1. A Contingency
 Is the relationship between someone’s
behaviour and the consequences of
their behaviour
 Often short term gain, long term pain

2. CONTINGENCY
MANAGEMENT
Managing contingencies + observing limits
Contingency management OF behaviours
on target list
Observing limits = all client behaviours
that push or cross the therapist’s own
personal limits

3. Orientate client: non
judgmental
 Explain intention-outcome confusion
 Explain automatic learning
 Explain unawareness of consequences
 Try to get free from perceived blame

4. Reinforce desired
behaviour
 Make reinforcement immediate
 Use appropriate schedule
(constant/intermittent)
 Use relationship as reinforcer

5. Extinguish target behaviours
 Assess maintenance factors
 Do not appease
 Hang on during extinction bursts
 Reinforce alternative behaviour
 soothe

6. Punish target behaviours
 Use aversive consequences when
necessary (withdrawal of
approval/contact)
 Use this when high-priority target
behaviour is not under control (e.g.
suicide attempt)
 Or when behaviour interferes with other
adaptive behaviour (e. g. shouting in
group)

7. Correction-Overcorrection
 Use correction-overcorrection as
punishment (e.g. Fix damage, then re-
paint whole room)

8. Using punishment
 Be cautious in your use of disapproval,
confrontation, withdrawal of warmth
 As a last resort, use holidays/discussion
of termination

9. be aware of:
 The potency of consequences (use
most potent)
 Use of praise (= reinforcer/punisher?)
 Importance of attachment
 Degree of satiation
 natural consequences (e.g. Smile) are
preferred to arbitrary (e.g. Sweet).

10. Teach adaptive behaviours
 A: Shaping
 = reinforce existing behaviours and
build up from there
 E.g. Client comes up with an idea to
solve a problem: praise this
 Then next time save praise for coming
up with an idea and implementing
some part of it

11. Teach adaptive behaviours
 B modelling
 = demonstrate desired behaviours
(show don’t tell) get client to imitate
 Use role play in sessions
 Use behavioural experiments: role play
to test out assumptions & predictions

12. Teach adaptive behaviours
 Signalling
 Teach signals/prompts for desired
behaviour e.g. Flashcards, objects to
hold
 Ask client to design her own
signals/prompts

13. Observing-Limits
 Make sure that client behaviours or
system pressures do not punish
(= reduce) the therapist’s continued
involvement with the client
 Natural limits are preferable
 Limits are changeable & variable

14. Observing-Limits
 Monitor your own & consult group
members’ limits
 Be honest about limits
 Expand/reduce limits when needed
 Be firm (place client behaviours on an
extinction schedule..don’t reinforce)
 Soothe, validate, problem-solve