Chapter 3 Study Questions and Objectives
1. Describe the constructional approach to behavior change. Give an original example of a constructional approach to behavior change and an original example of a non-constructional approach to behavior change.
2. Explain what is meant by the phrase ``Catch 'em being good.'' Explain why this phrase captures our attention.
3. Describe the type of behavior problems that make it necessary to eliminate undesirable behaviors.
4. Define ``extinction.'' Provide and recognize original examples of extinction. Describe the correct usage of the terms ``extinction,'' ``on extinction,'' ``extinguished,'' and ``resistance to extinction.''
5. Distinguish between: (a) extinction and forgetting, and (b) extinction and punishment.
6. Describe the two initial effects of using an extinction procedure. Explain how Kelly and Hake (1970) studied extinction-induced aggression. Describe how to cope with the problem of extinction-induced aggression.
7. Define the following: (a) social and non-social extinction, and (b) sensory extinction. Provide and recognize original examples of these types of extinction.
8. Identify the contributions of the following conditions on the effectiveness of extinction: (a) extent of previous reinforcement of the response,
(b) reinforcement of alternative behaviors, (c) availability of extraneous reinforcers, (d) instructions, (e) context and consistency of extinction, and (f) effectiveness of the withdrawn reinforcer. Provide and recognize original examples of each of these variables in contributing to the effectiveness of extinction.
9. Describe symptom substitution. Describe the conditions under which symptom substitution might occur when using extinction procedures.
10. Define and distinguish between ``continuous reinforcement'' and ``intermittent reinforcement.'' Explain the effect of continuous and intermittent reinforcement on the effectiveness of extinction.
11. Define ``differential reinforcement of zero responding'' (DRO) and ``differential reinforcement of incompatible behavior'' (DRI). Provide and recognize original examples of each procedure.
12. Explain how a DRI procedure is different from a standard positive reinforcement procedure.
13. Describe a key advantage that DRO and DRI procedures have over other methods of reducing responding. Explain why people favor DRO and DRI methods over other methods of response reduction.
14. Identify and describe the conditions that make DRO and DRI effective that are the same conditions responsible for the effectiveness of positive reinforcement procedures. Provide and recognize original examples of these conditions.
15. Describe how the effectiveness of both DRO and DRI is influenced by the nature of the reinforced behavior. Provide and recognize original examples of this factor.
16. Describe how the effectiveness of DRO is determined by the use of:
(a) whole-interval and momentary DRO procedures, and (b) graduated interval sizes. Provide and recognize original examples of how these variables contribute to the effectiveness of DRO.
17. Describe and distinguish between the following two theories of the effectiveness of DRO: (a) specific behavior replacement theory, and
(b) response property theory. Explain how research concerned with the reinforcement of creative responding supports the response-property theory of DRO. Explain why both theories of DRO might be correct.
Chapter 4 Study Questions and Objectives
1. Explain why punishment is normally used as one component of behavior-change programs.
2. Define ``punishment.'' Provide and recognize original examples of punishment.
3. Describe the method of testing for punishment in which response- independent consequences are used. Explain why this test for punishment is often omitted.
4. Describe the correct usage of the terms ``punishment,'' ``punisher,'' and ``punishing stimulus change.'' Explain why the definition of punishment is functional.
5. Define ``recovery.'' Explain why recovery is to punishment what extinction is to reinforcement.
6. Explain why the word ``punishment'' causes problems for behavior analysis. Describe Grant and Evans's (1992) study that compared the effects of the word ``punishment'' with the alternative terms ``disinforcement'' and ``attenuation.''
7. Define and describe the following forms of punishment: (a) physical punishment, (b) reprimands, (c) timeout (exclusionary and non-exclusionary forms of timeout), (d) response cost, and (e) activity punishers. Provide and recognize original examples of each of these types of punishment.
8. Identify a major disadvantage of physical punishment. Describe the conditions under which people find the use of physical punishment acceptable.
9. Describe the advantages of reprimands as punishers.
10. Describe the advantages of non-exclusionary timeout procedures. Explain why non-exclusionary timeout procedures often require the use of back-up punishers. Describe the conditions under which timeout may be an ineffective punisher or even a reinforcer.
11. Describe the advantages of response cost procedures. Describe the difference between response cost procedures and non-exclusionary timeout procedures.
12. Define the following types of activity punishers: (a) arbitrary activity punishers, (b) restitutional overcorrection punishers, (c) positive practice punishers, and (d) habit reversal punishers. Provide and recognize original examples of each of these types of activity punishers.
13. Describe a key advantage of overcorrection procedures over other types of punishment procedures. Identify the types of overcorrection activity punishers that are seen as more acceptable than other types of such punishers.
14. Describe the two major advantages of punishment procedures. Identify the ethical question concerning the intensity of punishment and rapidity of response reduction that has been the focus of continuing debate.
15. Describe the following undesirable side-effects of punishment:
(a) undesirable emotional behaviors, (b) aggression, (c) inappropriate response substitution, (d) imitation of the use of punishment, (e) the self-perpetuating nature of punishment, (f) the establishment of inappropriate conditioned punishers, and (g) escape and avoidance.
16. Describe the following: (a) extent to which punishment is not accepted relative to other response-reduction techniques, and (b) conditions that influence the acceptability of punishment procedures.
17. Describe the role of each of the following variables in making punishment effective: (a) use of reinforcement of alternative behaviors, (b) consistency of punishment, (c) instructions, (d) minimizing reinforcement of the punished response, (e) the extent of previous unpunished responding,
(f) punisher variety, (g) delay of punishment (i.e., the principle of immediate punishment and the principle of early punishment),
(h) punishment intensity, (i) using predictive conditioned punishers, and (j) punishment contrast effects.
18. Describe the escape-avoidance theory of punishment and the response-weakening theory of punishment.
