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New Page 1 This semester there will be four projects: the Self Change Project, the Reinforcement Baumrind (2001) Physical Punishmentassignment and Sniffy the Virtual Rat assignment. Scroll down for Assignments. Sniffy the Virtual Rat There will be several Sniffy exercises due this semester (see schedule on syllabus). After you complete each exercise, save it to a CD. After you have completed all the exercises in the chapter (i.e., chapter three has exercises 1-3), you will write a one-page typed evaluation and reaction to the exercises and explain how it helped or hurt your understanding of the material, as well as describing the key concepts for the exercises. Your Sniffy evaluation work will be kept in your Behavioral Journal, as well as your CD with your completed Sniffy exercises. Ten (10) points will be deducted for each day an assignment is late.

An assignment is considered late if a hard copy is not turned in by the end of the class period it is due. Due dates for the Sniffy exercises are listed on your syllabus: Former Student Review of Sniffy the Rat Exercises Chapter 3, Exercises 1 – 3 These exercises are very easy – especially if the accelerated mode is used. I recommend the students watch Sniffy get shocked at least once because watching the rat jump is kind of funny. Chapter 5, Exercises 4 – 9 Exercises 4 and 5 both took a little while.

The accelerated mode cannot be used until the end of exercise 5. I suggest assigning Exercises 4 and 5 independently. Exercises 6 – 9 can be assigned together. For exercise 9, the students can choose from exercises 7 or 8 for exercise 9.

I recommend the students use exercise 7 to better see the purpose of exercise 9. A note on the extinction exercises 7 and 8: The book says to wait until the responses are below 2 responses per 5 minutes. The Sniffy Lite program reports in X responses per minute. For the mathematically challenged 2/5 minutes is the same as.4/minute. Chapter 6, Exercises 10 – 15 Exercise 10 is easy. Exercise 11 takes a little longer because the stops are repeated 4 times in this exercise. Exercise 10 and 11 go together.

Exercise 12 instructions are a bit fuzzy. I was not sure what exercise to start from so I used exercise 5 with the freshly trained Sniffy. Also, I am unsure if I am to gradually adapt Sniffy to a VI-50 second schedule or do it all at once. I did it all at once, and I seem to have almost extinguished Sniffy. Exercise 13 has the same problems as exercise 12. I tried a freshly-trained Sniffy with an FR-25 instead of an FR-50. Sniffy still extinguished.

Exercise 14 has the same problems as exercises 12 and 13. I tried exercise 14 with a VI-10-20-35-50 gradually build up. But that is not clear in the directions. Exercise 15 – same note as exercises 7 and 8. Chapter 7, Exercises 16 – 20 Exercise 17 needs to come first. Sniffy does a lot more face wiping automatically so shaping him is a lot easier.

Exercise 16 took a lot more time and work. When the program says it helps out, the student still needs to hit the space bar for any kind of approximation. I tried out the tutor, but that didn’t do much. Sniffy doesn’t rear up a lot so it took a long time. Exercise18 was hard and took a long time. Exercises19 and 20 are fun, but can take a while. 20 is more hypothetical and focuses on training animals.

POSITIVE REINFORCEMENT AND PUNISHMENT EXERCISES Reinforcement Exercise: For this exercise, go to the following link () and follow the directions. Complete the practice exercise. At the end of the exercise, print out your answer sheet. In addition, write at least a one page reaction paper to the exercise, noting what you learned about positive reinforcement.

Lastly, access a psychological journal (JABA) and find two current articles relating to positive reinforcement and write an article summary for each article. Punishment Exercise: Read the (2001) Does Causally Relevant Research Support a Blanket Injunction Against Disciplinary Spanking by Parents? Article which can be found at This paper is somewhat more difficult to read, so here are some notes to help you (including which sections you don’t need to read); page numbers refer to the numbers at the bottom of the pages, and do not include the title page: 1. A little background: psychologists and nonpsychologists have taken an anti-spanking position regarding the discipline of children (e.g., see ). It has been argued that research has shown negative outcomes as a result of spanking, such as increased aggression, poor mental health, and poor parent-child relationships. Note that this position requires a cause-and-effect conclusion about the spanking-behavior relationships: that spanking causes bad outcomes.

