Behavior modification is a treatment approach, based on the principles of operant conditioning (B.F. Skinner) that replaces undesirable behaviors with more desirable ones through positive or negative reinforcement.
It can be used with children with special needs and neurotypic children both.
2. INTRODUCTION
• Behavior modification is a treatment approach, based on the
principles of operant conditioning (B.F. Skinner) that
replaces undesirable behaviors with more desirable ones
through positive or negative reinforcement. In behavior
modification there are specific set of treatment and
techniques to get a desirable behavior.
3. STEPS OF BEHAVIOR
MODIFICATION
• Identification of critical behavior
• Measurement of behavior
• Identifying behavior consequences
• Develop and apply intervention strategy
• Evaluation performance
4. 3 Categories of Techniques
• Encouraging desirable behavior
• Decreasing undesirable behavior
• Developing a new behavior
6. REINFORCEMENT
• The process of encouraging or establishing a belief or
pattern of behavior. It helps us to increase or decrease a
desirable behavior.
7. Occurs after a behavior and
INCREASES the chance that behavior
will be Repeated
9. Positive Reinforcement
Positive reinforcement means providing rewards for good
behavior. This can be in form of bonuses or extra benefits
but positive reinforcement can involve smaller and simpler
rewards.
10. • Adding a pleasant consequence
• Example: earn reward for cleaning.
11. Negative Reinforcement
• In negative reinforcement, a response or behavior is
strengthened by stopping, removing or avoiding a negative
outcome or aversive stimulus.
12. • Take away unpleasant consequence.
• Example: Your mom’s/dad’s nagging stops you when you
clean your room.
14. WHAT IS SCHEDULE OF
REINFORCEMENT?
• A continuous schedule of reinforcement(sometimes
abbreviated into CRF) occurs when reinforcement is
delivered after every single target behaviour whereas an
intermittent schedule of reinforcement (INT)
means reinforcement is delivered after some behaviours or
responses but never after each one.
15.
16. THERE ARE FOUR SCHEDULES OF
PARTIAL REINFORCEMENT
• Fixed-ratio schedules are those where a response is reinforced
only after a specified number of responses. This schedule
produces a high, steady rate of responding with only a brief pause
after the delivery of the reinforcer. An example of a fixed-ratio
schedule would be delivering a food pellet to a rat after it presses
a bar five times.
• Variable-ratio schedules occur when a response is reinforced
after an unpredictable number of responses. This schedule creates
a high steady rate of responding. Gambling and lottery games are
good examples of a reward based on a variable ratio schedule. In
a lab setting, this might involve delivering food pellets to a rat
after one bar press, again after four bar presses, and a third pellet
after two bar presses.
17. • Fixed-interval schedules are those where the first response is
rewarded only after a specified amount of time has elapsed. This
schedule causes high amounts of responding near the end of the
interval, but much slower responding immediately after the
delivery of the reinforcer. An example of this in a lab setting
would be reinforcing a rat with a lab pellet for the first bar press
after a 30-second interval has elapsed.
• Variable-interval schedules occur when a response is rewarded
after an unpredictable amount of time has passed. This schedule
produces a slow, steady rate of response. An example of this
would be delivering a food pellet to a rat after the first bar press
following a one-minute interval, another pellet for the first
response following a five-minute interval, and a third food pellet
for the first response following a three-minute interval.
18. So what exactly is a schedule of reinforcement and how
does it work in the conditioning process?
• A schedule of reinforcement is basically a rule stating
which instances of a behaviour will be reinforced. In some
cases, a behaviour might be reinforced every time it occurs.
20. The technique is an application of skinner’s research on operant
conditioning.
Used in various settings- home, school and work
Tokens are given to individuals when an identified appropriate
behavior is shown.
Tokens are exchanged for rewards
Two basis on which the token can be exchanged
• After a certain number of tokens have been collected
• Specified amount of time has been passed.
21. • EXAMPLES OF TOKENS:
• Smile
• Star
• Choker chips, etc.
• Examples of rewards.
• Extra recess
• Free time
• Computer time
• Stationery materials
• For example:
• When a child completes his homework on time the teacher gives a
star. After he has collected 5 stars or after a period of 1 week, teacher
exchanges the token by giving reward of any stationery item.
22. WHEN IS IT USED
• Token economies are used as a method of strengthening
behaviour, or increasing its frequency, because the tokens are a
way of “paying” children for completing tasks and the children
can then use these tokens to buy desired activities or items
(miltenberger, 2008).
23. PRINCIPLES OF TOKEN ECONOMY
• Define the target behavior.
• Specify the setting
• Select tokens
• Identify backup reinforce
• Determine a schedule of reinforcement
• Establish the exchange rate
• Establish a place and time to exchange tokens
• Keep records
25. • EXAMPLE :
Mrs. Weir uses token economy in her second grade class she uses poker chips
as the token she uses this technique to encourage students to read more
books and to starts reading immediately when they set down after lunch she
gives them one token after they have answered couple of questions. A
student who is very disruptive during or after lunch when reading they can
loose tokens once a month, she opens her store, which contains the
following items and more.
