Behavior

Modica.on
Dr. Javier G. Hernandez-Jus2niano
Clinical Neuropsychologist

ABC DEL
COMPORTAMIENTO
Antecedentes

Es=mulos, situaciones y contextos.

Preceden e inuyen la conducta.

Behaviors (Conductas)

El acto del individuo.

Lo que hace y no hace.
Most treatments FOCUS HERE!

Consecuencias

Eventos que siguen la conducta.

Inuyen; incrementan, reducen
o no 2enen ningn impacto

Ej. Instrucciones, gestos, miradas

Simplis2c Overview of the ABC in Behavior Modica2on

ANTECEDENTS

BEHAVIOR

CONSEQUENCES

Evalua2on Phase
Evaluate if there is any Antecedent or Consequences maintaining the maladap=ve behavior

Interven2on Phase
Determine which Antecedent or Consequence will be implemented to facilitate the adap=ve behavior

Three components of Behavior Modica.on

Con.ngencias
ANTECEDENTES

BEHAVIOR

CONSECUENCIAS

Con.ngencies in Behavior Modica.on

Con.ngencias

ANTECEDENTES
EVENTOS

Factores en el contexto o
condiciones que inuyen en la
conducta
Ej. Deprivacin, exposicin a
eventos placenteros, etc.

SOLICITUDES
DE ALTA PROBABILIDAD
Solicitar o dirigir una conducta
de Probabilidad para
conseguir una de
probabilidad
(conducta deseada)

PROMPTS (Direcciones)

Antecedentes que facilitan el desempeo

de una conducta.
Ej. Instrucciones, gestos, cues
(Here, consider FADING)

Es.mulo
Delta
Indiscrimina2vo
ASOCIADO A
NO - REFORZAMIENTO

Es.mulo
Discrimina.vo
ASOCIADO A
REFORZAMIENTO

Principio
PREMACK

Conducta de ALTA
probabilidad
DESPUES DE
Conducta de Baja
Probabilidad

ESTOS ANTECEDENTES APLICAN PARA FASE DE EVALUACION E INTERVENCION

Con.ngencies in Behavior Modica.on

Bliss Points

Principio

PREMACK
Conducta de ALTA probabilidad
DESPUES DE
Conducta de Baja Probabilidad
refuerza la conducta

Deprivacin
Conductual

puntos de deleite conductual

Response Depriva2on

Limita una respuesta

de alta probabilidad
y una de baja probabilidad
puede reforzar la conducta
Timberlake and Allison Theory
deprivacion de la respuesta

Bliss Points: are levels at which you are the happiest (most comfortable).
Above or below your Bliss Point mo=vates you to return to Equilibrium.
Below = the behavior will be a reinforcer
Above = the behavior will be a punisher
Response Depriva.on: LOW PROBABILITY BEHAVIORS can some=mes reinforce HIGH PROBABILITY BEHAVIORS (Mazur 1975) but you need
to know the probability (how much the subject does this naturally during the pre-interven=on phase) to determine ONE can use to
reinforce the other.
Example: A rat runs in a spinning wheel for 30 minutes per day which is its preferred dura=on of running. If running =me is restricted (e.g.
10 minutes per day) it is unable to reach its preferred dura=on for that ac=vity (response depriva=on), the RAT will likely be willing to WORK
(press a lever) to obtain more TIME on the running wheel. So basically, a weak response can be turned into reinforcers of strong responses
through depriva=on.

Behavioral Depriva.on to change Behavior

Determine HPB + LPB frequency
Deprive HPB
Request to perform LPB conQngent on access to HPB
HPB becomes LPB and REINFORCES old LPB (the deprived behavior always reinforces the other)
Subject seek equilibrium and homeostasis

HPB = high probability behavior LPB = low probability behavior

Behavioral Depriva.on to change Behavior

Jose wanted to study more!

