Behavior Modification 1
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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
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Behavior Modification 2
Situation
Behavior
Respons
Operant
Reaction
SD
R (O)
SR
Discriminating
Stimuli
Respons
Environmental
reaction on this
respons
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Behavior Modification 3
Reinforcement
Something
pleasant
Something
unpleasant
If proper timing
Reinforcement
works
We are concerned
about contingency
between S-R--S
Add
Remove
Positive
reinforcement
Positive
reduction
Negative
Reduction
Negative
reinforcement
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Behavior Modification 4
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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
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Behavior Modification 5
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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.
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Behavior Modification 6
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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.
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Behavior Modification 7
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Finding reinforcers:
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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.
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Behavior Modification 8
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Primary reinforcers:
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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?
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Behavior Modification 9
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Secondary or socially reinforcers:
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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
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Behavior Modification 10
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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
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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
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Behavior Modification 12
Punishment
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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
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Behavior Modification 13
Punishment
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”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
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Behavior Modification 14
Developing desirable behavior
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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 (Bernsteinespecially used with small children with ADHD)
Overcorrection – Azrin – used at enuresis
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Behavior Modification 15
Eliminate 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
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Behavior Modification 16
Token economy
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Advantages:
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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
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Behavior Modification 17
Token economy
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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
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Behavior Modification 18
Discuss
Advantages by using behavior
modification
 Disadvantages?
Behavior Modification 18
 Moral or ethical aspects?
 Is it appropriate or useful in your country
– in what kind of settings?
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