Both unreceptive and over reactive discipline positively linked with brutality of disruptive behavior problems, however only unreceptive discipline had association with the biased evaluation of a child affect and emotional flooding (Mence et al., 2014).
Emotional flooding proved to be a unique interpreter of unreceptive discipline, independent of covariates including the severity of disruptive behavior problems (Mence et al., 2014). Interaction between emotional flooding and effects appraisal bias showed variance in hostile discipline. Emotional flooding appears to be predominantly proximal to unreceptive discipline in the families of toddlers with disruptive conduct problems, consistent with evidence earlier reported for nonclinical families.
Operant process operates on the environment and is maintainable by its history and consequences while respondent process, on the other hand, is maintainable by conditioning of spontaneous behaviors elicited by historical conditions. An example is a child negatively reinforced for humming about during chores when someone reduces the time the child spends doing the chores. However, the child still has to encounter the aversive event before he or she can escape them by humming.
Mence, M., Hawes, D., Wedgwood, L., Morgan, S., Barnett, B., Kohlhoff, J. & Hunt, C. (2014). Emotional Flooding and Hostile Discipline in the Families of Toddlers with Disruptive Behavior Problems. Journal of Family Psychology, 28 (1):