 So how do we use this stuff? First off, you can select a particular behavior that you're interested in increasing. How do we do it? Start general. Oftentimes, this is the outcome type of stuff. Being successful, whatever being successful means. Does that mean making a lot of money? Does that mean starting a company? Does that mean helping others? What does it mean? How do you define being successful? So we're going to start general. And then what you do is you actually start to narrow that down. So get extremely specific. So here is an example of one of those. Being to work on time. So that's part of being successful. If you show up all the time, you're going to get fired. So that's not going to contribute to being successful. So start general, get more specific as you go. Break that down into what, when you say, what does successful mean, you're going to identify several behaviors that are associated with that. Those are the things that you're going to then try to strengthen using reinforcement. The same thing goes if you're trying to manage somebody else's behavior. So if you're trying to get somebody to be more cooperative, OK, well, that's the general thing. What does that mean? Break that down. Sharing toys, answering emails, whatever it may be, whatever it may be, you're going to have to narrow that down to something specific. So again, this is where we start to split out those, oh, what do you call them, the outcomes versus the behaviors. So we're going to split out that outcome and break it down into the individual behaviors. There's a certain art to doing this because the first time you do this, you might get overly molecular. And that's OK. You can always strengthen those very finite, those very small responses, if you will, and you'll get the overall outcome. And that's fine. That's fine. There's nothing wrong with that. It just becomes a little bit more challenging as you go along. Well, how do we choose reinforcers? Well, guess what? Different strokes for different folks. There's no more to it than that. What reinforces you may not reinforce me. What reinforces me may not reinforce. Well, I don't know. Let's pick on somebody in the class. There's Mac sitting there back in the back side towards the center of the room. So what is a reinforcer for her or may not be reinforcing for Erika? Who knows? The thing is that our learning history has provided us with reinforcers that are available. And we're going to talk about those reinforcers and how they develop it. But the thing you need to remember is that you really don't know if something's a reinforcer until you try it out. There's different categories of reinforcers right here. But again, something's going to be different for everyone. But the general category still exists. You can have a consumable reinforcer, which is something that you would eat. For me, curry is a great reinforcer. But some other stuff, Brussels sprouts not so much. But Brussels sprouts may be reinforcing to somebody else. So you just have this general category of food reinforcers. We call those consumables. Activities. According to the picture here, surfing. That may be reinforcing for some people. Probably not so reinforcing for me. I've never really done it. So I've assumed it's not going to be that reinforcing. It may be because I haven't tried it. And I don't know. And so we always have to take that empirical approach of finding out, is this something that's going to be a reinforcing situation? But again, activities can be reinforcing. For me, spending a lot of time woodworking. I'm a big woodworker. I enjoy it. I do custom stuff all the time. That is something that's very reinforcing. And you can use those types of activities to strengthen other behaviors. I'll talk more about that later on in the quarter. I've got some really good examples for that. Manipulative. Things that you can do with your fingers. So things that you can manipulate. A lot of kids like to just manipulate clay or play dough. So just that manipulation sort of thing can be a useful tool. And by manipulation, I don't mean changing someone's behavior. But I mean that you're manipulating the clay. You're manipulating the paper, whatever it may be. That may be something that works. So playing with a favorite toy. It kind of overlaps with activities. This is sometimes a little bit inappropriate to separate these out. But we just do have these general categories. And then you have professional and social reinforcers. That's pretty straightforward. Obviously, the social stuff is obvious. Access to friends, access to family. Or even access to, I don't know, we used to use chat rooms a lot. Not so popular anymore. But maybe Facebook is reinforcing. That's both the activity and its social. So who knows, professional stuff. Feedback from colleagues or whatever the case may be. So we've got a lot of different reinforcer classes or groups of reinforcers that are available. The trick is that you have to figure out which one of those you want to try and use. And as you're working with your own behavior, for this self-change project, you want to identify the things that you like. So the easy way for me to tell you to identify your reinforcers is come up with a list of the things that you like. Food, activities, and then professional and social type of stuff. You can leave the manipulative out for your thing, for your behavior, unless it's something that's really obvious to you. But it can be a bit more of a challenge to think of the manipulative ones, at least for our own behaviors.