1. Aplikasi Teori Modifikasi Tingkah Laku untuk kanak-kanak dan remaja
Dr Ooi Pei Boon, CHt., K.B., P.A.
School of Healthcare & Medical Sciences
Sunway University

2. I have no choice (the environment influences me)?
Outline:
1. Introduction
History Background
2. Key Concept
View of human
Basic characteristics and Assumptions
3. Aims/Goals
4. Therapeutic Relationship:
Therapist’s Functions and Roles
Client’s Experience in Therapy
5. Application: Therapeutic Techniques and Procedures
6. Contributions & Limitations
Smoking:
Is it by choice?
I have no choice (the environment influences me)?

3. History Background: The Founders
B. F. Skinner (1904 – 1990)
Albert Bandura (b. 1925)

4. B. F. Skinner He was brought up in a warm, stable family environment.
He received his PhD in psychology from Harvard University in 1931.
Skinner championed radical behaviorism --- which places primary emphasis on the effects of environment on behavior.
He did not believe that humans had free choice but stressed on the cause-and-effect links between observable environmental conditions and behavior.
He was extremely interested in the concept of reinforcement.
The application of his theory --- teaching, managing human problems, and social planning

5. We remember Skinner because of
Pavlov’s classical conditioning

6. Albert Bandura He was born near Alberta, Canada.
He was the youngest of six children in a family of Eastern European descent.
He earned his PhD in clinical psychology from the University of Lowa in 1952, and a year later he joined the faculty at Stanford University.
Bandura & his colleagues:
did pioneering work in the area of social modeling and demonstrated that modeling is powerful process that explains diverse forms of learning (see Bandura 1971a, 1971b; Bandura & Walters, 1963).
Explored social learning theory and the prominent role of observational learning and social modeling in human motivation, thought, and action.
(Corey, 2009)

7. Albert Bandura
Bandura has produced a wealth of empirical evidence that demonstrates the life choices we have in all aspects of our lives (such as self-efficacy).
Self Efficacy: Broadly being used in HR, Motivation, Life Coaching and Sales.
Social Modelling - Social Cognitive Theory
(Corey, 2009)

8. Key Concepts:
View of human
Basic characteristics and Assumptions

9. View of Human
Behaviour is seen as the product of learning and conditioning
The person is the producer and the product of his or her environment.
Abnormal behaviour is the result of faulty learning
Humans are shaped and determined by socio-cultural conditioning
E.g.,
Men shall not cry/ shall not wear dress/shall love female 
can’t express yourself, depression… suicidal

10. 6 Basic Characteristics & Assumptions
BT is based on the principles and procedures of the scientific method
The principles of learning are systematically applied to help people change their maladaptive behaviours
Research methods are used to evaluate the effectiveness of both assessment and treatment procedures
(2) BT deals with the client’s current problems and the factors influencing them.
- this approach stresses present behaviour and has little concern for past history and origins of disorders.
- However, at times understanding of the past may offer useful information about environmental events related to present behaviour.
(3) Client is active – do more and less talk; monitor own performance in and outside of sessions. Lots of homework.

11. Basic Characteristics & Assumptions
(4) This approach assumes that change can take place without insight into underlying dynamics
“knowing that one has a problem and knowing how to change it are two different things” (Martell, 2007).
(5) The focus is on assessing overt and covert behavior directly, identifying the problems, and evaluating change.
Direct assessment of the target problem through observation or self-monitoring.
Assess clients’ cultures as part of their social environments (social support networks relating to target behaviors).
(6) Behavioural treatment interventions are individually modified to specific problems experienced by clients.
“what treatment, by whom, is the most effective for this individual with that specific problem and under which set of circumstances?” are considered.

12. Formal and functional assessment
Goals
To increase personal choices by creating new conditions for learning
To eliminate clients’ maladaptive behaviour patterns and help them learn constructive patterns
To change behaviour (5W1H)
Goals must be clear, concrete, understood, and agreed on by the client and the counsellor.
Define Goal(s)
Formal and functional assessment
Continual Assessment
Observed and Reward
Antecedent event
Behaviour
Consequences

13. Therapeutic Relationship:
Therapist’s Functions and Role
Client’s Experience in Therapy

14. Therapist’s Role
Therapists are often quite creative in their interventions.
Active and directive
The therapist is active and directive and functions as a teacher or trainer in helping clients learn more effective behaviour

15. Client’s Experience in Therapy
Clients must be:
- Active in the process
- experiment & experience with new behaviours
Personal relationship between the Client + the therapist is:
- A good working relationship (commitments) is the groundwork for implementing behavioural procedures

16. Application: Therapeutic Techniques and Procedures

17. An Overview: Behavioural techniques available are as follows:
Applied behavioral analysis
Relaxation techniques/training
Systematic desensitization
Exposure therapies
Eye movement desensitization and reprocessing
Social skills training
Self-modification techniques
Multimodal therapy
Mindfulness and acceptance-based approaches
(Corey, 2009)

18. Applied Behavioral Analysis
Behaviourists believe:
we respond in predictable ways because of the gains we experience (+ve reinforcement)
Positive reinforcement: addition of something of value (praise, attention, money, or food) to the individual.
We need of escape or avoid unpleasant concequences (-ve reinforcement)
Negative reinforcement: escape from or the avoidance of aversive (unpleasant) stimuli. Individual is motivated to exhibit a desired behaviour to avoid the unpleasant condition.
Goal +ve & -ve reinforcement =
Increase the target behaviours.
i.e.: a child earns excellent grades and is praised for studying by her parents. With praise, it is likely that she will have an investment in studying in the future.
i.e., You do not appreciate waking up to the high-pitched sound of an alarm clock. You have trained yourself to wake up a few minutes before the alarm sounds to avoid the aversive stimulus of the alarm buzzer.

