Behavior modification -
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For children with attention deficit hyperactivity disorder ADHD , one study showed that over a several-year period, children in the behavior modification group had half the number of felony arrests as children in the medication group.
There is strong and consistent evidence that behavioral treatments are effective for treating ADHD. A recent meta-analysis found that the use of behavior modification for ADHD resulted in effect sizes in between group studies. Drawing upon Bandura's self-efficacy theory, which has proven effective in programs aimed at promoting health-related behavioral modifications in adults with diabetes, various interventions have been implemented.
These interventions incorporate group counseling, group discussions, and an empowerment process, all geared towards encouraging individuals to adopt healthy dietary practices, adhere to medication regimens, and engage in regular exercise, with the goal of improving glycemic levels.
Notably, the outcomes of these programs have demonstrated promising advancements, with improvements observed in self-efficacy and trends towards significance in hemoglobin A1c levels.
Behavior modification programs form the core of many residential treatment facility programs. They have shown success in reducing recidivism for adolescents with conduct problems and adult offenders. One particular program that is of interest is teaching-family homes see Teaching Family Model , which is based on a social learning model that emerged from radical behaviorism.
These particular homes use a family style approach to residential treatment, which has been carefully replicated over times. to aid prisoners in re-adjusting after release. Research has shown effectiveness for obese people who binge eat.
One program called the Trevose Behavior Modification Program TBMP is an accessible self-help weight loss program that emphasizes ongoing care. TBMP, administered and directed by non-professionals, has demonstrated remarkable success in facilitating substantial and lasting weight loss.
This program not only offers the advantage of being cost-effective but also provides continuous support. Notably, individuals with and without frequent binge eating have achieved significant long-term weight loss through TBMP's continuing care approach.
One area that has repeatedly shown effectiveness has been the work of behaviorists working in the area of community reinforcement for addictions. Another area of research that has been strongly supported has been behavioral activation for depression. One way of giving positive reinforcement in behavior modification is in providing compliments, approval, encouragement, and affirmation; a ratio of five compliments for every one complaint is generally seen as being effective in altering behavior in a desired manner [18] and even in producing stable marriages.
Based on the conceptual premises of classical behaviorism and reinforcement theory, the Organizational behavior management aka OBM represents a behavioral approach to the management of human resources in organizational settings.
These behaviors must be observable, measurable, task-related, and critical to the task at hand. Next, a baseline measure of the behavior must be assessed and functional consequences analyzed.
If the intervention is successful in modifying the behavior, it must be maintained using schedules of reinforcement and must be evaluated for performance improvement. A study that examined the differential effects of incentive motivators administered with the OBM on job performance found that using money as a reinforcer with OBM was more successful at increasing performance compared to routine pay for performance i.
Behavior modification is critiqued in person-centered psychotherapeutic approaches such as Rogerian Counseling and Re-evaluation Counseling , [24] which involve "connecting with the human qualities of the person to promote healing", while behaviorism is "denigrating to the human spirit".
Skinner argues in Beyond Freedom and Dignity that unrestricted reinforcement is what led to the "feeling of freedom", thus removal of aversive events allows people to "feel freer".
This premise is at odds with research conducted by Albert Bandura at Stanford University. His findings indicate that violent behavior is imitated, without being reinforced, in studies conducted with children watching films showing various individuals "beating the daylights out of Bobo".
Bandura believes that human personality and learning is the result of the interaction between environment, behavior and psychological process.
There is evidence, however, that imitation is a class of behavior that can be learned just like anything else. Children have been shown to imitate behavior that they have never displayed before and are never reinforced for, after being taught to imitate in general.
Several people [ who? Some desire to limit such restrictive procedures only to licensed psychologists or licensed counselors. Once licensed for this group, post-licensed certification in behavior modification is sought to show scope of competence in the area through groups like the World Association for Behavior Analysis.
Level of training and consumer protection remain of critical importance in applied behavior analysis and behavior modification. Contents move to sidebar hide. Article Talk. Read Edit View history. Tools Tools. What links here Related changes Upload file Special pages Permanent link Page information Cite this page Get shortened URL Download QR code Wikidata item.