• Extra recess cost 45 tokens
• Computer time cost 35 tokens
• Books vary between 10-35 tokens
• Toys vary between 10-45 tokens
• Snack foods, including candy cost 5-10 tokens
• Stickers, pens, pencils cost 1-5 tokens
28. WHAT IS PUNISHMENT?
• It's basically a behaviour and it has nothing to do with
personality
• Punishment is a technique used to weaken specific
behaviour
• There are two types of punishment
Positive punishment
Negative punishment
29. WHAT IS POSITIVE
PUNISHMENT?
• It focuses on decreasing the rate of any specific undesirable
behaviour for an individual.
• For e.G: if the child is banging pen on the desk in
counselling session so the counsellor yells at the child.
Yelling of the counsellor stops the undesirable behaviour of
the child.
30. WHAT IS NEGATIVE
PUNISHMENT?
• The removal of the present stimulus that leads to a decrease in
specific behaviour.
• For eg: the child was running with his bottle in a counselling
room, and he was not listening to the counsellor, so the
counsellor took that bottle.
• Taking of the bottle from the client which was making him run
leads to removal of the present stimulus that leads to decrease in
specific behavior.
31. TIME OUT
• Time out is a behavior change technique which involves
elimination of an undesired behavior by removing the child
from the situation in which he or she is exhibiting the
behavior and placing the child in the new environment so
that there is little stimulation so that he or she can calm
down.
32. TYPES OF TIME OUT
• EXCLUSIONARY TIME OUT
• NON-EXCLUSIONARY TIME OUT
• ISOLATION/SECLUSION TIME OUT
33. EXTINCTION
• Extinction involves the cessation of a behavior because it is
not reinforced. Extinction takes places when reinforces are
withdrawn or unavailable and people stop demonstrating a
behavior. Extinction is frequently applied or used by the
therapist.
34. • For e.G.: 1. Rather then allowing your 3 year old to come
into bed with us every night (which was reinforcing) we put
a gate up at her door so she couldn’t leave her room. After a
few days (extremely anguished crying) the behavior ceased
and she slept through the night in her own bed.
36. • Overcorrection is punishment. It is the application of a negative
event or the removal of a negative event. It has been used to
reduce disruptive, annoying, and self-injurious behaviors.
• Overcorrection consists of restitutional overcorrection and/or
positive practice overcorrection
• Restitution is based on having the person do what a normal
individual might do to correct a situation. Knocking over a
person’s drink. Buying them a new one. Restitution helps the
individual experience the effort needed to restore the damage
and may cause them not to repeat the behavior because of the
inconvenience of correcting or rectifying the situation. This
may cause the person to realize that time and effort are needed
to correct irresponsible action.
37. • Restitutional overcorrection is were the person corrects the
consequences of their misbehavior by restoring the situation
to an improved state from before the event.
38. • Positive practice overcorrection is where the person
practices an activity with the appropriate behavior. It relies
on having the person do what a normal individual might do
to avoid the situation.
39. OTHER INTERVENTIONS
RELATED TO
OVERCORRECTION
Negative practice is the opposite of overcorrection the
individual is required to perform the self limiting behavior
repeatedly. Student who continually taps her pencil during
class. During recess have the student repeatedly tap on her
desk with her pencil while saying, "this is what I am not
supposed to." For five minutes.
41. DEFINITION
• Response cost is the term used for removing reinforcement
for an undesirable or disruptive behavior. In terms
of applied behavior analysis, it is a form of
negative punishment. By removing something (a preferred
item, access to reinforcement) you decrease the likelihood
that the target behavior will appear again. It is often used
with a token economy and is best used when a student
understands the implications.
42. Response cost as part of a classroom
token economy
• Response cost can be part of a classroom token economy,
when there are certain behaviors that can cost a student a
token, a point (or points) or money (a fine, if you are using
play money, "school box" or whatever.)
43. Cost response for students with
ADHD
• The one population for whom cost response is effective are
students with attention deficit hyperactivity disorder. Often they
fail at classroom reinforcement schedules because they can
never quite earn enough points to get the prize or the
recognition that comes with earning points. When students start
with all their points, they will work hard to keep them.
44. PROS OF A RESPONSE COST
PROGRAM
• When you have real clarity about the behaviours for which a
student can lose points, tokens or access to reinforcers, it is
likely that you will see very little of those behaviours. At the
same time, you are reinforcing the desired behaviour.
• Response cost is easy to administer,
• When the student has a behaviour that prevents his or her peers
from learning, creates a danger to himself or others (eloping,
climbing on furniture) response cost can provide a swift
punishment without actually applying any aversive.
45. CONS OF A RESPONSE COST
PROGRAM
• If the ratio of positive reinforcement is not at least 3 to 1, your
students may never get out of the hole. It will merely be punitive,
and never really take hold.
• If response cost is not consistently applied in a non-emotional
way, it will become the source or recrimination and bad blood
between students and staff or students and teacher.
• If it builds dependence on punishment, it will be counter-
productive. Reinforcing replacement behaviour is still the most
effective way to change undesirable behaviour.
46. DO’S
• 1. Only use response cost systems as part of an overall positive
reinforcement system.
