1. Behavior Modification Techniques

3. Contents of the lecture Definition of Behavior ModificationTypes and example of behaviorABC of the BehaviorBehavioral AssessmentAreas of Behavioral Change Modification

4. Dimensions of the Behavior A. Frequency: How many times a behavior occurs B. Duration: How long a behavior lasts C. Intensity: How much physical force is involved in the behavior.

5. Types of the Behavior

6. An Overt Behavior Is an action that can be observed and recorded by a person other than the one engaging in the behavior.

7. Covert Behaviors Private events are not observable to others. (Thinking) The field of behavior modification focuses primarily on overt or observable behaviors.

8. ABC of the Behavior

11. ABC Antecedent: You see a coworker when you arrive at work Behavior: You say “hello” Consequence: Coworker says “hello” back to you 11

12. Antecedents 1.An antecedent is a stimulus that precedes a behavior and makes it more likely that the behavior will occur 2.When and where did the behavior occurred 3.What happened before the behavior occurred 4.Who was present when the behavior occurred 12

13. It is the field of psychology concerned with analyzing and modifying human behavior.

14. Aim of Behavior Modification Techniques Is to manipulate the antecedents and consequences of behavior so that the likelihood of appropriate behavior is increased and inappropriate behavior is decreased

15. Characteristics of Behavior Modification ■ Focus on behavior. ■ Procedures based on behavioral principles. ■ Emphasis on current environmental events. ■ Precise description of behavior modification procedures. ■ Treatment implemented by people in everyday life.

16. Examples of Behavior Modification Interventions Praise and approval Modeling Positive programming Shaping Token economy Self-monitoring

17. Areas of Application of Behavioral Change Modification Developmental Disabilities. Mental Illness. Education and Special Education. Rehabilitation. Community Psychology. Clinical Psychology.

18. Areas of Application of Behavioral Change Modification Business, Industry, and Human Services. Self-Management. Child Management. Prevention. Sports Psychology. Gerontology. Health-Related Behaviors.

19. Antecedent Methods Change the environment to change your behavior.

20. Steps of Changing Environment Recognize the "bad" environment. Avoid situations that lead to unwanted actions. Provide warning signs. Break the chain early Provide cues or environments that prompt desired behavior. Implementation intentions: Mental preparations that increase the effectiveness of environmental cues to prompt desired behavior

21. Self-Change Techniques Applied With the Target Behavior Record “target” behavior; self-monitor and check your progress:

22. Do Select clearly countable or ratable behaviors or Feelings to record. Keep a daily count or make a daily rating Make a chart of your progress.

23. Do Use progress chart as a motivator; set reasonable immediate, intermediate and final goals. Frequently evaluate your progress by comparing achievements with baseline data and with sub-goals. Note special events on the progress chart.

24. Behavioral Assessment It means Measurement of the target behavior. It is fundamental aspect of behavior modification.

25. Types of Behavioral Assessment Indirect assessment:  using interviews, questionnaires, and rating scales to obtain information on the target behavior from the person exhibiting the behavior or from others (e.g., parents, teachers, or staff).

26. Types of Behavioral Assessment direct assessment:  A person observes and records the target behavior as it occurs  Use (a video camera) must be in close proximity to the person exhibiting the behavior so that the target behavior can be seen (or heard).

27. Steps of performing Behavior Assessment 1. Defining the target behavior. 2. Determining the logistics of recording. 4. Choosing a recording instrument. 3. Choosing a recording method.

28. Reactivity Sometimes the process of recording a behavior causes the behavior to change, even before any treatment is implemented.

30. Procedures to Modify Behavior Self-Management: People are exhibiting behavioral deficits; that is, they fail to engage in desirable behaviors. The behaviors are desirable because they will have a positive impact on the people’s lives in the future.

31. Self Management Program When people want to change their own behavior, they can design and implement a self management program. A self-management program involves applying behavior modification to one’s own behavior.

32. STEPS IN A SELF-MANAGEMENT PLAN 1. Make the decision to engage in self- management. 2. Define the target behavior and competing behaviors. 3. Set goals. 4. Self-monitor.

33. STEPS IN A SELF-MANAGEMENT PLAN 5. Conduct a functional assessment. 6. Choose appropriate self-management strategies. 7. Evaluate change. 8. Reevaluate self-management strategies. 9. Implement maintenance strategies.

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36. Reinforcement Is the process in which a behavior is strengthened by the immediate consequence that reliably follows its occurrence. When a behavior is strengthened, it is more likely to occur again in the future.

37. Reinforcement 1.Positive Reinforcement increases behavior by the addition of a desirable event when the behavior occurs.  Praise  Edibles  Money 2.Negative Reinforcement increases behavior by the removal of an aversive event when the behavior occurs.  Excuse from chores  Escape from a crowd  Stops pain

38. Reinforcement Reinforcement is a natural process that also influences human behavior. Reinforcement may occur naturally, as a result of our day-to-day interactions with our social and physical environment, or it may be planned as part of a behavior modification program used to change a person’s behavior

39. Definition of Reinforcement 1. The occurrence of a particular behavior 2. is followed by an immediate consequence 3. that results in the strengthening of the behavior. (The person is more likely to engage in the behavior again in the future.)