Diana Baumrind argues in this paper that the research others have cited is not “causally relevant”; that it cannot be used to support cause-and-effect conclusions. In her study she tests the idea that occasional (“normative”) spanking has negative effects, and asks whether evidence supports a blanket injunction against all spanking. (Note: Baumrind states that she does not advocate spanking, she just wanted to see if the evidence supports the idea that all spanking is harmful.) 2. On page 2 (not counting the title page), Baumrind describes the characteristics that, she says, allow us to make cause-and-effect conclusions from correlational studies.

I don’t completely agree, but I do believe her results tell us something important. The 3 rd, 4 th, and 7 th might be kind of hard to understand, so don’t worry too much about them. The 3 rd and 7 th points basically say that you need to include important parenting variables in the research, such as whether the parent emotionally rejects the child. Don’t read page 3.

4, ‘n’ refers to the number of participants in the study. 4 there is a reference to ‘Table 1 of your handout’. The handouts are not included in the paper; they are available on Baumrind’s WWW page but we can get by without them (I’ll summarize the information we need). Skip the material from “ Data Analyses” (p. 6) up until “(Question 1)” on p. Read the questions on pp.

7-9 and the conclusions based on data analyses. Quick summary of data analyses (p.

6): Baumrind started by seeing if the use of physical punishment (spanking) was related to bad child outcomes such as getting into fights and being untrustworthy. Then she added other parenting variables to the analysis (e.g., self-centeredness), to see if these other variables might account for relationships between spanking and child outcomes. The section of the paper labeled “Question 3” might be difficult. To summarize, Baumrind found that when she controlled for a variety of parenting variables, the relationship between physical punishment and bad child outcomes disappeared.

Skip the section of the paper labeled “Question 6” (this doesn’t mean to skip my question #6). Read the Baumrind (2001) paper (“Does Causally Relevant Research Support a Blanket Injunction Against Disciplinary Spanking by Parents?”) and respond to the following: • Briefly describe the methods of the ‘FSP’ study (Who participated? What did they do?) (see p. 4) • How common was physical punishment (spanking) in the FSP study?

4) • Was the frequency and intensity of physical punishment associated with detrimental child outcomes? 7) • Did Baumrind find that children who were occasionally spanked were worse off than children who were never spanked? (“Question 4”, p. 8) • Did Baumrind find that physical punishment was associated with worse child outcomes than verbal punishment? (“Question 7”, p. 8) • Do you think it is acceptable to spank children as a form of discipline? Why or why not?

Please discuss in behavioral terms. What limitations do you think there should be on spanking (when should it be used or not be used)? • Lastly, access a psychological journal (JABA) and find two current articles relating to punishment and write an article summary for each article. How to write an an Article Summary Purposes: To understand the research on your topic, to develop the backbone of your paper, and to learn to apply APA style. Procedure: Put your name, class time, date and the number of the article summary (AS#__) at the top right hand corner. Put a complete APA reference for the article at the beginning of your summary.

Each summary is 2 paragraphs long and approximately 200 - 250 words total. The first paragraph summarizes the authors’ purpose (~1 sentence) and methods (~3-5 sentences).

The second paragraph summarizes the results (~2-4 sentences) and the authors’ discussion and conclusions (~2-3 sentences). After the initial sample article summary, attach a copy of the first page of the article (including the abstract) to your summary. SAMPLE ARTICLE SUMMARIES CAN BE FOUND HERE.

Nobody's perfect. Some of us drive too fast, or too carelessly. Some of us want to recycle our newspapers, but never get around to it.

We want to eat less and exercise more, but it just does not happen for us. We know some of our habits are bad for us (smoking, drinking) but we cannot cut back. Principles of learning offer a solution. Skinner's behaviorism, although developed through carefully controlled scientific laboratory research, can be used to help people increase behaviors that they desire and decrease behaviors they wish to avoid. Use self-change principles to change some aspect of your behavior. Focus on some specific type of behavior that you would like to perform more (exercise, studying, being polite) or a behavior you would like to do less (partying, eating, drinking, being rude). (Some other examples of things students have tried to change are listed at the bottom of this handout).

Record the behavior on the provided behavioral checklist for one week, without attempting any change. Please note: Please know that self-monitoring your behavior is difficult, but a task that can (and will) be completed. Step 1: Behavior Decision. Decide on the behavior you will increase or decrease Write a paragraph description of the behavior, being as behaviorally specific as possible; express the goal of your project in observable, quantifiable terms. These goals must be very specific, and include both long and short range (daily) goals--but most important, they must be measurable; You can select those behaviors which you wish to do away with, non-desired goals as well as desired behaviors--but it would be best if you described behaviors that you want to increase (focus on creating behaviors that are incompatible with the behaviors you want to remove) Step 2: Baseline 1. Establish the baseline, the operant level: measure the frequency of both the good and the bad behavior before you try to create any changes: *Measurement is critical in self-change projects, so begin by recording your behavior on the checklist. Please note what is happing before during and after the selected behavior.

