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Abraham Hicks 🌟 You Have the Power to Make Magic Happen Today (very powerful)Behavior modification -
In negative reinforcement , an aversive stimulus is removed to increase a behavior. The annoying sound stops when you exhibit the desired behavior, increasing the likelihood that you will buckle up in the future. Negative reinforcement is also used frequently in horse training. Riders apply pressure—by pulling the reins or squeezing their legs—and then remove the pressure when the horse performs the desired behavior, such as turning or speeding up.
The pressure is the negative stimulus that the horse wants to remove. Sometimes, adding something to the situation is reinforcing as in the cases we described above with cookies, praise, and money.
Positive reinforcement involves adding something to the situation in order to encourage a behavior. Other times, taking something away from a situation can be reinforcing. For example, the loud, annoying buzzer on your alarm clock encourages you to get up so that you can turn it off and get rid of the noise.
Children whine in order to get their parents to do something and often, parents give in just to stop the whining. In these instances, children have used negative reinforcement to get what they want.
Operant conditioning tends to work best if you focus on trying to encourage a behavior or move a person into the direction you want them to go rather than telling them what not to do.
Reinforcers are used to encourage behavior; punishers are used to stop the behavior. A punisher is anything that follows an act and decreases the chance it will reoccur.
As with reinforcement, there are also two types of punishment: positive punishment and negative punishment. Positive punishment involves adding something in order to decrease the likelihood that a behavior will occur again in the future.
Spanking is an example of positive punishment. Receiving a speeding ticket is also an example of positive punishment. Both of these punishers, the spanking and the speeding ticket, are intended to decrease the reoccurrence of the related behavior.
Negative punishment involves removing something that is desired in order to decrease the likelihood that a behavior will occur again in the future. Putting a child in time out can serve as a negative punishment if the child enjoys social interaction.
Taking away something that is desired encourages the child to refrain from engaging in that behavior again in order to not lose the desired object or activity.
It is just suppressed and may reoccur whenever the threat of punishment is removed. A motorist may only slow down when the trooper is on the side of the freeway. Another problem with punishment is that when a person focuses on punishment, they may find it hard to see what the other does right or well.
Punishment is stigmatizing; when punished, some people start to see themselves as bad and give up trying to change. Reinforcement can occur in a predictable way, such as after every desired action is performed called continuous reinforcement , or intermittently, after the behavior is performed a number of times or the first time it is performed after a certain amount of time called partial reinforcement whether based on the number of times or the passage of time.
The schedule of reinforcement has an impact on how long a behavior continues after reinforcement is discontinued.
Children will learn quickest under a continuous schedule of reinforcement. Then the parent should switch to a schedule of partial reinforcement to maintain the behavior. Try this interactive to ensure you understand the differences between punishment and reinforcement.
Check your understanding on the final slide by placing the correct terms in the paragraph. Behavior modification uses the principles of operant conditioning to accomplish behavior change so that undesirable behaviors are switched for more socially acceptable ones.
The focus is only on changing the behavior, and there are different methods used to do that. These methods include:. Associating a positive stimulus to a behavior. An example of this is when teachers reward students for good grades with stickers. This technique is often used in training dogs.
This is just the opposite of positive reinforcement and is the pairing of behavior to the removal of a negative stimulus. And then the vegetables are taken away, reinforcing the negative behavior. Punishment is meant to weaken behaviors by pairing an unpleasant stimulus to a behavior.
Receiving a pay cut for calling off work is an example of punishment. Flooding involves exposing people to fear-producing situations or objects intensely and rapidly. An example would be forcing someone with a fear of snakes to hold one for 10 minutes.
This is also used to treat phobias. It involves teaching an individual to stay calm while focusing on their fears. An example would be having a person with an intense fear of bridges start by looking at pictures of bridges. Then have them think about standing on a bridge and eventually, have them walk over a real bridge.
