Hockenbury Discovering Psychology 5th txtbk

206 CHAPTER 5 LearningIN FOCUSChanging the Behavior of Others: Alternatives to PunishmentAlthough punishment may temporarily decrease the occurrenceof a problem behavior, it doesn’t promote more desirable or appropriatebehaviors in its place. Throughout his life, Skinner remainedstrongly opposed to the use of punishment. Instead, headvocated the greater use of positive reinforcement tostrengthen desirable behaviors (Dinsmoor, 1992; Skinner, 1971).Here are four strategies that can be used to reduce undesirablebehaviors without resorting to punishment.Strategy 1: Reinforce an Incompatible BehaviorThe best method to reduce a problem behavior is to reinforce analternative behavior that is both constructive and incompatiblewith the problem behavior. For example, if you’re trying to decreasea child’s whining, respond to her requests (the reinforcer)only when she talks in a normal tone of voice.Strategy 2: Stop Reinforcing the Problem BehaviorTechnically, this strategy is called extinction. The first step ineffectively applying extinction is to observe the behavior carefullyand identify the reinforcer that is maintaining the problembehavior. Then eliminate the reinforcer.Suppose a co-worker is wasting your time with gossip. Youwant to extinguish his behavior of interrupting your workwith needless chitchat. In the past, trying to be polite, you’veresponded to his behavior by acting interested (a reinforcer). Youcould eliminate the reinforcer by acting uninterested and continuingto work while he talks.It’s important to note that when the extinction process is initiated,the problem behavior often temporarily increases. This situationis more likely to occur if the problem behavior has onlyoccasionally been reinforced in the past. Thus, once you begin,be consistent in nonreinforcement of the problem behavior.Strategy 3: Reinforce the Non-occurrence of theProblem BehaviorThis strategy involves setting a specific time period after which theindividual is reinforced if the unwanted behavior has not occurred.For example, if you’re trying to reduce bickering between yourchildren, set an appropriate time limit, and then provide positivereinforcement if they have not squabbled during that interval.Strategy 4: Remove the Opportunity to ObtainPositive ReinforcementIt’s not always possible to identify and eliminate all the reinforcersthat maintain a behavior. For example, a child’s obnoxiousbehavior might be reinforced by the social attention of siblingsor classmates.In a procedure called time-out frompositive reinforcement, the child is removedfrom the reinforcing situation fora short time, so that the access to reinforcersis eliminated. When the undesirablebehavior occurs, the child is immediatelysent to a time-out area that isfree of distractions and social contact.The time-out period begins as soon asthe child’s behavior is under control. Forchildren, a good rule of thumb is oneminute of time-out per year of age.Using Reinforcement in the Classroom Teachers at all levels usepositive reinforcement to increase desired behaviors. Often, conditionedreinforcers, like stickers or gold stars, can be exchangedfor other, more tangible rewards, like a new pencil.Enhancing the Effectiveness of Positive ReinforcementOften, these four strategies are used in combination. However,remember the most important behavioral principle: Positivelyreinforce the behaviors that you want to increase. There are severalways in which you can enhance the effectiveness of positivereinforcement:• Make sure that the reinforcer is strongly reinforcing to theindividual whose behavior you’re trying to modify.• The positive reinforcer should be delivered immediately afterthe preferred behavior occurs.• The positive reinforcer should initially be given every time thepreferred behavior occurs. When the desired behavior is wellestablished, gradually reduce the frequency of reinforcement.• Use a variety of positive reinforcers, such as tangible items,praise, special privileges, recognition, and so on. Minimizethe use of food as a positive reinforcer.• Capitalize on what is known as the Premack principle—a more preferred activity (e.g., painting) can be used toreinforce a less preferred activity (e.g., picking up toys).• Encourage the individual to engage in self-reinforcement inthe form of pride, a sense of accomplishment, and feelingsof self-control.©Baby Blues Partnership. Reprinted with specialpermission of King Features Syndicate.