Negative Reinforcement - Continued

Universal Facts About Reinforcement

  • Both positive and negative reinforcers increase the future frequency of a behavior under similar conditions to when the reinforcer was initially presented. This increase determines if something is a reinforcer.
  • It doesn't matter if it's perceived as good or bad, or what your intentions are. Intentions are irrelevant in determining a reinforcer.
  • Sometimes it's unclear if reinforcement is positive or negative, and in naturalistic settings, they may co-occur.
  • Component analysis can be used to test whether escape alone is enough to terminate a behavior.
  • When an organism receives the accustomed reinforcer, it typically stops the behavior. For example, scratching an itch stops the scratching behavior.
  • Some behavior analysts believe the distinction between positive and negative reinforcement doesn't always matter, but it's still important to understand the concept.

Positive Reinforcement

  • When the frequency of a behavior increases in the future due to presenting a stimulus, it is reinforcement by stimulus addition, also known as positive reinforcement.
  • Abbreviation: SR+
    • S = Stimulus
    • R = Reinforcement.

Negative Reinforcement

  • When the frequency of a behavior increases in the future due to removing a stimulus, it is reinforcement by stimulus subtraction, also known as negative reinforcement.
  • Abbreviation: S-R
    • S = Stimulus subtraction
    • R = Reinforcement.

Language and Respectful Communication

  • The subject doesn't have to understand the contingency for reinforcement to occur.
  • It's important to consider the voices of people who receive behavior analytic services.
  • Use person-first language for people with disabilities (e.g., "a person who experiences blindness" instead of "a blind person").
  • Some autistic self-advocates prefer to be referred to as "autistic people."
  • Prioritize individual preference over specific conventions.
  • Respect individual preferences for how they would like to be referred to.

Case Example: Jimmy and Sue

  • Sue inadvertently provided negative reinforcement for Jimmy’s tantrum.
  • Jimmy threw a tantrum, and Sue removed demands, which reinforced the tantrum behavior.
  • Sue's intentions were good (to provide escape and comfort), but the practice was poor.
  • Contingencies also operate on Sue; she wanted escape from the tantrum and to avoid feeling guilty.
  • Intentions don't matter as much as the impact on behavior.

Alternative Solution

  • Instead of reinforcing the tantrum, Sue could have prompted Jimmy to request a break before removing demands.
  • Teach children to request escape in appropriate ways.
  • The goal is to decrease long-term discomfort, even if there is short term discomfort initially.