According to Gewirtz and Peláez-Nogueras (1992), “BF Skinner contributed greatly to advancing the understanding of basic psychological processes and the applications of science-based interventions to problems of individual and social importance". It has contributed to “human and nonhuman behavior, including human behavioral development, and to various segments of the lifespan, including human childhood” (p. 1411). One of Skinner's greatest scientific discoveries was “single reinforcement” which became sufficient for “operant conditioning, the role of extinction in the discovery of intermittent schedules, the development of the successive approximation modeling method, and the breakdown and rejection of Stimulus Skinner. response psychology” (Iversen, 1992, p. 1318). According to Skinner's theories, “Reinforcement does not strengthen the response instance that produces the reinforcement.” Rather, reinforcement may increase the likelihood that a similar response will occur in the future. First, “the behavior is not caused by something that hasn't happened yet.” Similar to operant conditioning, “the emission of a response reflects past conditioning, so the response occurs because similar responses were reinforced previously, not because it will be reinforced later.” Skinner agrees that “the high initial response rate observed in extinction sessions exemplifies this important aspect of operant conditioning” (Iversen, 1992, pp. 1325-1327). Theoretically, Skinner identified two aspects of reinforcement, one is “the pleasurable effect of reinforcing stimuli, the other is their reinforcing action”. Furthermore, Skinner pointed out that “feeling satisfied by an event does not necessarily lead a person to want to repeat the response……middle of the paper……al Record, 62(1), 125-131.Prather, W. and Golden, JA ( 2009). A behavioral perspective of childhood trauma and attachment problems: Toward alternative treatment approaches for children with a history of abuse. International Journal of Behavioral Counseling and Therapy, 5(2), 222-241. Skinner, C. H., Williams, R. L., & Neddenriep, C. E. (2004). Using group-oriented interdependent reinforcement to improve academic performance in general education classrooms. School Psychology Review, 33(3), 384-397. Sutherland, K. S., & Singh, N. N. (2004). Learned helplessness and students with emotional or behavioral disorders: Deprivation in the classroom. Behavioral Disorders, 29(2), 169-181. Wilson, G. (1981). Relationships between experimental and clinical psychology: the case of behavioral therapy. International Journal of Psychology, 16(4), 323-341. doi:10.1080/00207598108247423