Aversion therapy is the association of an unpleasant stimulus to an unwanted behavior for the purpose of eliminating that behavior. As an example, some people bite their nails. In order to stop this behavior, you can paint a substance on the nails that has a horrible taste. Thus, it stops the behavior of nail-biting.
Extinction is the removal of all reinforcement that might be associated with a behavior. An example would be a time-out when a child is removed from others when they misbehave.
This method removes the expected reward of attention from the parents. However, this often only intensifies the tension. Behavior modification therapists teach basic skills to individuals suffering from SUD.
Through this type of treatment, they learn self-awareness through establishing new, healthier behaviors. BMT is considered to be an effective type of therapy for people suffering from a variety of disorders. Because of the diagnostic principles of behavior and reinforcement, the progress of individuals with SUD can be easily observed and documented by the therapist.
On the other hand, in psychotherapy talk therapy or drug therapy, clear goals with understandable treatment schedules are developed and fulfilled bit-by-bit during the course of treatment.
Still, BMT is usually used as part of a multi-therapy approach that includes drug therapy and psychotherapy which only contributes to the effectiveness of these therapies. BMT participants have remarkably high success rates after going through therapy as illustrated:.
Drug addiction is one of the most expensive and disruptive health issues in the U. these days. Although the precise causes for addiction are not easily understood, it is generally agreed that it comes from a combination of genetic and environmental factors. According to a report from the National Council on Drug Abuse, applied behavior therapies for addiction started with treatments for smoking and obesity.
The early results were encouraging and as highly addictive drugs such as heroin, cocaine, and methamphetamines rose in popularity, behavioral treatments became one of the most effective tools to address the problem.
CM is the most commonly used technique in addiction treatment. Contingency management encourages behavior modification by providing material rewards for a target behavior, like clean drug tests, attending meetings, etc.
Individuals receive a reward such as money, vouchers, gift certificates, clinic privileges, or other healthy premiums. Research has shown that CM treatment can be effective in the increase in treatment recall and abstinence from drug use. The National Institute on Drug Abuse NIDA considers contingency management interventions an evidence-based approach for treating a variety of SUDs.
CBT was originally designed for the treatment of depression, and it is effective in treating multiple types of SUDs. CBT teaches people to recognize problem behaviors and triggers for harmful drug or alcohol use and to develop strategies to cope with these situations and environments.
Research shows that the effects of CBT continue long after therapy sessions are complete. NIDA considers CBT an evidence-based method for treating a range of SUDs. MI is a style of counseling that is especially helpful for focusing on indecision toward unhealthy behaviors. By doing that, it helps people with SUD examine their desire for change and begin the process of making that change.
Family therapy targets the strength and assets of the family to address substance use and reduce the effect of the disorder on the individual and the family.
Two commonly used models are:. FBT is different from other therapies because it involves not just the user but includes a family member or significant other of the user.
It includes communication skills training and training on resisting urges among other interventions. FBT has shown positive outcomes in both adults and adolescents. Besides treating SUD, it also focuses on co-occurring issues like child mistreatment, depression, conduct disorders, and family conflict.
During BCT, therapists work with the individual who has an SUD and their spouse or partner. Spouses and partners are included in SUD treatment to give support with abstinence and to help prevent relapse.
Couples attend therapy sessions together during which they develop a recovery contract, complete homework assignments, and learn effective communication tools. BCT has shown to lead to increased abstinence and improved relationships when compared to individual-based treatments.
Women face many issues throughout their lives. A response cost system can be as simple as chips in a cup, marks on a chart, or marbles in a jar. This device provides the student with a digital readout showing the number of points he or she has earned. By not having to move within physical proximity of the child, the teacher avoids becoming a negative reinforcer when the child is off task.
DuPaul, Guevremont, and Barkley demonstrated the efficacy of response cost contingencies for managing classroom behavior and academic productivity using the Attention Training System. Response cost contingencies led to marked improvements on task-related attention and a reduction in ADHD symptoms during work time.
