Positive Punishment Procedures

And Ethics Of Punishment

Supervised by : Ma’am Wajeeha
Presented By: Ayesha Malik, Motasem, Saima Ayyaz, Shaima, Rafay Ali and
Zainab Umar
Positive Punishment
• Positive punishment means giving an undesirable
consequence after an unwanted behavior to make
it less appealing. It aims to stop the behavior
from happening again.
• Positive punishment is a behavioral modification
technique where an aversive or unpleasant
stimulus is added or presented immediately
following a specific behavior.
Goal of Positive punishment
• The goal of positive punishment is to decrease the likelihood of that behavior happening again
in the future by associating it with the negative consequence. In this context, "positive" refers
to the addition of something (the aversive stimulus), not to be confused with its connotation of
being beneficial or desirable.
• Positive punishment is a concept in psychology based on the principles of operant
conditioning, as proposed by B.F. Skinner, that aims to reduce a specific behavior by adding an
unpleasant consequence to the situation.
• Behavior modification is an intervention that aims to reduce or eliminate unwanted behaviors.
It has its roots in B. F. Skinner’s operant conditioning theory.
 Following these concepts, operant conditioning has four
ways of modifying or influencing behavior:

Operant conditioning term Reinforcement Punishment

Adding a desirable stimulus to Adding an undesirable stimulus to

Positive
encourage a behavior discourage a behavior

Removing or reducing an
Removing or reducing a pleasant
Negative undesirable stimulus to encourage a
stimulus to discourage a behavior
behavior
Positive, negative punishment
and reinforcement

