Punishment shud only occur as it is needed. If you are using punishment, this shud be ur last resort.

This can have harmful effect: eg.. Injury to skin or tissue. In terms of ethical issue, you have to have the consent to sign from guardian or the adult. Despite the fact, these alternative behavior might not be effective you shud present them. If the problem sufficiently sever to actually warned the punishment intervention. But that doesnt mean that you use it for everything. We have guideline to use every type of punishment. Ex . Institution rotenburg center- huge staff was involved. All these ppel are used these devices GED etc. peer review board is imp as well. A number of individual participate and see if your approach is sound and whether the procedure shud be implemented. Child eating chips. They are been observed by hospital medical staff. They see that these kids re putting things in their mouth. One child put lego in their mouth and some suck their thumb. The individual inside hospital dont want the behavior to still occur in its natural environment. Depending on where the person is . You wanna create a reinforcing environment including praise. You have to have context to do it. You can have the praising environment. You have to address the problematic behavior. You imaging the child put the chip in the mouth, you stop this kid by holding his hand, this is called response interruption. You are stopping at right brief mode. So you have to be diligent to catch that behavior. You have to hold the arms so this is very punishing procedure. You necessary cant articulate. What are ABCs here? A = presence of chips B=bringing to the mouth C = sensation of putting in mouth. With the intervention -> A = blocking the persons mouth B= holding the person physically C= that would be aversive for the kid. Chapter 19 You respond the same way as other. If object is similar enough, they are gonna name both of those object same . A child learning to speak, if he sees the big dog and a small dog, would he call both the dog? Not necessarily, bcz they are still learning. so how the generalization occurs. Make sure the target behavior occur in natural envionrment. E.g abduction . We dont know if the person is gonna respond really that way after the intervention, individual with mental disability. You need to keep things in mind. Response generalization someone could learn before how to approach the opposite sex. She will might thing that he is cute. So she is not only using the generalization but adapting at the same time.

Assertiveness training & learning to play how to catch the football. This training is usually happening in separate environment. E.g if Maria goes to the office and the intervention is not generalized, its not working. Just bcz you catch a football when dad throws it. This doesnt mean that he is the quarter back in the game, diff throwing style, trajectory & speed. A metropolinitaria you wanna train skills that come in natural environment meaning you want the person to use the skills learned in the class to a broader and to solicit reinforcement. Ex child wants to

get the reinforcement: you can get them to solicit the reinforcement and do it in more pro social fashion. If you have the opportunity to modify the environment , you can really improve somebodys behavior. You can get the people to interact for a better. Ex willy makes sexist comments when a women ask him to clean up the room. Ther natural contingencies exist social communication between staff. We can get it ampt up a bit, you can reinforcement it before. If you ramp that up, the behavior that you are trying to cultivate becomes stronger and solidified. Dont pay attention to problematic behavior and it will eventually die out. You wanna cover as many scenarios as possible. You sample as many sds for stimulus behavior. They can do these discriminative stimulus by : interview to the client. The psychologist will come up with more. One strategy each role play is exemplar. General case programming you acknowledge the fact that person new behavior being assertive become attach to these role plays. Role plays the comment has the stimulus role over her response. Incorporate common stimulus You learn a behavior in a resource room. You are going back in the real world. If that environment is sufficiently diff. the nervous sys might not response. From childs perspective. You perhaps take something and make it portable You putting something in front of thing and making it powerful. That object has stimulus control. You are artificially doing it. You are trying to encompass most procedure as possible Many include the people and possible aspect of physical environment. You wanna teach functionally equivalent responses; it inc the chances of successful response to a novel situation. Communicative response that gets you to the same outcome e.g. before date, come up with diff ideas to which the other partner might say yes to (FER)

Self generator mediator of generalization Self instruction- if u r learning something in env A you can articulate you come up with steps. In ur mind, you start thinking about step. You have stimulus control are those words that you articulate silently in your mind. You learned in the environment A. you will have handy sheet . You ll bring back that to the environment. This has a stimulus control. It is actual flow of info.

Chapter 20 Self management Ex you re an immature golfer. Regardless of wht it is, if you have reinforcement, you can achieve it. Ex Tiger woods why he is best? his dad trained him when he was 0. Self control - research short term contingency always control behavior. From excess

 - Immediate reinforcers versus delayed punishers for a behavior Example: Ex child want to go out with the frds. There is a 3 hrs of homework. The child lie that he has done it. He will get the reinforcement when parents let him go but a long term is that teacher will send a note to parents & he will get grounded. - Immediate reinforces versus cumulatively significant punishers for a behavior

Example : Eating a lot of junk food, alcohol all these have reinforcing quality. There is a cumulative disadvantage. In the long term, we get cholesterol being laid down. That immediate reinforcement gets precedence. - Immediate reinforcers for problem behavior versus delayed reinforcers for alternative desired behavior Example: Instead of going out to eat (effort involve), u can quickly make it at home. You are living on a campus, movie your roommate brought that you wanna watcj ot. Are you are gonna watch the 3 hour movie now or spend that 3 hour studying for tommarows exam.