Download as PDF Printable version. In other projects. Wikimedia Commons. Treatment approach using behavioral conditioning. Response cost is often used to reduce off-task behavior and improve compliance with directions.
In a traditional model of response cost, many children with ADHD may immediately go bankrupt. Alternative systems have included adjusting the ratio of the number of reinforcers provided for each positive behavior versus those lost for negative behavior as well as increasing the number of opportunities to exhibit positive behavior and receive reinforcement.
In the former case, six points might be provided for the appropriate behavior but only one point lost for the negative behavior. In the latter case, increased opportunities are provided, making it easier for children to earn a greater number of points, thereby decreasing their chances of going bankrupt when they exhibit negative behavior.
Under this system, the child is initially provided with a maximum number of points or tokens to be earned during a school day and must work throughout the school day to retain those reinforcers. Some impulsive children seem to work harder to keep their plates full rather than attempt to fill an empty plate.
Possibly because they have a long history of not working well for positive reinforcement, a system in which they are provided with all of their reinforcement initially and must work to keep, a response cost system may appear more motivating or attractive to them.
A substantial body of research documents the effectiveness of response cost in the classroom Kazdin, The response cost procedure resulted in significant increases in on-task behavior and academic performance. Stimulant medication was notably less effective.
Pfiffner and colleagues found that response cost in the form of lost recess was more effective than reprimands in maintaining on-task behavior. Response cost has also been compared with reward alone.
Both conditions resulted in a twofold increase in academic output or reduction in inappropriate classroom behavior and a corresponding increase in on-task behavior. A response cost system can be as simple as chips in a cup, marks on a chart, or marbles in a jar. This device provides the student with a digital readout showing the number of points he or she has earned.
By not having to move within physical proximity of the child, the teacher avoids becoming a negative reinforcer when the child is off task. DuPaul, Guevremont, and Barkley demonstrated the efficacy of response cost contingencies for managing classroom behavior and academic productivity using the Attention Training System.
Response cost contingencies led to marked improvements on task-related attention and a reduction in ADHD symptoms during work time. The number of students in the program must be manageable, and highly motivating rewards must be provided. Response cost can be difficult to implement.
When students who become bankrupt quickly or who are oppositional from the start are placed in a group contingency situation with built-in failure e. everyone must earn the reinforcer or no one has access to it , the result is often greater rather than fewer classroom problems.
Morgan and Jenson suggested the following guide-lines for using response cost in the classroom:. Time-out from reinforcement excludes children from the opportunity to participate with others and receive any kind of positive reinforcement.
Time-out is by far the best known disciplinary technique among teachers. It is also the most likely to be overused and misused in the classroom. The least restrictive form of time-out consists of removal of certain reinforcing activities or objects from the misbehaving child for a short period. Time-out, in a restricted environment outside of the classroom is the most extreme form of this type of discipline.
The child cannot see the classroom nor interact with others. The effectiveness of time-out is well established; however, additional research is needed to identify specific situations, parameters, and procedures associated with the success of time-out for children with ADHD.
Time-out can be quite effective for noncompliant children, but for children with ADHD, you must distinguish between noncompliant behaviors and behaviors resulting from ADHD. The length of time-out is also critical in determining effectiveness. Long periods of time-out constitute seclusion and lose their punishing value.
It is also important for the time-out activity to be less reinforcing than the setting or activity from which the child is being removed. If a particular activity the child is leaving is non-reinforcing, this child may in fact learn to misbehave as a means of going to time-out to do something else.
Work should not be missed due to time-out. Time-out should be boring, uninteresting, and something the child places last on his or her list of chosen school activities. If time-out does not work in the first few interventions, an alternative strategy should be considered.
Time-out can be effective in typical classroom settings because it restores order by removing the child who is disrupting class, by reducing the opportunity for peer approval that maintains some children who disrupt, by reducing the opportunity for students to manipulate situations, and by allowing the student to demonstrate appropriate behavior before exiting time-out.
In elementary classroom settings, time-out should be from 2 to 5 minutes. If a student is not in control, an additional minute should be added. Teachers should not force resistant students into time-out but should seek help from the principal or other school personnel.