• In behavior modification, positive and negative don’t mean

good or bad. It might help to think of them as plus or minus:
Positive means you’re adding, and negative means you’re
subtracting.
• Punishment is used to discourage a certain behavior. Positive
punishment is when you add a consequence to unwanted
behavior. You do this to make it less appealing.
• Reinforcement is meant to encourage a particular behavior.
• An example of positive punishment is adding more chores to the list when your child neglects their
responsibilities. The goal is to encourage your child to tackle their regular chores to avoid a
growing chore list.
• Negative punishment is when you take something away. An example of negative punishment is
taking away your child’s favorite toy because they refuse to pick up after themselves.
• The goal of negative punishment is to get your child to pick up after themselves to avoid having
toys taken away. Timeout is also a form of negative punishment.
• With negative reinforcement, you remove a stimulus with the goal of increasing an appropriate
behavior.
• For example, you consistently call your child back to the kitchen to clear the table and carry plates
to the sink. In time, they learn to perform this action without prompting to avoid the inconvenience
of being called back.
• You might consider negative reinforcement a teaching tool rather than a method of punishment.
Difference Between Positive and Negative
Punishment
• The difference between positive and negative punishment is
determined by the consequence of the behavior.
• Positive punishment is defined as follows. The occurrence of a
behavior is followed by the presentation of an aversive stimulus,
and as a result, the behavior is less likely to occur in the future.
• Negative punishment is defined as follows. 1. The occurrence of a
behavior is followed by the removal of a reinforcing stimulus, and
as a result, the behavior is less likely to occur in the future.
Difference Between Positive and Negative
Punishment
Misconception about Punishment
A Common Misconception about Punishment In behavior modification, punishment is a technical term with a specific
meaning. Whenever behavior analysts speak of punishment, they are referring to a process in which the consequence of
a behavior results in a future decrease in the occurrence of that behavior. This is quite different from what most people
think of as punishment. In general usage, punishment can mean many different things, most of them unpleasant. Many
people define punishment as something meted out to a person who has committed a crime or other inappropriate
behavior. In this context, punishment involves not only the hope that the behavior will cease, but also elements of
retribution or retaliation; part of the intent is to hurt the person who has committed the crime. Seen as something that a
wrongdoer deserves, punishment has moral or ethical connotations. Authority figures such as governments, police,
churches, or parents impose punishment to inhibit inappropriate behavior—that is, to keep people from breaking laws or
rules. Punishment may involve prison time, a death sentence, fines, the threat of going to hell, spanking, or scolding.
However, the everyday meaning of punishment is quite different t from the technical definition of punishment used in
behavior modification. People who are unfamiliar with the technical definition of punishment may believe that the use of
punishment in behavior modification is wrong or dangerous. It is unfortunate that Skinner adopted the term punishment,
a term that has an existing meaning and many negative connotations. As a student, it is important for you to understand
the technical definition of punishment in behavior modification and to realize that it is very different from the common
view of punishment in society
Punish Behavior, not People
• It is correct to say that you punish a behavior (or a response). You are weakening a behavior by
punishing it. To say The teacher punished Sarah’s disruptive behavior with time out is correct.
• It is incorrect to say that you punish a person. You don’t weaken a person, you weaken a
person’s behavior. To say, “The teacher punished Sarah for disruptive behavior” is not correct
Other Names for Positive Punishment
• Punishment by application
• Punishment by contingent presentation of a stimulus
• Punishment by presentation of an aversive stimulus
• Response-contingent presentation of a punisher
Other Names for Negative Punishment
• Punishment by withdrawal
• Punishment by loss of reinforcers
• The penalty contingency
• Response-contingent removal of a positive reinforcer
Ethical Considerations
Informed Consent: Obtain informed consent from individuals or
their guardians before implementing positive reinforcement
interventions, especially in therapeutic or educational settings.
Beneficence: Ensure that the use of positive reinforcement promotes
the well-being and development of individuals by encouraging
positive behaviors and fostering a positive learning environment.
Non-maleficence: Avoid using reinforcement strategies that may
cause harm, distress, or undue pressure on individuals. Consider the
individual's emotional and psychological well-being.
Ethical Considerations
Clear Behavioral Definitions:
Define the target behavior that will be subject to punishment clearly and objectively. Ambiguity in defining
behaviors may lead to inconsistent or inappropriate application of punishment.
Proportionality and Appropriateness:
The severity and intensity of punishment should be proportional to the behavior targeted and should not be
excessive or disproportionate. The punishment should fit the offense and aim to modify behavior without
causing undue harm.
Avoidance of Harm:
Punishment techniques should not cause physical harm, emotional trauma, or significant distress to
individuals. Avoid punishment methods that induce fear, anxiety, or negative emotional reactions that may
have long-lasting effects.
Ethical Considerations
Autonomy and Respect: Respect the autonomy and dignity of individuals by involving them in
decision-making processes related to reinforcement strategies and recognizing their preferences
and values.
Privacy and Confidentiality: Maintain confidentiality and privacy regarding the individual's
information, progress, and participation in positive reinforcement programs.
Transparency and Documentation:
Maintain transparency in the use of punishment by documenting procedures, rationale,
outcomes, and any adverse effects. Clear documentation helps ensure accountability, review, and
ethical oversight.
Procedures for Positive Punishment:

• Clear Behavioral Definitions: Clearly define the target behavior that will be subject to
positive punishment. This ensures consistency and accuracy in identifying instances of the
behavior.
• Consistency: Positive punishment should be applied consistently whenever the target behavior
occurs. Inconsistency can lead to confusion and reduced effectiveness.
• Appropriate Intensity: The intensity of the aversive stimulus used for positive punishment
should be appropriate for the individual and the behavior being targeted. It should be enough to
deter the behavior but not excessive to cause harm or distress.
Behavioral contracts
Behavioral contracts are formal agreements
or written documents that outline specific
behavioral goals. These contracts are
commonly used in psychology, education,
therapy, and behavioral interventions to
promote positive behavior change and
achieve desired outcomes.
Behavioral contracts
A behavioral contract is a written agreement that provides a clear statement of
what behaviors of what individuals will produce what reinforcers and who will
deliver those reinforcers. Behavioral contracting was described initially as a
strategy for scheduling the exchange of reinforcers between two or more
individuals, such as between a teacher and students (Homme, Csanyi, Gonzales,
& Rechs, 1969) or between parents and children (Dardig & Heward, 1976;
DeRisi & Butz, 1975; Miller & Kelley, 1994). Treatment contracts between
behavior modifiers and clients are also recommended to ensure that the behavior
modifier is accountable to the client (Sulzer-Azaroff & Reese, 1982).
Purpose

