Learning and Behavior Modification

Parenting and Behaviorism

Parenting generally involves many opportunities to apply principles of behaviorism, especially operant conditioning. In discussing operant conditioning, we use several everyday words—positive, negative, reinforcement, and punishment—in a specialized manner. In operant conditioning, positive and negative do not mean good and bad. Instead, positive means you are adding something, and negative means you are taking something away. Reinforcement means you are increasing a behavior, and punishment means you are decreasing a behavior. Reinforcement can be positive or negative, and punishment can also be positive or negative. All reinforcers (positive or negative) increase the likelihood of a behavioral response. All punishers (positive or negative) decrease the likelihood of a behavioral response. Now let’s combine these four terms: positive reinforcement, negative reinforcement, positive punishment, and negative punishment. (See table below.)

The most effective way to teach a person or animal a new behavior is with positive reinforcement. In positive reinforcement, a stimulus is added to the situation to increase a behavior. Parents and teachers use positive reinforcement all the time, from offering dessert after dinner, praising children for cleaning their room or completing some work, offering a toy at the end of a successful piano recital, or earning more time for recess. The goal of providing these forms of positive reinforcement is to increase the likelihood of the same behavior occurring in the future.

Positive reinforcement is an extremely effective learning tool, as evidenced by nearly 80 years worth of research. That said, there are many ways to introduce positive reinforcement into a situation. Many people believe that reinforcers must be tangible, but research shows that verbal praise and hugs are very effective reinforcers for people of all ages. Further, research suggests that constantly providing tangible reinforcers may actually be counterproductive in certain situations. For example, paying children for their grades may undermine their intrinsic motivation to go to school and do well. While children who are paid for their grades may maintain good grades, it is to receive the reinforcing pay, not because they have an intrinsic desire to do well. The impact is especially detrimental to students who initially have a high level of intrinsic motivation to do well in school. Therefore, we must provide appropriate reinforcement, and be careful to ensure that the reinforcement does not undermine intrinsic motivation.

In negative reinforcement, an aversive stimulus is removed to increase a behavior. For example, car manufacturers use the principles of negative reinforcement in their seatbelt systems, which go “beep, beep, beep” until you fasten your seatbelt. The annoying sound stops when you exhibit the desired behavior, increasing the likelihood that you will buckle up in the future. Negative reinforcement is also used frequently in horse training. Riders apply pressure—by pulling the reins or squeezing their legs—and then remove the pressure when the horse performs the desired behavior, such as turning or speeding up. The pressure is the negative stimulus that the horse wants to remove.

Sometimes, adding something to the situation is reinforcing as in the cases we described above with cookies, praise, and money. Positive reinforcement involves adding something to the situation in order to encourage a behavior. Other times, taking something away from a situation can be reinforcing. For example, the loud, annoying buzzer on your alarm clock encourages you to get up so that you can turn it off and get rid of the noise. Children whine in order to get their parents to do something and often, parents give in just to stop the whining. In these instances, children have used negative reinforcement to get what they want.

Operant conditioning tends to work best if you focus on trying to encourage a behavior or move a person into the direction you want them to go rather than telling them what not to do. Reinforcers are used to encourage behavior; punishers are used to stop the behavior. A punisher is anything that follows an act and decreases the chance it will reoccur. As with reinforcement, there are also two types of punishment: positive punishment and negative punishment.

Positive punishment involves adding something in order to decrease the likelihood that a behavior will occur again in the future. Spanking is an example of positive punishment. Receiving a speeding ticket is also an example of positive punishment. Both of these punishers, the spanking and the speeding ticket, are intended to decrease the reoccurrence of the related behavior.

Negative punishment involves removing something that is desired in order to decrease the likelihood that a behavior will occur again in the future. Putting a child in time out can serve as a negative punishment if the child enjoys social interaction. Taking away a child’s technology privileges can also be a negative punishment. Taking away something that is desired encourages the child to refrain from engaging in that behavior again in order to not lose the desired object or activity.

Often, punished behavior doesn’t really go away. It is just suppressed and may reoccur whenever the threat of punishment is removed. For example, a child may not cuss around you because you’ve washed his mouth out with soap, but he may cuss around his friends. A motorist may only slow down when the trooper is on the side of the freeway. Another problem with punishment is that when a person focuses on punishment, they may find it hard to see what the other does right or well. Punishment is stigmatizing; when punished, some people start to see themselves as bad and give up trying to change.

Reinforcement can occur in a predictable way, such as after every desired action is performed (called continuous reinforcement), or intermittently, after the behavior is performed a number of times or the first time it is performed after a certain amount of time (called partial reinforcement whether based on the number of times or the passage of time). The schedule of reinforcement has an impact on how long a behavior continues after reinforcement is discontinued. So a parent who has rewarded a child’s actions each time may find that the child gives up very quickly if a reward is not immediately forthcoming. Children will learn quickest under a continuous schedule of reinforcement. Then the parent should switch to a schedule of partial reinforcement to maintain the behavior.

Everyday Connection: Behavior Modification in Children

Parents and teachers often use behavior modification to change a child’s behavior. Behavior modification uses the principles of operant conditioning to accomplish behavior change so that undesirable behaviors are switched for more socially acceptable ones. Some teachers and parents create a sticker chart, in which several behaviors are listed (Figure 1). Sticker charts are a form of token economies. Each time children perform the behavior, they get a sticker, and after a certain number of stickers, they get a prize or reinforcer. The goal is to increase acceptable behaviors and decrease misbehavior. Remember, it is best to reinforce desired behaviors, rather than to use punishment. In the classroom, the teacher can reinforce a wide range of behaviors, from students raising their hands, to walking quietly in the hall, to turning in their homework. At home, parents might create a behavior chart that rewards children for things such as putting away toys, brushing their teeth, and helping with dinner. In order for behavior modification to be effective, the reinforcement needs to be connected with the behavior; the reinforcement must matter to the child and be provided consistently.

Time-out is another popular technique used in behavior modification with children. It operates on the principle of negative punishment. When a child demonstrates an undesirable behavior, she is removed from the desirable activity at hand. For example, say that Sophia and her brother Mario are playing with building blocks. Sophia throws some blocks at her brother, so you give her a warning that she will go to time-out if she does it again. A few minutes later, she throws more blocks at Mario. You remove Sophia from the room for a few minutes. When she comes back, she doesn’t throw blocks.

There are several important points that you should know if you plan to implement time-out as a behavior modification technique. First, make sure the child is being removed from a desirable activity and placed in a less desirable location. If the activity is something undesirable for the child, this technique will backfire because it is more enjoyable for the child to be removed from the activity. Second, the length of the time-out is important. The general rule of thumb is one minute for each year of the child’s age. Sophia is five; therefore, she sits in a time-out for five minutes. Setting a timer helps children know how long they have to sit in time-out. Finally, as a caregiver, keep several guidelines in mind over the course of a time-out: remain calm when directing your child to time-out; ignore your child during a time-out (because caregiver attention may reinforce misbehavior), and give the child a hug or a kind word when time-out is over.

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