• 2. Give more than you receive
47. • 3. Plan out ahead of time the costs and define the behaviours
they are used for
• 4. Communicate how it works to the student
• 5. Make the cost appropriate for the misbehaviour
48. DON’T’S
• 1. Wait to remove tokens
• 2. Remove tokens in anger
• 3. Give multiple warnings
49. • 4. Allow the student to go into a negative balance
• 5. Continue a plan that isn’t working
51. • Based on the principle of classical conditionening
• This therapy aims to remove the fear response of a phobia, and
substitute a relaxation response to the conditional stimulus gradually
using counter conditioning.
• Systematic desensitization is composed of three primary steps:
(1) training in deep muscle relaxation
(2) construction of anxiety hierarchies
(3) matching specific anxiety situations from the hierarchies
with relaxation training.
• The technique is based on the fact that it is impossible to be relaxed
and anxious at the same time. A major purpose of systematic
desensitization is to train the client to have an automatic relaxation
response when the previously feared object appears.
52. • A hierarchy might include
• (1) looking at an elevator
• (2) standing in an elevator with the door held in the open
position
• (3) going up one flight in an elevator
• (4) going up five flights m an elevator
• (5) going up 20 flights in an elevator
• (6) going up 50 flights in an elevator
• (7) going up to the top of the empire state building.
53. IN VIVO DESENSITIZATION
• The term in vivo desensitization refers to procedure that
take place in the client's actual environment. In vivo
desensitization is a widely used, exposure based strategy for
the treatment of anxiety fears and phobias.
54. TWO TYPES OF TREATMENT
1. Flooding treatmen : in flooding treatment, the client
anxiety reaches to a peak , decreases to a plateau, and
then decreases steadily after.
2. Exposure treatment : exposure treatment can be
conducted in real life situation.Which is labeled in vivo
exposure, or it can be done through imagination, which is
called imaginal exposure.
56. SHAPING
• Shaping involves systematically re- enforcing certain
behaviours in order to reach a specified end goal behaviour.
Shaping takes place when a person actually practices a
behaviour. Shaping is defined as behaviour that is learned
gradually steps by steps in order to get succeed in it.
57. • For example – a boy is afraid of swimming.
1 so first he will from home
2 he will wear swimming clothes
3 then he will stand near the pool
4 he will dip this one leg inside the pool
5 then he will dip his another leg
6 he will wear float
7 he will go inside with the float
8 he will walk with the float inside the swimming pool
9 then he will start swimming with the float
10 and then finally he will swim without float
so like after completing each step he will be rewarded with
something to the reach the end final behaviour.
58. CHAINING
• Chaining breaks a task into small steps and then teaches
each step within the sequence by itself. To teach a behavior
chain , a complex skills or sequence of behaviors is first
broken down into smaller units and once each and every
step is learned perfectly than they all have to attach in a cue
to form a specific chaining.
59. TYPES OF CHAINING.
• FORWARD CHAINING.
• BACKWARD CHAINING.
STEPS.
• STEPS FOR FORWARD CHAINING.
• STEPS FOR BACKWARD CHAINING.
61. • The traditional learning theory, can be considered as a
common observation that persons learns not only by doing,
but also by observing behavior of models.
• The emotional as well as physical responses may be learned
through observation.
• The child acquired ability to imitated the response would be
perform then reward would be given.
• Acquire a new responses through observation and learning,
even if the person perform the behavior or not. The reward
and punishment might affect the observed response, but not
the acquisition of the responses.
62. • Stimulus properties of the model
• Type of behavior exemplified by the model
• Consequences of model’s behavior
63. • Traditional learning
• Observation and responses
• Ability to imitated the response and acquire new response
through observation
• The impact of model
64. IMPLOSIVE THERAPY
WHAT IS IMPLOSIVE THERAPY ?
• It is a method of extinguishing anxiety by a saturation
exposure to the feared stimulus or its substitute.
65. FLOODING THERAPY
WHAT IS FLOODING THERAPY?
• Flooding therapy is exposing the patient directly to their
worst fears. He/she is thrown in at the deep end.
• HOW IS IMPLOSIVE THERAPY AND FLOODING
THERAPY DIFFERENT?
• Tasks of implosive therapist
66. PRINCIPLES OF BEHAVIOR
MODIFICATION
1. To Develop A New Behavior :
Successive approximation
Continuous reinforcement
Negative reinforcement
Modelling
Cueing
Discrimination
2. To Strengthen A New Behavior :
Decreasing reinforcement
Variable Reinforcement
67. 3. To Maintain An Established BehavioR :
Substitution
4. To Stop Inappropriate Behavior :
Satiation
Extinction
Incompatible alternative
Punishment
5. To Modify Emotional Behavior :
Avoidance
Fear reduction
68. ASSESSMENT.
• Assessment in counseling is the process of gathering data
about individuals to understand their characteristics. It is a
way to understand clients strength and weaknesses.
69. BEHAVIORAL ASSESSMENT.
• It is an important component of understanding the way
clients respond to different situations in everyday life. It is a
method of observing client in a naturalistic environment.