The number of students in the program must be manageable, and highly motivating rewards must be provided. Response cost can be difficult to implement. When students who become bankrupt quickly or who are oppositional from the start are placed in a group contingency situation with built-in failure e.
everyone must earn the reinforcer or no one has access to it , the result is often greater rather than fewer classroom problems. Morgan and Jenson suggested the following guide-lines for using response cost in the classroom:.
Time-out from reinforcement excludes children from the opportunity to participate with others and receive any kind of positive reinforcement. Time-out is by far the best known disciplinary technique among teachers.
It is also the most likely to be overused and misused in the classroom. The least restrictive form of time-out consists of removal of certain reinforcing activities or objects from the misbehaving child for a short period.
Time-out, in a restricted environment outside of the classroom is the most extreme form of this type of discipline. The child cannot see the classroom nor interact with others.
The effectiveness of time-out is well established; however, additional research is needed to identify specific situations, parameters, and procedures associated with the success of time-out for children with ADHD. Time-out can be quite effective for noncompliant children, but for children with ADHD, you must distinguish between noncompliant behaviors and behaviors resulting from ADHD.
The length of time-out is also critical in determining effectiveness. Long periods of time-out constitute seclusion and lose their punishing value. It is also important for the time-out activity to be less reinforcing than the setting or activity from which the child is being removed.
If a particular activity the child is leaving is non-reinforcing, this child may in fact learn to misbehave as a means of going to time-out to do something else. Work should not be missed due to time-out. Time-out should be boring, uninteresting, and something the child places last on his or her list of chosen school activities.
If time-out does not work in the first few interventions, an alternative strategy should be considered. Time-out can be effective in typical classroom settings because it restores order by removing the child who is disrupting class, by reducing the opportunity for peer approval that maintains some children who disrupt, by reducing the opportunity for students to manipulate situations, and by allowing the student to demonstrate appropriate behavior before exiting time-out.
In elementary classroom settings, time-out should be from 2 to 5 minutes. If a student is not in control, an additional minute should be added. Teachers should not force resistant students into time-out but should seek help from the principal or other school personnel. There are many things you can do to minimize the need to use time-out.
Make sure that classroom activities are more reinforcing than time-out. Provide students with ample but not excessive opportunities to comply. Provide disruptive students with additional positive consequences for not requiring time-out in a given time span.
From Morgan, D. Teaching behaviorally disordered students: Preferred practices p. New York: Macmillan; reprinted by permission. Consequential versus Rule-Governed Behavior Due to their inhibitory problems, children with ADHD may function quite well under appropriate external or environmental consequences but struggle to develop the internal self-monitoring skills to govern their own behavior.
Thus, even when appropriate reinforcers are located, the child with ADHD requires a greater number of successful trials to make the transition to self-management. In part, this speaks to the difference between behavior modification and behavior management. When this model is applied to children with ADHD, many interventions are often deemed to be failures.
For the child with ADHD, demonstrating a behavior in the presence of consequences is not synonymous with having developed the self-management skills to use the behavior.
Focus on behavior management. The child has yet to make the transition from consequentially managed behavior to rule-governed behavior for that particular task. Three Keys to Using Punishment Effectively Timing, intensity, and consistency are the three keys to using punishment effectively and appropriately in the classroom.
The punishing procedures should be initiated as soon as possible after the aversive behavior is exhibited and should be as closely related to the misbehavior as possible.
Furthermore, if punishments are too mild, they will not be effective and may slowly habituate the child to tolerate or adapt to more intensive or lengthy punishments. If too intense, however, punishments are not only abusive but likely create other problems.
Be conservative when using punishing techniques but make certain their intensity is appropriate. To be effective, punishments must be consistent and predictable. Following punishment, you should return the child to the situation without expecting overt guilt, making efforts to reassure or reinforce the child.
A consistent schedule of punishments should also be used. A continuous schedule of punishment for a specific targeted behavior is best. Finally, it is valuable to attempt to find out what drives the misbehavior and work toward managing the environment to minimize causative factors.
