Defining Behavior
Italy R Hester
Capella University
PSY 7709
Abstract
Operational definitions define what the behavior looks like. Behavior definitions in all settings should be defined and observable easily. Definitions should be objective, clear, and measurable. When it applies to measurable behavioral characteristics, a description is objective. The definition should be clear enough so that an observer can look at the behavior and understand exactly what behavior they are looking at. A definition is clear only when an observer can measure the frequency, duration, rate, and latency of the behavior.
Operationally define behaviors
It is important to determine the specific behavior you want to address operational before behavior can be properly assessed and evaluated. Behavior with a detailed description defines the behavior and informs the observer how the targeted behavior or behaviors are to be tracked, assessed, and replicated. For this assignment, I choose to observe my son and came up with three different operationally defined behaviors: The first definition is tantrum- yelling, crying, flopping to the floor, or tossing objects when denied access to a preferred item or activity. The second operational definition is self-aggression. Self-aggression is any attempt of one hitting oneself on the head or face with open or closed hands or objects and is usually seen to escape a demand or when denied access. The third is noncompliance which is defined by not following through with a demand given within 5sec or by saying NO to intructions. This behavior is seen when he is trying to escape a demand placed on him.
Miltenberger (2016) states it is important to have a well-written target behavior definition because it is necessary for researchers to accurately and reliably measure the same response classes within and across studies or to aggregate, compare and interpret their data.
Environmental Contingencies
The environmental contingencies surrounding my son’s behavior of having tantrums would be (antecedent) when he loses a toy and the consequence being him finding a different toy to play with. The contingencies of him showing self-aggression would be when someone denies him access to something and the result of his self-aggression is everyone ignores him. Planed ignoring is best described as showing no interest in the behavior that is going on; do not make eye contact or say anything to the one displaying the behavior. Last, the contingency for noncompliance would be him ignoring someone who said something to him or by him saying NO and in response to that behavior the person speaking will follow through with their demand until my son responds/ does what was asked.
Response Classes
Response class is defined by Cooper, Heron, and Heward, (2020) as topographically different, but functionally similar responses. The response class for tantrums would be yelling at someone, crying, flopping to the floor, or even tossing objects. The response class for his self-aggression would be him hitting his head on the floor or wall, smacking self in the face with an open or closed hand. For non-compliance, the response class would be saying No or ignoring someone.
Justification for Response Classes
The response class chosen for tantrum, non-compliance, and self-aggression can be justified because both defined behaviors have different topography but all of them have the same effect. If my son is only throwing objects or flopping on the floor it still functions as a tantrum. Same for his self-aggression and non-compliance, he can hit himself in the face with an open hand and it’s still classified as self-aggression; as well as someone telling him to pick up a toy and he says N, it is still non-compliance.
Differences and Similarities Between Response Class and Stimulus Classes
Stimulus class is a group of stimuli that share specified common elements along with formal (e.g., size, color), temporal (e.g., antecedent or consequent), and/or functional (e.g., discriminative stimulus) dimensions (2020). Those with the same stimulus class have similar effects on behavior. This is similar to the response class. A response class is a group of responses of varying topography, all of which produce the same effect on the environment (Cooper, J. O., Heron, T. E., & Heward, W. L., 2020). There are different types of stimulus class and response class so knowing that they have multiples types that’s something they have in common. Other than stimulus and response class definition they also differ in terms of responses being instances of behavior and stimuli are specific instances.
Examples
Some examples of stimulus class would be things like: Teaching my son to take deep breaths as a coping skill and reinforcing him for using other coping skills that I haven’t taught if such as yelling into a pillow or taking a walk. Another example would be if I was teaching my son to identify red items, I would praise him when he identifies other red items that I haven’t taught it. This is also a way to know that he is generalizing things that he learns and not limiting himself to just the material taught.
Examples of the response class could be mopping the floor; you can use a mop, a rag, or a Swiffer and all three are ways you can mop a floor. Another example could include doing dishes; you can put them in the dishwasher, you can use a dish towel and wash them, or you can use a dish brush. All ways still equate to the dishes being washed.
Conclusion
Inconclusion, the examples should help make more sense of both stimulus and response class. As tantrum, non-compliance and self-aggression has been defined you see that I have provided some response class examples through the definition.
References
Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Boston, MA: Cengage Learning.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Hoboken, NJ: Pearson.
Hester, I. R. (2018). Defining Behaviors. Published by: Course Hero, Psy., Capella University.
