Fading
Response prompt fading involves gradually reducing or eliminating prompts given to an individual to evoke a desired response. Stimulus prompt fading involves transferring control from one stimulus to another by gradually reducing prompts associated with one stimulus while increasing prompts associated with another.
To transfer stimulus control to a more relevant stimulus:
Begin by presenting both the current stimulus (prompt) and the more relevant stimulus together.
Gradually fade out the prompts associated with the current stimulus while maintaining or increasing prompts associated with the more relevant stimulus.
Continue this process until the individual responds correctly without any prompts from the current stimulus.
Example: In Jasmine’s case example, if she is prompted to complete her homework by her teacher (current stimulus), response prompt fading would involve gradually reducing the prompts given by her teacher while increasing prompts from her parents (more relevant stimulus). This process transfers control from the teacher to her parents.
Differential Reinforcement
Differential reinforcement involves reinforcing one set of behaviors while withholding reinforcement for another set of behaviors. It aims to increase desired behaviors while decreasing undesired behaviors.
Example: In Jasmine’s case example, if she often interrupts others during conversations, her parents could use differential reinforcement by providing attention and praise when she waits for her turn to speak (desired behavior) and ignoring or providing less attention when she interrupts (undesired behavior).
Verbal Behavior as an Operant Paradigm
Verbal behavior refers to language and communication skills acquired through reinforcement and shaping processes. It involves six elementary verbal operants categorized based on their properties of point-to-point correspondence (resemblance between stimulus and response) and formal similarity (topographical resemblance between responses).
The six verbal operants are:
Echoic: Point-to-point correspondence; formal similarity. Repeating what is heard.
Mand: No point-to-point correspondence; formal similarity. Making requests.
Tact: No point-to-point correspondence; no formal similarity. Naming or labeling objects.
Intraverbal: No point-to-point correspondence; no formal similarity. Answering questions or engaging in conversation.
Textual: Point-to-point correspondence; no formal similarity. Reading aloud.
Transcription: Point-to-point correspondence; no formal similarity. Writing what is heard.
Example:
Echoic: A child says “cat” when they hear someone else say “cat.”
Mand: A child says “I want juice” when they are thirsty.
Tact: A child points to an apple and says “apple.”
Intraverbal: A child responds with “banana” when asked “What fruit is yellow?”
Textual: A child reads aloud the word “dog” from a book.
Transcription: A child writes down what their teacher says during dictation exercises.
Derived Stimulus Relations and Verbal Behavior
Derived stimulus relations refer to the ability to derive new relations among stimuli based on established relations. Verbal behavior contributes to derived stimulus relations by allowing individuals to form complex relations between words and their meanings.
Similarities between derived stimulus relations and verbal behavior:
Both involve symbolic representation.
Both rely on learned associations between stimuli.
Differences between derived stimulus relations and verbal behavior:
Derived stimulus relations focus on the formation of new relations based on established ones, while verbal behavior encompasses all aspects of language production and comprehension.
Derived stimulus relations involve non-verbal stimuli (e.g., pictures), while verbal behavior relies primarily on verbal stimuli.
The three parts of stimulus equivalence:
Reflexivity: When an individual demonstrates that they relate two stimuli as being equivalent (e.g., matching pictures of a dog).
Symmetry: When an individual demonstrates that if A = B, then B = A (e.g., if they can match a picture of a dog to the written word “dog,” they can also match the written word “” to a picture3. Transitivity When an individual demonstrates that if A = B and = C, then C = A (e.g., if can match a picture of a dog to the written worddog” match the written word “dog” to a picture of an actual dog, they infer that an actual dog is equivalent to a picture).
The development derived stimulus in verbal behavior allows individuals to form complex language skills such as understanding metaphors,ies, and abstract.
Conclusion
Understanding key concepts such as motivating operations stimulus control, response and stimulus prompt fading, verbal oper, derived stimulus relations, and their role in behavior change and development is essential for professionals in human services. By utilizing these concepts effectively, practitioners can design interventions that promote positive behavior change and enhance communication skills in individuals across various settings.