As noted previously in this chapter, children who are experiencing LD may misbehave out of frustration. This may also be the case for children who are experiencing anxiety or depression. When used appropriately, punishment can make a positive difference; however, punishing interventions should always follow efforts at using reinforcing interventions to model and shape appropriate classroom behavior.
Through practice comes proficiency. The building block of emotions and behavior likely contains the largest and most diverse set of problems encountered in the classroom. By first understanding these problems and seeing the world through the eyes of your students, and, by then developing and using a set of intervention strategies on a regular basis, problems of emotions and behavior can be effectively managed and changed in the classroom.
Related resource from our partner:. Mather, N. Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management. Baltimore: Paul H. Brookes Publishing Co. Behavior Modification in the Classroom N.
Mather , Sam Goldstein. Breadcrumb Home LD Topics Classroom Management Behavior Modification in the Classroom.
To manage behavior through consequences, use this multi-step process: The problem must be defined, usually by count or description. Design a way to change the behavior. Identify an effective reinforcer. Apply the reinforcer consistently to shape or change behavior.
Popular models and techniques for dealing with discipline referrals Model Techniques emphasized Focusing on Prevention. Seclusionary time-out should not be used unless all other procedures have been tried and failed.
This should be a last effort technique. The student should only be placed in time-out for approved behaviors on the IEP, such as aggression, severe noncompliance, or destructive tantrum-throwing. Seclusionary time-out is defined as removing a student from a reinforcing classroom setting to a less reinforcing setting.
This setting can be another classroom, a chair or desk outside the classroom, or a room specifically approved for time-out. If a room is used for time-out, it should be used only for time-out and no other purpose e.
storage, counseling students, special academic work area. The time-out setting should be well-lit, well-ventilated, non-threatening, and clean. It must also have an observation window or device.
The entire time-out procedure should be explained to the student before it is implemented, prior to the occurrence of misbehavior that results in its use. If misbehavior occurs, identify it.
Tell the student to empty his or her pockets in order to check for such items as pens, pencils, paper clips, knives, and so forth. If the student does not comply with these requests, call for help and then remove the items and check the pockets yourself.
No other conversation should ensue. When a student is placed in the time-out room, he or she must be constantly monitored by a staff member.
The student must never be left alone. When a student is placed in the time-out room, the following information should be placed in a time-out log: Name of the student Date Staff member responsible for monitoring student Time in and time out Target behavior warranting the procedures The student should be placed in the time-out room for a specific period of time.
A recommended formula is 1 minute per year of age e. If a student is screaming, throwing a tantrum, or yelling, he or she should be quiet for 30 consecutive seconds before being released from the time-out room. This 30 seconds does not begin until the original designated time-out period has lapsed.
Communication between the supervising staff member and the student should not take place when the student is in the time-out room i. do not talk with the student, threaten the student, or try to counsel the student at this time. Do remain calm while taking a student to the time-out room.
Do not argue with, threaten, or verbally reprimand the student. If a student refuses to go to the time-out room, add on time to the specified time-out duration e. If a student refuses to come out of the time-out room, do not beg or try to remove the student. Simply wait outside, and sooner or later the student will come out on his or her own.
If the student makes a mess in the time-out room, require him or her to clean it up before he or she leaves. Once the time-out period has ended, return the student to the ongoing classroom activity, making sure the student is required to complete the task he or she was engaged in prior to the time-out period.
This ensures that students do not purposely avoid unpleasant tasks by going to the time-out room. All staff members should be trained, and this training documented, before time-out procedures are started.
To ensure the effectiveness of time-out, the reinforcement rate for appropriate behaviors in the classroom should meet the recommended rate of three or four positive responses to each negative response and never fewer than four positive responses per contact hour.
Data should be collected on target behaviors. If time-out is effective, these behaviors should decrease shortly after the technique is started.
If they do not, check that the procedure is being used correctly, and the reinforcement rate for appropriate behavior in the classroom is high enough; consider another technique for possible use.