There are many things you can do to minimize the need to use time-out. Make sure that classroom activities are more reinforcing than time-out.
Provide students with ample but not excessive opportunities to comply. Provide disruptive students with additional positive consequences for not requiring time-out in a given time span.
From Morgan, D. Teaching behaviorally disordered students: Preferred practices p. New York: Macmillan; reprinted by permission. Consequential versus Rule-Governed Behavior Due to their inhibitory problems, children with ADHD may function quite well under appropriate external or environmental consequences but struggle to develop the internal self-monitoring skills to govern their own behavior.
Thus, even when appropriate reinforcers are located, the child with ADHD requires a greater number of successful trials to make the transition to self-management. In part, this speaks to the difference between behavior modification and behavior management.
When this model is applied to children with ADHD, many interventions are often deemed to be failures. For the child with ADHD, demonstrating a behavior in the presence of consequences is not synonymous with having developed the self-management skills to use the behavior.
Focus on behavior management. The child has yet to make the transition from consequentially managed behavior to rule-governed behavior for that particular task.
Three Keys to Using Punishment Effectively Timing, intensity, and consistency are the three keys to using punishment effectively and appropriately in the classroom. The punishing procedures should be initiated as soon as possible after the aversive behavior is exhibited and should be as closely related to the misbehavior as possible.
Furthermore, if punishments are too mild, they will not be effective and may slowly habituate the child to tolerate or adapt to more intensive or lengthy punishments. If too intense, however, punishments are not only abusive but likely create other problems.
Be conservative when using punishing techniques but make certain their intensity is appropriate. To be effective, punishments must be consistent and predictable. Following punishment, you should return the child to the situation without expecting overt guilt, making efforts to reassure or reinforce the child.
A consistent schedule of punishments should also be used. A continuous schedule of punishment for a specific targeted behavior is best. Finally, it is valuable to attempt to find out what drives the misbehavior and work toward managing the environment to minimize causative factors.
As noted previously in this chapter, children who are experiencing LD may misbehave out of frustration. This may also be the case for children who are experiencing anxiety or depression.
When used appropriately, punishment can make a positive difference; however, punishing interventions should always follow efforts at using reinforcing interventions to model and shape appropriate classroom behavior. Through practice comes proficiency. The building block of emotions and behavior likely contains the largest and most diverse set of problems encountered in the classroom.
By first understanding these problems and seeing the world through the eyes of your students, and, by then developing and using a set of intervention strategies on a regular basis, problems of emotions and behavior can be effectively managed and changed in the classroom.
Related resource from our partner:. Mather, N. Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management. Baltimore: Paul H. Brookes Publishing Co. Behavior Modification in the Classroom N.
Mather , Sam Goldstein. Breadcrumb Home LD Topics Classroom Management Behavior Modification in the Classroom. To manage behavior through consequences, use this multi-step process: The problem must be defined, usually by count or description. Design a way to change the behavior.
Identify an effective reinforcer. Apply the reinforcer consistently to shape or change behavior. Popular models and techniques for dealing with discipline referrals Model Techniques emphasized Focusing on Prevention.
Seclusionary time-out should not be used unless all other procedures have been tried and failed. This should be a last effort technique. The student should only be placed in time-out for approved behaviors on the IEP, such as aggression, severe noncompliance, or destructive tantrum-throwing.
Seclusionary time-out is defined as removing a student from a reinforcing classroom setting to a less reinforcing setting. This setting can be another classroom, a chair or desk outside the classroom, or a room specifically approved for time-out.
If a room is used for time-out, it should be used only for time-out and no other purpose e. storage, counseling students, special academic work area. The time-out setting should be well-lit, well-ventilated, non-threatening, and clean.
It must also have an observation window or device. The entire time-out procedure should be explained to the student before it is implemented, prior to the occurrence of misbehavior that results in its use. If misbehavior occurs, identify it. Tell the student to empty his or her pockets in order to check for such items as pens, pencils, paper clips, knives, and so forth.