•The primary purpose of a behavioral contract is to establish

clear expectations and consequences related to behavior.
•It provides a structured framework for individuals to
understand what is expected of them and what
consequences (positive or negative) will follow based on
their behavior.
Components of a Behavioral Contract:
• Identifying Parties: The contract typically involves two parties - the individual whose
behavior is being addressed (e.g., a student, a client in therapy) and the person or entity
responsible for monitoring or implementing the contract (e.g., a teacher, a therapist).
• Behavioral Goals: The contract specifies the desired behaviors that the individual is expected
to demonstrate. These goals are typically specific, measurable, achievable, relevant, and time-
bound (SMART).
• Expectations: Clear expectations regarding the behaviors to be exhibited, such as following
classroom rules, completing assigned tasks, demonstrating appropriate social skills, etc.
• Consequences: The consequences for meeting or not meeting the behavioral goals. This may
include rewards for positive behavior (reinforcement) and consequences for negative behavior
(such as loss of privileges, time-outs, or other disciplinary actions).
Components of a Behavioral Contract:
• Monitoring and Evaluation: Procedures for monitoring and evaluating the
individual's progress toward the behavioral goals. This may involve regular
assessments, progress tracking, and adjustments to the contract as needed.
• Duration: The timeframe for which the contract is valid. It could be for a
specific period (e.g., a week, a month) or until certain goals are achieved.
• Signatures: Signatures from both parties to indicate agreement and
commitment to the terms of the contract.
1.Implementation and Effectiveness of Behavioral contracts :
1. Behavioral contracts are implemented by introducing the contract to the
individual, explaining its terms, and ensuring understanding and agreement.
2. The contract is consistently enforced, and progress is monitored to determine
its effectiveness in promoting desired behavior change.
3. Adjustments may be made to the contract as needed based on the individual's
progress, challenges, and achievements.
2.Applications:
1. Behavioral contracts are used in various settings, including schools, therapy
sessions, rehabilitation programs, and organizational behavior management.
2. They are effective in addressing a wide range of behaviors, including
academic performance, social skills, self-management, compliance with rules
or treatment plans, and more.
 Token Economy
A behavioral program in which individuals can earn tokens for a variety of desirable behaviors and
can exchange the earned tokens for backup reinforcers is called a token economy. Our modern society
in which people perform a variety of jobs to earn money that they exchange for various items such as
food, clothing, shelter, transportation, luxuries, and access to leisure activities is a complex token
economy. A system in which people purchase bus or subway tokens that they exchange for access to
public transit is a somewhat simpler token economy. Token economies are also used as educational
and therapeutic tools in behavior modification programs. According to Hackenberg (2009, p. 280),
token economies are among the oldest and most successful programs in all of applied psychology.
Features of Token Economy