The use of time-out should not be threatened e. The student should be reinforced for not needing time-out. Like 9. Dislike 0. Topic :. Visit our sister websites: Reading Rockets Launching Young Readers Start with a Book Read. Colorín Colorado Helping ELLs Succeed AdLit All About Adolescent Literacy Reading Universe All About Teaching Reading and Writing.
Effective teaching practices, frequent monitoring, clear rules and procedures, social praise, and so forth. Classroom moral discussions of real-life dilemmas, hypothetical situations, and literature; role playing; student participation in school government.
Direct teaching of SPS skills e. alternative thinking, means-ends thinking , self- instruction training, dialoguing. Values clarification activities, active listening, communication and interpersonal skills training for students and teachers. Direct instruction ; reinforcement techniques, including social praise, material reinforcers, and tokens; punishment-oriented techniques, including verbal reprimand, response cost, and time-out; group contingency techniques such as the Good Behavior Game; behavioral contracting.
Confrontation questioning, classroom meetings, classroom moral discussions, social problem solving, behavioral contracting, logical consequences, time-out, preventative techniques such as democratic governance.
Direct instruction, modeling and rehearsal, coaching, self-instruction, manipulation of antecedents and consequences. Social skills training techniques, self- instruction e. anger control training , moral discussions. From Bear, G. Modeks and techniques that focus on prevention. Grimes Eds. Silver Spring, MID: National Association of School Psychologists; Copyright by the National Association of School Psychologists.
Reprinted by permission of publisher. Spoken words, either friendly, neutral, or negative in content, are directed at either the teacher without first obtaining permission to speak or unsolicited at classmates during inappropriate times or during work periods.
The child is not supporting his or her weight with the chair. Up on knees does not count as out-of-seat behavior. The child is not attending either to independent work or to a group activity. The child is therefore engaged in an activity other than that which has been directed and is clearly different from what the other children are doing.
These behaviors might include noises or physical contact. They may be intentional or unintentional. The I stands for reinforcing the student immediately. The longer the teacher waits to reinforce a student, the less effective the reinforcer will be. This is particularly true of younger students or students with severe disabilities.
For example, reinforcer effectiveness is limited if the student has to wait until the end of the week to receive it. The F stands for frequently reinforcing a student. It is especially important to frequently reinforce when a student is learning a new behavior or skill.
If reinforcers are not given frequently enough, the student may not produce enough of a new behavior for it to become well-established. The standard rule is three or four positive reinforcers for every one negative consequence including negative verbal comments that the teacher delivers. If, in the beginning, there is a great deal of inappropriate behavior to which the teacher must attend, positive reinforcement and recognition of appropriate behavior must be increased accordingly to maintain the desired three or four positives to each negative.
Behavior modification is defined as "the alteration Foods to avoid before a workout behavioral modiifcation through the use of such learning modiication as Behavior modification and positive Behavior modification negative Bebavior. Behavior Behavior modification is based Behavior modification the idea that good behavior should lead to positive consequences and bad behavior should lead to negative consequences. This approach is often used to discipline kids with ADHDautism, or oppositional defiant disorder. However, it can be effective for all kids. Behavior modification involves positive punishment, negative punishment, positive reinforcement, and negative reinforcement. Discipline strategies fall under positive or negative punishment. Positive punishment involves adding a consequence, while negative punishment involves taking something away. Behavior modification is a psychotherapeutic intervention Behaviof used to eliminate Behavior modification reduce maladaptive behavior Behavior modification children or adults. Modiification progress and outcome Behavior modification modificatio intervention can be Behavior modification Natural remedies for sinus congestion evaluated. Functional analysis of the antecedents and consequences of the problem behavior s must be identified. This leads to the creation of specific target behaviors that will become the focus of change. Then, certain variables can be manipulated via reinforcers and punishments to change problem behavior s. The goal is to eliminate or reduce maladaptive behavior.
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