40. Positive reinforcement It is defined as follows. 1. The occurrence of a behavior 2. Is followed by the addition of a stimulus (a reinforcer) or an increase in the intensity of a stimulus, which results in the strengthening of the behavior.

41. Negative reinforcement It is defined as follows. 1. The occurrence of a behavior 2. is followed by the removal of a stimulus (an aversive stimulus) or a decrease in the intensity of a stimulus, which results in the strengthening of the behavior.

42. Common social reinforcers 1)Praise:  Good  That’s right  Excellent  Exactly  Good job  Great  Thank you 2) Facial expressions:  Smiling  Winking  Laughing 3) Physical contact:  Patting head, shoulder, or back.  Shaking/ holding hand  Hugging

43. Factors that affect effectiveness of enforcement The immediacy and consistency of the consequence Establishing operations The magnitude of the reinforce Individual differences

44. Procedures To Establish New Behavior 1.Shaping 2.Prompting and Transfer of Stimulus Control 3.Chaining 4.Behavioral Skills Training Procedures

45. Procedures to Change Behavior Understanding Problem Behaviors through Functional Assessment Applying Extinction Differential Reinforcement Antecedent Control Procedures Promoting Generalization

46. Other Behavior Change Procedures Self-Management Habit Reversal Procedures The Token Economy Behavioral Contracts Fear and Anxiety Reduction Procedures Cognitive Behavior Modification

48. Shaping Is defined as the differential reinforcement of successive approximations of a target behavior until the person exhibits the target behavior. Is used to develop a target behavior that a person does not currently exhibit.

50. Shaping Guidelines (Steps): 1. Define the target behavior. 2. Determine whether shaping is the most appropriate procedure. 3. Identify the starting behavior. 4. Choose the shaping steps. 5. Choose the reinforcer. 6. Differentially reinforce successive approximations. 7. Move through the shaping steps at a proper pace.

51. Prompting and Transfer of Stimulus Control What is the Promoting?  “Prompts are stimuli given before or during the performance of a behavior: They help behavior occur so that the teacher can provide reinforcement”

53. Chaining Many situations call for complex behaviors that have multiple component responses. A complex behavior consisting of many component behaviors that occur together in a sequence is called a behavioral chain.

54. Chaining Procedures  Forward chaining: Teach the first behavior in the chain first; then teach each subsequent behavior. ■ Written task analysis: Use written descriptions of each step in the task analysis as prompts. ■ Picture prompts: Use pictures of each step in the task analysis as prompts. ■ Self-instructions: Give yourself verbal prompts to engage in each component behavior in a behavioral chain.

55. Behavioral Skills Training Procedures ModelingInstructionsRehearsalFeedback.

57. Habit Reversal Procedures EXAMPLES: Nervous habits: Nail-biting, hair-pulling Motor tics: Head-jerking, facial grimacing Stuttering: Word repetitions, prolongations

58. Habit Reversal Components Awareness training: ■ Competing response training ■ Social support ■ Motivation procedures

59. Token Economy It is used to strengthen clients’ desirable behaviors and to decrease their undesirable behaviors in a structured treatment environment or educational setting. Each point received by the adolescents for desirable behavior is a token. A token is delivered immediately after a desirable behavior and is later exchanged for backup reinforcers.

60. Behavioral Contracts Also called a contingency contract or a performance contract) is a written agreement between two parties in which one or both parties agree to engage in a specified level of a target behavior or behaviors. Furthermore, the contract states the consequence that will be administered contingent on the occurrence (or nonoccurrence) of the behavior.

61. COMPONENTS OF A BEHAVIORAL CONTRACT 1. Identifying the target behavior. 2. Stating how the target behavior will be measured. 3. Stating when the behavior must be performed. 4. Identifying the reinforcement or punishment contingency. 5. Identifying who will implement the contingency

62. Fear and Anxiety Reduction Procedures A fear: a person is afraid of a particular stimulus or stimulus situation. When the stimulus is present, the person experiences unpleasant bodily responses (autonomic nervous system arousal) and engages in escape or avoidance behavior.

64. Anxiety Anxiety it is the body response to fear. The autonomic nervous system which prepare the person to escape or avoidance behavior.

65. Procedures to reduce fear and anxiety Relaxation Training: Progressive Muscle Relaxation: the person systematically tenses and relaxes each of the major muscle groups in the body.

66. Relaxation Training Procedures  Progressive muscle relaxation  Diaphragmatic breathing  Attention-focusing exercises  Behavioral relaxation training

67. Cognitive Behavior Modification We know that people think, talk to themselves, solve problems, evaluate themselves, make plans, imagine specific behaviors or situations. These are all instances of cognitive behavior. Cognitive behavior modification are procedures used to help people to change their cognitive behaviors.

68. Cognitive Behavior Modification Procedure 1. Cognitive Restructuring 2. Cognitive Therapy. 3. Cognitive Coping Skills Training 4. Self-instructional Training.

69. Modeling made more effective a)When the observer is in a state of arousal, b)When the model has relatively more prestige or status, and c)When there are positive consequences associated with the model’s behavior.

71. Questions? Comments?