1. Target Behaviors A token economy in which participants earn points for appropriate social
behaviors, academic performance, and daily living skills. Participants can exchange their
points for snacks or privileges such as television, hobbies, games, allowance, and
permission to participate in activities away from the home.
2. Token Acquisition: Individuals earn tokens by engaging in the desired behaviors. The
number of tokens earned is typically predetermined and consistent across all participants to
maintain fairness and consistency.
3. Token Exchange: Tokens can be exchanged for various reinforcers such as snacks,
privileges, extra leisure time, or preferred activities. The exchange rate (i.e., how many
tokens are needed for each reinforcer) is also established in advance.
Advantages of Token Economy
Using token reinforcers has two major advantages. First, they can be given immediately after a desirable
behavior occurs and cashed in at a later time for a backup reinforcer. Thus, they can be used to “bridge”
long delays between the target response and the backup reinforcer, which is especially important when it is
impractical or impossible to deliver the backup reinforcer immediately after the desired behavior. Second,
tokens that are paired with many different backup reinforcers are generalized conditioned reinforcers that
do not depend on a specific motivating operation for their strength. This makes it easier to administer
consistent and effective reinforcers when dealing with a group of individuals who might be in different
motivational states.
Disadvantages of Token Economy
Potential Overemphasis on External Rewards: Token economies rely rewards to motivate behavior
change. This can lead to a focus on external rewards rather than intrinsic motivation, which may not foster
lasting behavioral changes once the tokens or rewards are removed.
Token Dependency: Individuals participating in a token economy may become overly reliant on tokens or
rewards to engage in desired behaviors. This can create a situation where the behavior is only maintained as
long as the tokens are available, leading to challenges in transitioning to natural reinforcement systems.
Limited Generalization: Token economies may struggle with generalizing desired behaviors beyond the
controlled setting where tokens are used. This means that individuals may not apply the learned behaviors
in real-life situations or environments where tokens are not present.
Complexity and Maintenance: Implementing and maintaining a token economy requires significant
planning, organization, and consistency. It may also involve ongoing monitoring of token distribution and
management, which can be time-consuming and resource-intensive.
Prompting
• Prompting refers to the use of cues, hints, or assistance to guide an individual in initiating or
completing a desired behavior. It is a method used to help individuals learn new skills or
behaviors by providing support when needed.
What Is Prompting?
• Prompts are used to increase the likelihood that a person will engage in the
correct behavior at the correct time. They are used during discrimination
training to help the person engage in the correct behavior in the presence of the
discriminative stimulus (SD). “Prompts are stimuli given before or during the
performance of a behavior: They help behavior occur so that the teacher can
provide reinforcement” (Cooper, Heron, & Heward, 1987, p. 312).
• Example the SD is the ball approaching the batter. The correct response is
swinging the bat to connect with the ball, and the reinforcer is hitting the ball
and getting praise from the coach.
 Types of Prompts:

• Verbal Prompts: Using spoken words or instructions to guide the individual's

behavior. For example, saying "Put your toys away" to prompt a child to clean up.
• Visual Prompts: Providing visual cues or prompts, such as pictures, diagrams, or
written instructions, to assist the individual in understanding what to do.
• Physical Prompts: Physically guiding or assisting the individual to perform the
behavior, such as gently guiding their hand to complete a task or modeling the
behavior.
Purpose: The purpose of prompting is to facilitate learning and skill acquisition,
particularly during the initial stages of teaching when the individual may need extra
support to understand and perform the desired behavior.
Generalization
• Generalization refers to the ability of individuals to transfer learned behaviors, skills, or
concepts from one situation, context, or stimulus to another that is similar but not identical. It
involves applying what has been learned in one setting to other relevant settings or
circumstances.
Types of Generalization
• Stimulus Generalization: Transferring a learned response from one stimulus to similar
stimuli. For instance, if a child learns to say "car" when shown a picture of a specific car, they
may generalize this response to other pictures of cars.
• Response Generalization: Applying a learned skill or behavior to new but related situations or
tasks. For example, if a child learns to tie their shoes using a specific method, they may
generalize this skill to tying other types of shoes.
• Purpose: Generalization is important because it demonstrates that the individual has mastered
a skill or behavior to the extent that they can use it effectively in various real-life situations, not
just in the specific training or teaching environment.
Self-Management
Self-monitoring the direct observation by the client of his or her own behavior is the next best thing to the
therapist’s direct observation.
When people want to change their own behavior, they can design and implement a self management
program. A self-management program involves applying behavior modification to one’s own behavior.
There are five steps in a self management program:
1. Self-monitoring. Define and record the target behavior you want to change.
2. Graphing. Develop a graph and plot the daily level of the target behavior on the graph.
3. Goal setting. Establish a goal for the desired change in the target behavior.
4. Intervention. Develop and implement specific behavior modification strategies to change the behavior.
5. Evaluation. Continue to record the behavior and plot it on the graph to determine whether you changed
your
Defining Self-Management

• Self-management occurs when a person engages in behavior at one time to control the
occurrence of another behavior (target behavior) at a later time (Watson & Tharp, 1993; Yates,
1986).
• According to Skinner (1953a), self-management involves a controlling behavior and a
controlled behavior. As the names imply, the person engages in the controlling behavior to
influence the future occurrence of the controlled behavior.
• The controlling behavior involves implementing self-management strategies in which the
antecedents and consequences of the target behavior or alternative behaviors are modified;
these strategies make the controlled behavior (target behavior) more likely.
Steps in a Self-Management Plan

