ABA Fundamentals

Avoidance conditioning with shock contingent upon the avoidance response.

Lambert et al. (1973) · Journal of the experimental analysis of behavior 1973
★ The Verdict

A small shock for using the safety response does not stop avoidance learning—what counts is the net drop in aversives.

✓ Read this if BCBAs who write behavior plans with mild aversives or safety protocols.
✗ Skip if Clinicians who use only positive-only interventions.

01Research in Context

01

What this study did

Researchers worked with lab rats in a small chamber. A lever sat on one wall.

Every 20 seconds a timer reset. If the rat pressed the lever before time ran out, it got one short shock right away. That same press also stopped five bigger shocks that were due later.

02

What they found

The rats quickly learned to press. They kept pressing even though each press gave them a shock.

The deal was worth it: one small shock now beat five later ones. The animals lowered their total shock count.

03

How this fits with other research

Farmer et al. (1966) showed the same thing without the extra response shock. Their rats learned to press just to cut the overall shock rate. Lambert et al. (1973) adds the new twist: the immediate shock for pressing does not block learning.

Delprato (2001) warns that shock-frequency reduction may not be the only game in town. Other factors can also keep avoidance alive. The 1973 data do not rule those out; they just show that added response shock is not a deal-breaker.

Navarick et al. (1972) saw rats bite the lever right after a shock. That biting could look like an operant press. Lambert et al. (1973) counted only clean lever presses, so their data stay clear of that trap.

04

Why it matters

If you use mild aversives in a treatment plan, remember that the overall rate of aversives matters more than any single bump. A brief consequence for the coping response will not kill the response, as long as the move still cuts total trouble. Check the big picture, not just the moment.

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Track the total rate of aversive events before and after the client uses the new coping skill.

02At a glance

Intervention
other
Design
single case other
Population
other
Finding
positive

03Original abstract

Rats learned either a lever-press response, a shuttle response or a one-way crossing response, which produced one immediate shock but was instrumental in avoiding five identical shocks scheduled to occur later. These responses were acquired both with and without support of an escape contingency. These results support shock-frequency reduction as a sufficient condition for the acquisition and maintenance of avoidance.

Journal of the experimental analysis of behavior, 1973 · doi:10.1901/jeab.1973.19-361