*Include the information about baseline in your report (If, for example, you were trying to study more you should say something like 'On day one I spent 2.3 hours studying, on day two I did not study at all, and on day three I spent 1 hour studying). The length of your baseline recording will be over a one-week period.

You also need to indicate where the behavior occurs; for example you might say 'I decided to modify smoking behavior but I needed to know the situations which elicited smoking from me--so for 7 days I kept track of how much I smoked, when, and where.' Step 3: Design Behavioral Change Select Sr (Reinforcing Stimulus) and design the contingencies. Make a list of the reinforcers that you have decided are potent and controllable for and by you. List these reinforcers or in your report, and note which one you plan to use to control the behavior. You can also identify punishers: aversive stimuli that you would rather avoid. You will be using these to reduce behavior. Types of reinforcers to consider: Physical rewards: such as candy, food, drinks, etc.: thinks you want; Social rewards: arrange for someone else to give you praise, attention, and so on if you perform the target behavior; Activities: things you like to do (such as watching TV, socializing, etc) that you cannot do if you don't perform the behavior; Note: It is often advisable to use a variety of reinforcers so you will not 'burn out' on one.

Name the Contingencies: State the exact conditions under which these consequences are applied (e. Spotify Mp3 Downloader Chrome Extension. g., If I study for 1 hour I will get 5 M&M candies). If you plan to use punishment, then state those criteria as well (e.g., I did not meet my goal of studying for 3 hours and so the following day I did not permit myself to listen to any music). Step 4: Intervention Stage. Institute the Program of Behavior Modification. Begin controlling the behavior through judicious use of reinforcers and punishment. This period should last one week (use another self-monitoring check list for recording behavior).

Keep good records: record the behavior and the reinforcers/punishments constantly. Control the 'stimulus environment'. It is essential that you can administer the reinforcers immediately after the behavior, and that you can reduce interference from reinforcers that you do not control. That means you should make changes in your routine to avoid temptations (e.g., tell other people about the project and ask them not to interfere). If appropriate, post cues in your environment that will trigger your response: if you are supposed to be exercising more, then put up a sign in bedroom that says 'Today you must exercise for 1 hour.' (Describe your use of such a sign in your report).

Step 5: Follow up. Because of time constraints, this step is optional, but would be used in any professional behavior modification project. Once the behavior has been created, you would return to baseline by stopping the rewards or punishments. This step is not necessary for this report. However, should you decide to complete this step, record your behavior on the checklist for one week.

Step 6: Write up the report Please type the report. There are no length restrictions. Use the length that you feel is appropriate to exactly specify what you did. The paper will have five sections: 1.

Literature review. The report can include charts and graphs of the behavior rates, but it should be a well-written narrative (with sentences and paragraphs). Add a final paragraph that draws conclusions about the project. In addition, please turn in all behavioral self-monitoring checklists. Use appropriate terms from the lectures and text. Weaknesses or omissions or something incorrect with the following areas will result in a loss of points: Step 1: Behavior Decision. Define the problem in a situation in a paragraph.

Clearly state, 'target behavior is.' Step 2: Baseline. Collect baseline data. Describe what is found. Graph the baseline data.

Step 3: Design Behavioral Change Self-reinforcements listed, explained. Self-punishments clearly indicated Reinforcement and/or punishments contingencies described (state contingencies, e.g., 'If I exercise, then I will get a cookie). Step 4: Intervention Phase.

Behavior modification process described. Chipdrive Time Recording 7 Key. Data are provided describing the behavior modification results Attempts at stimulus control are noted Final conclusion paragraph describing results In Addition: All checklists turned in (must be legible). Project Not as Well Organized as it Could Have Been.

Project Not as Well Written as it Could Have Been. Some sample behaviors that you can modify are listed at the end of this page. Also, if you would like more information on the psychology of self-control--especially the science side of self-control based on verified principles of behaviorism instead of that 'pop' psychology stuff that is not really helpful at all--begin with Dr.

Clay Tucker-Ladd page. He is the author of Psychological Self-help, which is available on the web at the following site: Dr.