A self-management plan based on one or more of the strategies described earlier should include
the following basic steps.
1. Make the decision to engage in self-management.
You typically make the decision to engage in a self-management program after a period of
dissatisfaction with some aspect of your own behavior. As you start to think about the
unsatisfactory behavior and imagine how the behavior could be improved, you become
motivated to take some action (Kanfer & Gaelick- Buys, 1991). If you have learned how to
conduct a self-management program, as a result of taking a class or reading a book, you would
be likely to begin the process at this time. The event that gets the process of self management
started is anticipation of beneficial changes in the target behavior. You are more likely to take
steps to change if you anticipate a positive outcome of your efforts.
Steps in a Self-Management Plan

2. Define the target behavior and competing behaviors.

The purpose of a self management program is to increase or decrease the level of a target
behavior. You must first define the target behavior to be changed so that you can record it
accurately and implement the self-management strategy correctly. It is also important to identify
and define the behaviors that compete with the target behavior. When the target behavior is a
behavioral deficit to be increased, you will seek to decrease undesirable competing behaviors.
When the target behavior is a behavioral excess to be decreased, you will seek to increase
desirable competing behaviors.
3. Set goals. Your goal is the desired level of the target behavior to be achieved in the self-
management project. In setting the goal, you identify an appropriate level of the target behavior
that will reflect an improvement in some aspect of your life. Once you decide on the goal, you
should write it down so that it becomes more salient. Making your goal public, so that significant
others are aware of it, is also valuable.
Steps in a Self-Management Plan

4 Self-monitor. After defining the target behavior, you develop and implement
a self-monitoring plan. Using a data sheet or some recording device (see
Chapter 2), you record each occurrence of the target behavior immediately
after it occurs. You record the target behavior for a period of time (say, 1–2
weeks) to establish a baseline level of the behavior before implementing the
self-management procedures. Create a system for individuals to track their
behaviors and progress towards specific goals, typically using checklists,
diaries, or digital tools.
Steps in a Self-Management Plan

5. Conduct a Functional Assessment: Analyze the triggers (antecedents) and

outcomes (consequences) of behaviors to understand why they occur and what
reinforces them, often identifying patterns and underlying motivations.

6. Implement a self monitoring plan:

Use techniques such as positive reinforcement, self-regulation, environmental
modifications, and ongoing monitoring to sustain desired behavior changes over
time and prevent relapse.
Steps in a Self-Management Plan
7. Evaluate change. Once you have implemented the self-management strategies, continue to collect data
through self-monitoring and evaluate whether your target behavior is changing in the desired direction. If
the target behavior is changing as expected, continue to implement the self-management strategies and self-
monitoring procedure to see whether you reach your goal. Once you achieve your goal, it is time to
implement maintenance strategies. If the target behavior is not changing in the desired direction, it is time
to reevaluate the self-management strategies and make any necessary changes.
8. Reevaluate self-management strategies if necessary. If the target behavior is not changing in the
desired direction after you implement the self management strategies, you should consider two types of
problems that may have contributed to the ineffectiveness of the self-management strategies. First, you may
not have implemented the self-management procedures correctly. In the case of incorrect implementation
Self modification exercise
1. Pick a behavioral excess of yours that you would like to decrease.
2. Design a self-monitoring data sheet that you could use to record
instances of the behavior over a one-week period to serve as a
baseline.
3. On your data sheet, set it up so that you can record antecedents of
each instance of the behavior, the behavior itself, and
consequences of each instance of the behavior.
References
1. Behavior Modification Principles and Procedures Fifth Edition Raymond G. Miltenberger University of South
Florida

2. Medically reviewed by Timothy J. Legg, PhD, PsyD — By Ann Pietrangelo on February 25, 2020

3. Garry Martin and Joseph Pear Behavior Modification ,What It Is and How to Do It, 11th Edition