Behavior Modification 1

1. Behavior Modification 1 • Respondent behavior: (also called reflex behavior) is that behavior in which responses are strengthened or weakened primarily by stimuli that precede the response. (Pavlov) • Operant behavior: The individual “operates” upon his environment to produce a certain event. (Skinner) • Conditioning: When behavior is manipulated, the term “conditioning” is used. - classical and operant conditioning • Reinforcement:The consequence of operant behavior is called a reinforcer. • Response , timing and contingency TE Behavior modification Isp- uio

2. Behavior Modification 2 TE Behavior modification Isp- uio

3. Behavior Modification 3 TE Behavior modification Isp- uio

4. Behavior Modification 4 • The value of observing, recording and measuring behavior: • support your opinions about a situation or behavior which should be altered • reveal a pattern of behavior which might suggest ways to alter the behavior • reveal discrepancies between your perception of the situation and the situation as it exists. • Visually indicate IF your program was successful,HOW successful it was, and WHEN the significant change occurred. • Describe interaction for purposes of pinpointing target behavior for further programming TE Behavior modification Isp- uio

5. Behavior Modification 5 • Target behavior: That behavior which is labeled, specifically defined, and is the target for observation, recording and, consequently, for modification is called the target behavior. • We can also look for behavior that is incompatible with the behavior of concern as a target behavior. • Behavior modification claims to be a technique with a positive orientation. It can be used to increase as well as decrease behavior: • stop fighting-get along with peers / stop cursing - use other words a.s.o. TE Behavior modification Isp- uio

6. Behavior Modification 6 • Target behavior: That behavior which is labeled, specifically defined, and is the target for observation, recording and, consequently, for modification is called the target behavior. • We can also look for behavior that is incompatible with the behavior of concern as a target behavior. • Behavior modification claims to be a technique with a positive orientation. It can be used to increase as well as decrease behavior: • stop fighting-get along with peers / stop cursing - use other words a.s.o. TE Behavior modification Isp- uio

7. Behavior Modification 7 • Finding reinforcers: • Finding proper reinforcers is very important, but also difficult since what hay be a positive reinforcer for one student may be a negative one for another. Taking a shower has been used as both pos. and neg. Reinforcer. • The trick is to know the student: • 1. Observe him , see what he chooses to do when he does not have to be doing something. • 2. Ask him, his friends or parent what his choice behavior are. TE Behavior modification Isp- uio

8. Behavior Modification 8 • Primary reinforcers: • build on biological based needs. Can seems primitive and unworthy, but can be effective - especially for mentally retarded. • Advantages: Fast, and relatively simple to administrate • Disadvantages: Easy to be “filled up”, economy, moral or ethical reactions?, reactions from others, self -esteem? TE Behavior modification Isp- uio

9. Behavior Modification 9 • Secondary or socially reinforcers: • Attention (best+), praise ,expression of joy etc. • Advantages: Natural, easy to administer but also to forget, free, be be used to all groups - also you and me • Disadvantages: Not all children react positively on praise and not from every teacher. Not everybody (teachers ) are able to communicate genuine social ,positive reinforcement. Attention from peers can be stronger ,and that can counteract the teacher • Is regarded as the most important reinforcer TE Behavior modification Isp- uio

10. Behavior Modification 10 • When to reinforce? • Continuous reinforcement schedule:Every response is reinforced. Very demanding approach and vulnerable for extinction. • Intermittent reinforcement reinforcement schedule: Only some responses are reinforced: • 1. fixed ratio: every n’ response • 2. Variable ratio: between each ex. 15 or 20 • 3. Fixed interval : every n’ minute • 4. Variable interval: Between f.i. Every 5’ and 10’ minute • 2 and 4 is most resistant for extinction TE Behavior modification Isp- uio

11. Behavior Modification 11 Punishment • Removing a positive or present a negative reinforcer • Some people think it is immoral in an educational context • Punishment can be physical – social or psychological TE Behavior modification Isp- uio

12. Behavior Modification 12 Punishment • Some disatvantages: • It does not eliminate, it merely slows down the behavior • It does not show what appropriate behavior is • Aggressive behavior from teachers can serve as a bad model • Emotional results as fear and withdrawal are maladaptive TE Behavior modification Isp- uio

13. Behavior Modification 13 Punishment • ”Effective” punishment are supposed to be • Given imidiately • Relies on withdrawal of reinforcement andovides steps for regaining them • Makes use of warning signals • Is carried out in a calm , matter of fact way • Is accompanied by positive reinforcement of behavior imcompatible with behavior being punished • Also uses procedures to make sure that the undesired behavior do not receive positive reinforcement TE Behavior modification Isp- uio

14. Behavior Modification 14 Developing desirable behavior • Reinforce desirable behavior, overlook minor faults. The desirable behavior must be reasonable frequent • Shaping: Reinforce behavior that has elements of the desirable one • Modelling: Reinforce desirable behavior seen at others, but not everybody are potent models • Special techniques: Selfinstruction (Bernstein- especially used with small children with ADHD) • Overcorrection – Azrin – used at enuresis TE Behavior modification Isp- uio

15. Behavior Modification 15Eliminate undesirable behavior • Overlook minor faults and reinforce incompatible behavior • Extinction: Totally overlooking. No reinforcement what so ever – difficult to administer • Time out from reinforcement – sending out for a while • Saturation - So much reinforcement that it gives a paradoxical effect TE Behavior modification Isp- uio

16. Behavior Modification 16Token economy • Advantages: • Children learn to postpone satisfaction of basic needs • It’s easy to avoid saturation. You can change the back – up reinforcer • You can reach target behavior when children are little receivable for social reinforcement • Effective because it can be administrated at once • Gives children the experience that behavior gives them consequensis TE Behavior modification Isp- uio

17. Behavior Modification 17Token economy • Problems – or important issues by use • Target behavior and rules for earning tokens must be clearly defined and specified • Children must be able to obtain the back- up as well as the target behavior • The back up must appeal and variations? • The number of tokens must be reasonable to obtain the goal • The earnings potential should – if possible- gather different situations • The child should preferably compare with himself – not others TE Behavior modification Isp- uio

18. Behavior Modification 18Discuss • Advantages by using behavior modification • Disadvantages? • Moral or ethical aspects? • Is it appropriate or useful in your country – in what kind of settings? Behavior Modification 18 TE Behavior modification Isp- uio