Establishing and Abolishing Operations and the Stimulus and Stimulus Class
For this assignment, you will provide a long answer essay response to each of the questions below. For each question, you are encouraged to use the peer-reviewed resources provided throughout the units to support your responses. Please do not copy and paste the whole question into the document. Rather, provide the question number (1-4) and a brief heading that correlates with each section of the grading rubric. (Ex. 1. Motivating Operations and Differential Reinforcement)
1-Discuss the differences between establishing and abolishing operations, and, with an example for support, explain why and how you might manipulate these Motivating Operations as part of a planned behavior change. Next discuss the differences between rule governed and contingency shaped behaviors, with one example to support each concept. Finally, define and describe the differences between the following processes: Positive Reinforcement, Negative Reinforcement, Positive Punishment, Negative punishment and extinction. Be sure to identify the expected behavioral outcome for each process and provide one brief example to illustrate each.
2-First, define stimulus and stimulus class and provide an example for each concept. . Next, define the concept of stimulus control and how stimulus control is established, explaining the differences between generalization and discrimination of stimuli.
3-Review Jasmine’s Case Example (transcript) and explain how you would use response and stimulus prompt fading to transfer stimulus control to a more relevant stimulus, including the application of differential reinforcement, as part of a maintenance plan for a target behavior.
4-First, discuss the basic concept of Verbal Behavior as an operant paradigm. Next, discuss each of the six elementary verbal operants, identifying them according to their properties of point-to-point correspondence, formal similarity, and appropriate reinforcement according to each operant’s specific function. Be sure to identify which verbal operants do or do not demonstrate the properties of point to point correspondence and formal similarity. Finally, provide a unique example of each verbal operant and how each is applied to the development of verbal behavior.
5-Discuss the concept of Derived Stimulus Relations as it applies to the development of verbal behavior and cognition. Explain the similarities and differences of how derived stimulus relations and verbal behavior contribute to the development of an individual’s verbal behavior and cognition. Finally, identify the three parts of stimulus equivalence, and explain how each part applies to the development of derived stimulus relations in verbal behavior.
Your assignment should be an 8 page essay, not including the title and reference pages, and should include the following elements:
Title page: Provide your name, title of assignment, course and section number, and date.
Body: Answer all the questions in complete sentences and paragraphs.
Your responses should reflect professional writing standards, using proper tone and language. The writing and writing style should be correct and accurate, and reflect knowledge of skills and practice in the human service profession.
Reference page: Sources listed in APA format. Be sure to include at least four sources to support your discussions.
Use Arial or Times New Roman 12-point font, double-spaced and left aligned.
Use standard 1" margins on all sides.
Use current APA formatting and citation style, including APA format section headings used throughout for organization
Unit 9 Assignment
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Unit 9 Assignment
Question One
Motivating operations are external variables in the environment that are likely to alter the stimulus, object, or other event's reinforcement. The intensity change is likely to change the current behavior frequencies. The motivating operations are either abolishing operations or establishing operations.
Establishing operation involves increasing the current stimulus intensity of the event or object that the reinforcer applies. For instance, a child loves to read a favorite comic book, while the teacher wants the child to sit in class all day. The teacher's action would act as a stimulus since it would increase the intensity of the child reading the book when the child will sit in class the whole day. On the other hand, abolishing operation involves reducing the existing stimulus, event, or object intensity by the reinforcement. For instance, if the teacher offers the same comic book to the schoolboy, the boy could have high intensity in the early days. However, this intensity would continue to decrease as time passes. Therefore, the child's behavior toward sitting in class would start loosening.
Motivating operations manipulation is usually effective in helping the planned behavior, which is why these strategies are applied in specific situations, events, or contexts with specific and well-directed behaviors.
There are usually four types of differential reinforcement. The first one is the differential reinforcement of incompatible behavior, which has reinforcement behavior of behavior that does not happen at a similar time when the problem behavior is happening. An example of a child who is not eating and chooses to play is the parent can choose an incompatible behavior, that is, eating lunch, where she can praise the child for eating lunch. In this instance, the child can eat lunch, which is an incompatible behavior at the same time she plays. On the other hand, there is a differential reinforcement of an alternative behavior, which involves the alternative behavior reinforcement during the problem behavior time. An example is if the child is making fun of a friend while sometimes she is talking seriously with a friend. In this scenario, making fun is a problem behavior that happens at a similar time, while alternative behavior happens when talking seriously about a friend. Therefore, the teacher can reinforce the naughty