If the student does not comply with these requests, call for help and then remove the items and check the pockets yourself. No other conversation should ensue. When a student is placed in the time-out room, he or she must be constantly monitored by a staff member.
The student must never be left alone. When a student is placed in the time-out room, the following information should be placed in a time-out log: Name of the student Date Staff member responsible for monitoring student Time in and time out Target behavior warranting the procedures The student should be placed in the time-out room for a specific period of time.
A recommended formula is 1 minute per year of age e. If a student is screaming, throwing a tantrum, or yelling, he or she should be quiet for 30 consecutive seconds before being released from the time-out room. This 30 seconds does not begin until the original designated time-out period has lapsed.
Communication between the supervising staff member and the student should not take place when the student is in the time-out room i. do not talk with the student, threaten the student, or try to counsel the student at this time.
Do remain calm while taking a student to the time-out room. Do not argue with, threaten, or verbally reprimand the student. If a student refuses to go to the time-out room, add on time to the specified time-out duration e.
If a student refuses to come out of the time-out room, do not beg or try to remove the student. Simply wait outside, and sooner or later the student will come out on his or her own. If the student makes a mess in the time-out room, require him or her to clean it up before he or she leaves.
Once the time-out period has ended, return the student to the ongoing classroom activity, making sure the student is required to complete the task he or she was engaged in prior to the time-out period. This ensures that students do not purposely avoid unpleasant tasks by going to the time-out room.
All staff members should be trained, and this training documented, before time-out procedures are started. To ensure the effectiveness of time-out, the reinforcement rate for appropriate behaviors in the classroom should meet the recommended rate of three or four positive responses to each negative response and never fewer than four positive responses per contact hour.
Data should be collected on target behaviors. If time-out is effective, these behaviors should decrease shortly after the technique is started. If they do not, check that the procedure is being used correctly, and the reinforcement rate for appropriate behavior in the classroom is high enough; consider another technique for possible use.
The use of time-out should not be threatened e. The student should be reinforced for not needing time-out. Like 9. Dislike 0. Topic :. Visit our sister websites: Reading Rockets Launching Young Readers Start with a Book Read.
Colorín Colorado Helping ELLs Succeed AdLit All About Adolescent Literacy Reading Universe All About Teaching Reading and Writing. Effective teaching practices, frequent monitoring, clear rules and procedures, social praise, and so forth.
Classroom moral discussions of real-life dilemmas, hypothetical situations, and literature; role playing; student participation in school government. Direct teaching of SPS skills e.
alternative thinking, means-ends thinking , self- instruction training, dialoguing. Values clarification activities, active listening, communication and interpersonal skills training for students and teachers.
Direct instruction ; reinforcement techniques, including social praise, material reinforcers, and tokens; punishment-oriented techniques, including verbal reprimand, response cost, and time-out; group contingency techniques such as the Good Behavior Game; behavioral contracting.
Confrontation questioning, classroom meetings, classroom moral discussions, social problem solving, behavioral contracting, logical consequences, time-out, preventative techniques such as democratic governance. Direct instruction, modeling and rehearsal, coaching, self-instruction, manipulation of antecedents and consequences.
Social skills training techniques, self- instruction e. anger control training , moral discussions. From Bear, G. Modeks and techniques that focus on prevention. Grimes Eds. Silver Spring, MID: National Association of School Psychologists; Copyright by the National Association of School Psychologists.
Reprinted by permission of publisher. Spoken words, either friendly, neutral, or negative in content, are directed at either the teacher without first obtaining permission to speak or unsolicited at classmates during inappropriate times or during work periods.
The child is not supporting his or her weight with the chair.
Mosification therapies are closely Digestive health resources to Cognitive Behavior modification Therapies. In behavioral work more Behavioe Behavior modification paid Behavoor behavior sequences than thoughts. Behavioral therapy can be used by Digestive health resources or Behavkor to change behavior sequences and outcomes. In behavioral therapy your counselor helps you reduce problematic behaviors and increase behaviors associated with preferred outcomes. As you grow, there are a million different factors affecting who you are and how you behave. Different scenarios, hundreds of assorted people and a vastness of uncontrollable factors affect your behavior—for better or for worse.
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