3. From a psychological perspective is a
BMP is…
1. A learning/a rehabilitation tool (not a
punishing or a controlling one).
2. A structured opportunity for client to decrease
maladaptive behaviours and to increase
adaptive ones.
3. An avenue for staff to identify what needs to be
modified in the ward environment and in the
interactions with client.
4. SO…
Improving our ability to use a BMP as a learning
tool requires
“Revisiting the behaviour learning principles”
5. The A-B-C learning paradigm
A
Stimulus
(trigger)
Example:
Carol’s walking
leaves were
turned town
B
(Behaviour,
Thoughts,
Feelings)
Example:
Carol feels angry
and withdraws in
her room.
C
(Consequence
+ or -)
Example:
Carol receives
extra attention
from staff
6. Learning Procedures
TARGETING A SPECIFIC BEHAVIOUR TO BE
CHANGED.
MANIPULATING TRIGGERS (A) and
CONSEQUENCES (C) TO CHANGE/INCREASE
ABEHAVIOUR.
7. Learning Procedures –
manipulating consequences
1. SHAPING: Positive and negative reinforcement
-> AIM: to start/increase behaviour
2. EXTINCTION: Stop positive and negative
reinforcement -> AIM: to weaken a behaviour
3. PUNISHMENT: Aversive consequence -> AIM: to
stop a behaviour.
8. 1. SHAPING
You have to use:
POSITIVE OR NEGATIVE REINFORCEMENT - A
consequence of behaviour that starts or
increases frequency of behaviour.
9. 1. SHAPING
Positive reinforcement: “a reward” =
consequences a person wants, likes or will
behave to get.
A positive reinforcement will increase a targeted
behaviour.
10. POSITIVE REINFORCEMENT EXAMPLE
A
Stimulus
(trigger)
Example:
You ask your
client to clean his
room.
B
(Behaviour,
Thoughts,
Feelings)
Example:
Your client cleans
the room.
C
(Consequence
+ or -)
Example:
You smile and
praise the client
for having done
this.
11. 1. SHAPING
A negative reinforcement = “a relief” =
consequences that stop or reduce something
negative.
A negative reinforcement will increase a
targeted behaviour.
13. 1. SHAPING - SUMMARY
TO START or INCREASE BEHAVIOUR
. Positive or negative reinforcement.
. Reinforcement in small steps.
. Reinforce immediately after it occurs. (“timing counts”)
. A new behaviour stabilizes and requires a little bit more before reinforcing this.
. Continue reinforcement until your client produces the targeted behaviour.
. To keep a behaviour from resurfacing, reinforce an alternative behaviour.
. Keep in mind the risk of satiation.
14. 2. EXTINCTION
TO WEAKEN A BEHAVIOUR
. Remove positive or negative consequences.
. If you intermittently reinforce. (will never stop the
behaviour)
15. EXTINCTION EXAMPLE
A
Stimulus
(trigger)
Example:
You want the
client to be quiet
in the group.
B
(Behaviour,
Thoughts,
Feelings)
Example:
Your client
expects you to
tell him off.
C
(Consequence
+ or -)
Example:
The client does
not have your
attention.
16. 3. PUNISHMENT
You have to use:
Aversive consequences: Consequence of ones
behaviour that is disliked by the person.
An aversive consequence will decrease a targeted
behaviour.
18. PUNISHMENT - SUMMARY
PUNISHMENT = DECREASE A BEHAVIOUR
. works only when the punisher is (or is likely to be) present.
. Be sure that the punishment is specific, is time-limited, and
fits the “crime”.
. leads to emotional side-effects, such as avoidance of the
person that is punishing and may lead to self-punishment.
. punishment happens when it doesn’t teach our clients what
went or what to do next time.
19. Is this a negative reinforcement or
punishment?
A client usually runs late for whakamoemiti and,
as a consequence of that, staff tell him off.
Within two weeks, the client started showing up
on time.
20. PUNISHMENT x NEGATIVE
REINFORCEMENT
Punishment weakens the targeted behaviour by
introducing an aversive consequence.
while
Negative reinforcement strengthens the targeted
behaviour by taking something away after the
response.
21. A Behaviour Management Plan as a
learning tool should include…
1. an expiring date.
2. Include client’s values and his treatment goals in order to motivate the client to comply with
the plan.
3. Mention the targeted behaviour to be decreased and increased.
4. Identify the consequences that will be given (rewards, punishment, etc) when targeted
behaviour are produced. The client should have a say.
5. The magnitude and frequency of consequences should be observed.
6. The budget should also be observed mainly regarding rewards. (artificial life/institutionalization)
7. A description of procedure/how the plan is going to be applied, identifying procedures and
persons involved.