19. Punishment: consequences of certain behavior result in a decrease of that behavior. The goal: decrease target behavior. Two types: positive punishment & negative punishment. - Positive – an aversive stimulus is added after the behaviour to decrease the frequency of a behavior (such as extra hour, with no additional pay to replace missing time at work) - Negative – a reinforcing stimulus is removed following the behavior to decrease the frequency of a target behavior
Aim to decrease missing time from work behavior
Positive: Extra hour, with no additional pay to replace missing time at work
Negative: Deducting money from a worker’s salary for missing time at work

20. Extinction: refers to withholding reinforcement from a previously reinforced response.
It can be use for behaviours that have been maintained by +ve reinforcement or negative reinforcement.

21. Self-modification programs
With the assumption – clients can lead self-directed lives and not be dependent on experts to deal with their problems.
Self-modification – it includes:
Self-monitoring
Self-reward
Self-contracting
Stimulus control
Self-as-model
(Corey, 2009)
Self-directed

22. Self-modification programs
To succeed in such program, a careful analysis of the context of the behavior pattern is essential, and people must be willing to follow some basic steps.
Watson and Tharp (2007): Suggested some useful steps:
Selecting Goals
Translating goals into target behaviors
Self-monitoring
Working out a plan for change
Evaluating an action plan

23. Self-modification programs
Often repeated failure.
Polivy and Herman (2002)- refer to as the “false hope syndrome” – which characterized by unrealistic expectations regarding the likely speed, amount, ease, and consequences of self-change attempts.
However, it helped -> coping with panic attacks, helping children to cope with fear of the dark, encouraging speaking in front of the class, increasing exercise, control of smoking…etc. (Watson & Tharp, 2007).
(Corey, 2009)

24. Behavior Modification Techniques
There are five categories of activities that can be addressed with behavior modification techniques:
Adapted from: Krumboltz, J., & Krumboltz, H. (1972). Changing children's behavior. New York: Prentice-Hall.
Develop a new behavior
Strengthen a behavior
Maintain an established behavior
Stop inappropriate behavior
Modify emotional behavior

25. The Daily Behaviour Report Card (DBRC)
Practical technique to change student behaviour and increase school-home communication
Carolyn B. Mires, and David L. Lee (2017)
CORE components:
School–Family Partnerships
Active family participation
Three decades of research:
Students whose parents had met individually with guidance counsellors had significantly higher attendance rates, better grade point averages, and lower dropout rates (Murray et al., 2015)

26. The DBRC is a daily progress note that includes student target behaviors, both appropriate and inappropriate (e.g., raising hand, being respectful of authority figures, noncompliance, task completion), and lists specific criteria for meeting behavioral and/or academic goals (Owens et al., 2012).
3 types of DBRCs:
DBRCs with incentives,
DBRCs with response cost, and
combined DBRCs

27. DBRCs with added incentives, when a “good note” is returned home, parents provide tangibles (e.g., video game, favorited toys, longer online time) and/or privileges (e.g., later bedtime, computer time, time with friends) for positive teacher feedback on the report card.
DBRCs with response cost involve the loss of a previously earned reward or the removal of something positive in the student’s environment if a “poor note” comes home (e.g., loss of extra dessert, loss of extra computer time).

28. STEP 1- Define target Objectively Define Target Behaviour(s)
what is the student doing?
And what does the student need to be doing?
pool of potential target behaviours have been identified narrow the list to only include those behaviours that are frequent, disrupt the learning process.
Also catch “the child being good moments”

29. STEP 2: Count and pinpoint
To count the number of times the pinpointed behavior occurs each day
Reward system
Clear commands
Clear house rules

30. Step 3: Use the Fair-Pair Method to Identify Positive Student Goals
look for appropriate behaviours that serve the same function as inappropriate behaviours to replace student behaviours that are deemed problematic.

31. STEP 4: Parents engagement
Include parents in development and implementation of DBRC.
Discuss the purpose of the DBRC.
Ask parents for ideas for goals.
Use the DBRC to maintain communication.
Develop a list of appropriate positive consequences for goal completion.
Stress the importance of sticking to the plan

32. STEP 5-6-7 Complete the DBRC Daily and send it Home
Collect the DBRC Each Morning From Student
Fade the Intervention

33. Limitations BT may change behaviors, but it does not change feelings.
BT ignores the important relational factors in therapy – therapeutic relationship is discounted in BT
BT does not provide insight
BT treats symptoms rather than causes
BT involves control and manipulation by the therapist – have power relationship with the client and thus have control.