60 min

30 minutes

Depriva.on

ConQngent upon

25 min
100 min
Exercise (now an LPB)
Reinforces Studying (now a HPB)
7

Behavioral Depriva.on to change Behavior

Martha wanted also to study more!

2 episodes

120 min

1 hours

Depriva.on

ConQngent upon

1 episode

30 min
3 hours
Watching TV (now an LPB)
Reinforces Studying (now a HPB)
8

RESPONSE DEPRIVATION and BLISS POINTS

Once a con=ngency is created between Studying and Watching TV (the more your study, the more access you have to
Watch TV). It is expected that the subject will aim (behave) at achieving an equilibrium to behave closest to her
baseline (meaning, the more she study, the closer she gets to watch TV for 1hour (2 episodes). The theory states that
once you reach the behavior (watching TV) closest to the baseline (1 hour), you will feel blissful, happy and
balanced. But do not forget, you have successfully increased the goal behavior (studying) by depriving the studying
and make it con=ngent upon the studying.

Bliss Points

behavioral
goal

Ajer the clinical interven=on:

Martha is more likely to study for
longer periods of =me
in order to get to watch TV.
This is behavioral change.

How Premack and Response Depriva2on Dier?

Bliss Points

Principio

PREMACK
A schedule of reinforcement

may require more of the LPB than

of the HPB.
The schedule require equal amounts
of the two behaviors
Does not require depriva=on as the
clinician select the behavior for its
high probability strength.
You do this, you get that.

Deprivacin
Conductual
Requires to determine the ra=o (probability and

frequency of HPB and LPB)

Depriva=on is required to bring about
disequilibrium.
LPB ends up reinforcing HPB
You do this for this amount, force and quality and
you get a lille of what you like the most. Want more
of what you like?, well, you have to give more of what
you may not like.

Which one to be used?

It depends on many factors (subject, availability of behaviors and reinforcers, etc.) Premack has been shown to work beler with
small children and highly mo=vated adults. Response depriva=on may require an enforcer and closer self-monitoring or
monitoring. Response depriva=on has shown to be more successful and stronger to change maladap=ve complex behavior,
maintain it for longer periods of =me and to generalized to other behaviors (Mazur, 1975)
10

When

BEHAVIOR is
ABSENT
(infrequent)

SHAPING
Moldeamiento
Refuerza aproximaciones sucesivas hasta la
conducta nal.
Refuerza y ex=ngue conductas
Desarrolla nuevas conductas
reforzando aproximaciones.
Comportamiento nal
remplaza todo lo anterior

CHAINING
Encadenamiento
Forma conductas complejas par=endo
de otras pequeas mas concisas (chain).
Usa prompts y refuerzos.
Backward Chaining: se empieza con el
l=mo comportamiento mas prximo a la
conducta deseada.
Usa conductas que
ya existen en el repertorio.
Todo comportamiento en la cadena
permanece, no desaparecen

CONDUCTA Y CONTINGENCIA

Behavior

Consequences

Con.ngente VS No-Con.ngente
CONTINGENTE = inuye en la conducta

CONSECUENCIAS
REFORZAMIENTO
POSITIVO
o una consecuencia posi.va
o probabilidad de conducta
o Refuerzos Primarios
o Refuerzos Secundarios
o Generalizacion de es.mulos

REFORZAMIENTO
NEGATIVO
o es.mulo aversivo
o Inmediatamente despues
o probabilidad de conducta
o Solo para algunos
o Solo en algunos momentos
o Apaga el evento aversivo
o Refuerzo Nega.vo = escape

CASTIGO
o es.mulo aversivo
o probabilidad de conducta
o Penalidad impuesta
o Tipos
o Consecuencia aversiva
o Remocion evento posi.vo

PUNISHMENT IN
BEHAVIORAL MODIFICATION

CASTIGO
o es2mulo aversivo

o probabilidad de conducta
o Penalidad impuesta
o Tipos
o Consecuencia aversiva
o Remocion evento posi2vo

o Time OUT
o Reprimands
o Response Cost
o Overcorrec.on (Res.tu.on + Posi.ve Prac.ce)

Condicionamiento Operante

Curso de Reforzamientos (reinforcement Schedule)

CONTINOUS
Reinforcement
CRF
PARTIAL
REINFORCEMENT

Condicionamiento Operante

Curso de Reforzamientos (reinforcement Schedule)

Which course may work best?