8. Compliance controls.
22. Behaviour Management Plan as a
learning tool…
• Requires allocated daily time with the client to
remind him of the wanted and unwanted
behaviours e.g., “prepare for the day” and to
“feedback on the day”.
• Requires availability to sit with the client when he
does not comply with the plan in order to identify
the A-B-C and new course of appropriate action
for the client e.g., “Chain Analysis”.
23. Psychological Learning Principles
Tips:
• To change a person’s behaviour ask what
consequence he/she would work to get
(reinforcement) or work to avoid
(punishment).
• Observe changes in behaviour when a
consequence is applied.
• Behaviour learned in one situation may not
happen in another situation.
24. Psychological Learning Principles
Summary:
To increase behaviour, use reinforcement = add
negative/positive reinforcement and/or remove aversive
consequence.
To weaken behaviour, use extinction = remove
negative/positive reinforcement and/or provide relief
before unwanted behaviour.
To suppress behaviour, use punishment = add aversive
consequence and/or remove positive/negative
reinforcement.
26. Reference
Linehan, M. M. (2015) DBT Skills training manual. 2nd ed. USA:
The Guilford Press.
Linehan, M. M. (2015) DBT Skills training handouts and
worksheets. 2nd ed. USA: The Guilford Press.
A voluntary behaviour is called an operant behaviour
Satiation = providing relief or what is wanted before the behaviour occurs. Example: Before the client cleans his room, you give him an appraisal or extra leave. Why would the client work towards that if he can get what he needs/wants anyway?
Ask for an example
Ask for an example
This may cause the repetition of the “answering the question behaviour”.
Ask for an example
This may cause the repetition of the “answering the question behaviour”.
Satiation = providing relief or what is wanted before the behaviour occurs. Example: Before the client cleans his room, you give him an appraisal or extra leave. Why would the client work towards that if he can get what he needs/wants anyway?
Satiation = providing relief or what is wanted before the behaviour occurs. Example: Before the client cleans his room, you give him an appraisal or extra leave. Why would the client work towards that if he can get what he needs/wants anyway?
EXTINCTION = not providing the reinforcement, client stop producing the targeted wanted behaviour.
WHO CAN GIVE ME AN EXAMPLE?
He talks in the group because seeking your attention. You ignore this for one or two sessions, he stops.
Satiation = providing relief or what is wanted before the behaviour occurs. Example: Before the client cleans his room, you give him an appraisal or extra leave. Why would the client work towards that if he can get what he needs/wants anyway?
EXTINCTION = not providing the reinforcement, client stop producing the targeted wanted behaviour.
WHO CAN GIVE ME AN EXAMPLE?
This may cause the repetition of the “answering the question behaviour”.
Behaviour is decreased by aversive consequences the person dislikes or will work to avoid.
Positive punishment and the negative punishment.
The word “positive” in positive punishment refers to the fact that the stimulus is presented after the operant response rather than removed after the response. It should be obvious that, in this case, the word “positive” does not mean that the stimulus was something that the person enjoyed: it is hard to imagine that anyone, even those suffering from sexual masochism, would find severe pain to be enjoyable.
Ex. (A) A painful spot – (B) Press finger on spot – (C) Increases Pain
Let’s say that a teenager has a very messy bedroom, with clothes and other objects thrown all around, and his mother wants him to clean it up. If she asks him to clean the room and he answers, “no, it’s my bedroom and I like the way it looks!” she probably will not like this answer. If she is determined to get him to clean his room, she might use a positive reinforcement, such as offering him money if he does as she asks. But she also might decide to punish him for refusing to clean his room. Positive punishment would be something like yelling at him after he says, “no.” On the other hand, many parents decide to punish by taking away something that the child or adolescent likes. In this case, the mother might take away his cell phone so that it is harder for him to talk to and text his friends. The mother is trying to weaken the operant response of saying, “no” (and thereby refusing to clean his room) by removing a stimulus (the phone) that is very important to him. This type of punishment is called negative punishment, and is defined as a stimulus that weakens an operant response when it is taken away after the response
Ex. (A) Mother says clean your room – (B) Child says NO – (C) Child’s cell phone is taken away.
The term negative reinforcement in the quoted passage is incorrect: the correct term for what the business owner and others were doing is punishment. It was punishment because, by pausing and frowning, the teacher was trying to weaken the behaviour of being late, not strengthen it. It is important for you to remember that a negative reinforcement strengthens a behaviour by taking something away after the response.
How to discourage/decrease his/her behaviour of tailgating?