HIGHER AND CONSISTENT RESPONSES

PAUSES AFTER REINFORCER

REWARDS AND PUNISHMENTS

in Behavior Modica2on

Review:

PUNISHMENT
Decrease a behavior

REINFORCEMENT
INCREASE a behavior

POSITIVE

NEGATIVE

POSITIVE

Add something
posi2ve to INCREASE
the likelihood of a
desired behavior

Take away something

nega2ve to INCREASE
the likelihood of a
desired behavior

Add something
nega=ve to
DECREASE the
likelihood of an
UNWANTED behavior

Examples

Reinforcement
Schedules

Examples

Examples

NEGATIVE

Take away something

posi=ve to
DECREASE the
likelihood of an
UNWANTED behavior

HOt
Stove Rules

Examples

Money

Variable
Interval

no homework

spanking

immediate

2me
out

VacaGonM

Fixed
Interval

wont get wet

arguing

Impersonal

take
away toys

SGckers

Fixed
RaGo

no pain

Variable
RaGo

no nagging

Candy

Consistent

jail

no dessert
moral

An example of
behavior
modicaQon
applied to train a
puppy.

REVIEW
SETTING EVENTS

PROMTS

HIGH-PROBABILITY REQUESTS

Events or factors that

inuences behavior.

Antecedents that facilitate

performance of behavior

They may be external

events or internal states
and events.

They may be instruc=ons,

reminders, cues or
gestures.

Ra=onale: Embedding a LPR in a sequence of HPR

increases the likelihood of compliance with a LPR.

e.g., wash up before

dinner; post-it note to
buy groceries; sign of do-
not-touch; nonverbal
gesture of silence.

e.g., (1) go and watch TV for 30 minutes.

(2) eat your light yummy snack and milk (in the table).
(3) get to study for one hour.

e.g., the irritable,

inalen=ve, more reac=ve
child who saw his parents
argue in the morning before
going to school. He was also
sleep deprived and didn't
eat breakfast.

* FADING
Gradual removal or
transi=oning of a prompt.
e.g., training someone to serve in tennis,
the 1st prompt (modeling; instruc=ons) is
reduced to verbal cue hands... then
eliminate the prompt.

*Not an antecedent but important to know

Requests of a high-probability behavior (very likely to be

performed) prior to a low-probability behavior (very unlikely to
be performed).

(1) Show the doctor how the snake moves.

(2) Show me how the turtle moves.
(3) Blow Mom a kiss.
(4) Show me how the rock stay s=ll (stay s=ll for a while baby)

Premack
Request a LPB before the
HPB. HPB reinforces LPB
and maintain the goal
behavior.
e.g., You will clean your room, and only
ajer you have done it, you get to play
Nintendo for 30 minutes.

Response Depriva2on
Determine two behaviors to pair and make them
con=ngent. Deprive the very likable behavior and
make it available only ajer a pre-determine
amount of the goal behavior is completed.
e.g., You will study for 1 hour to be able to exercise for 30
minutes but if you want to exercise for 1 hour (the way you
like it) you have to study for 2 hours

Posi.ve
Reinforcement
of
Desirable Behavior

When POSITIVE
REINFORCEMENT
increase UNDESIRABLE
BEHAVIOR
Maladap=ve use of
Posi=ve Reinforcement

Its all about =ming,

antecedents, behavior and
consequences.

NEGATIVE
REINFORCEMENT
Its all about WHAT is
reinforcing WHICH
subject and what
happens AFTER the
reinforcement.