Behavior Modification: What It Is and How to Do It

by Martin, Garry L.; Pear, Joseph

• ISBN13: 9780130995841
• ISBN10: 0130995843
• Edition: 7th
• Format: Paperback
• Copyright: 2003-01-01
• Publisher: Taylor & Francis

Summary

This easy-to-use handbook is ideal for practitioners concerned with overcoming behavioral deficits and excesses in a wide variety of populations and settings. Written in a reader-friendly style that assumes no prior knowledge of behavior modification or psychology, it provides a comprehensive, practical presentation of both the elementary principles of behavior modification and step-by-step "how-to" guidelines for their application. Includes real-life cases and examples throughout.Getting A Behavior To Occur More Often With Positive Reinforcement. Developing And Maintaining Behavior With Conditioned Reinforcement. Decreasing A Behavior With Extinction. Developing Behavioral Persistence Through The Use Of Intermittent Reinforcement. Types Of Intermittent Reinforcement To Decrease Behavior. Doing The Right Thing At The Right Time And Place: Stimulus Discrimination And Stimulus Generalization. Developing Appropriate Behavior With Fading. Getting A New Behavior To Occur: An Application Of Shaping. Getting A New Behavior To Occur With Behavioral Chaining. Eliminating Inappropriate Behavior Through Punishment. Establishing A Desirable Behavior By Using Escape And Avoidance Conditioning. Procedures Based On Principles Of Respondent Conditioning. Respondent And Operant Conditioning Together. Transferring Behavior To New Settings And Making It Last: Generality Of Behavior Change. Capitalizing On Existing Stimulus Control: Rules And Goals, Modeling, Guidance, And Situational Inducement. Behavioral Assessment: Initial Considerations. Direct Behavioral Assessment: What To Record And How. Functional Assessment Of The Causes Of Problem Behavior. Planning, Applying, And Evaluating A Treatment Program. Token Economies. Helping An Individual To Develop Self-Control. Systematic Self-Desensitization. Cognitive Behavior Modification. Areas Of Clinical Behavior Therapy. Ethical Issues.For practitioners of various helping professions who are concerned directly with enhancing various forms of behavioral development (e.g., education, counseling, clinical psychology, medicine, nursing, psychiatry, psychiatric nursing, social work, speech therapy, sport psychology, physiotherapy, and occupational therapy).

Table of Contents

Preface	xv
Changes in the Seventh Edition	xvii
Instructor's Resource Manual with Tests and Practica	xviii
Acknowledgments	xviii
To the Student	xix
PART I THE BEHAVIOR MODIFICATION APPROACH
Introduction	1	(13)
What is Behavior?	3	(3)
What is Behavior Modification?	6	(1)
What is Behavioral Assessment?	7	(1)
Some Misconceptions about Behavior Modification	8	(1)
The Approach of This Book	8	(3)
Study Questions	11	(1)
Application Exercises	12	(1)
Notes and Extended Discussion	12	(2)
Areas of Application: An Overview	14	(14)
Parenting and Child Management	14	(1)
Education: From Preschool to University	15	(2)
Severe Problems: Developmental Disabilities, Childhood Autism, and Schizophrenia	17	(2)
Clinical Behavior Therapy	19	(1)
Self-Management of Personal Problems	19	(1)
Medical and Health Care	20	(2)
Gerontology	22	(1)
Behavioral Community Psychology	22	(1)
Business, Industry, and Government	23	(1)
Sport Psychology	24	(1)
Behavior Modification with Culturally Diverse Individuals	25	(1)
Conclusion	25	(1)
Study Questions	26	(1)
Notes and Extended Discussion	26	(2)
PART II BASIC BEHAVIORAL PRINCIPLES AND PROCEDURES
Getting a Behavior to Occur More Often With Positive Reinforcement	28	(21)
``Do you want to sit here, Mommy?''
Reinforcing Darren's Cooperative Behavior	28	(1)
Positive Reinforcement	29	(2)
Factors Influencing the Effectiveness of Positive Reinforcement	31	(12)
Pitfalls of Positive Reinforcement	43	(1)
Guidelines for the Effective Application of Positive Reinforcement	43	(2)
Study Questions	45	(2)
Application Exercises	47	(1)
Notes and Extended Discussion	47	(2)
Developing and Maintaining Behavior With Conditioned Reinforcement	49	(24)
``OK, team! Here's how you can earn an Eagle Effort Award.''
Coach Dawson's Point Program	49	(1)
Unconditioned and Conditioned Reinforcers	50	(1)
Factors Influencing the Effectiveness of Conditioned Reinforcement	51	(2)
Pitfalls of Conditioned Reinforcement	53	(1)
Guidelines for the Effectiveness Use of Conditioned Reinforcement	54	(1)
Study Questions	54	(1)
Application Exercises	55	(1)
Notes and Extended Discussion	55	(3)
Decreasing a Behavior with Extinction
``Louise, let's get rid of your migraines.''	58	(1)
Louise's Case	58	(1)
Extinction	59	(2)
Factors Influencing the Effectiveness of Extinction	61	(5)
Pitfalls of Extinction	66	(2)
Guidelines for the Effective Application of Extinction	68	(1)
Study Questions	69	(1)
Application Exercises	70	(1)
Notes and Extended Discussion	70	(3)
Developing Behavioral Persistence Through the use of Intermittent Reinforcement	73	(16)
``Tom, let's see how many arithmetic problems you can do.''
Improving Toni s Work Rate in Math Class	73	(1)
Some Definitions	74	(1)
Ratio Schedules	75	(1)
Simple Interval Schedules	76	(2)
Interval Schedules with Limited Hold	78	(2)
Duration Schedules	80	(2)
Overview of Eight Basic Schedules for Increasing and Maintaining Behavior	82	(1)
Concurrent Schedules of Reinforcement	82	(2)
Pitfalls of Intermittent Reinforcement	84	(1)
Guidelines for the Effective Use of Intermittent Reinforcement	84	(1)
Study Questions	85	(1)
Application Exercises	86	(1)
Notes and Extended Discussion	87	(2)
Types of Intermittent Reinforcement to Decrease Behavior	89	(8)
``Tommy, a little less talking out, please!''
Decreasing Tommy's Talking Out	89	(1)
Differential Reinforcement of Low Rates	90	(1)
Differential Reinforcement of Zero Responding	91	(1)
Differential Reinforcement of Incompatible Responding	92	(1)
Pitfalls of Schedules for Decreasing Behavior	93	(1)
Guidelines for the Effective Use of Intermittent Schedules to Decrease Behavior	94	(1)
Study Questions	95	(1)
Application Exercises	95	(1)
Note and Extended Discussion	96	(1)
Doing the Right Thing at the Right Time and Place: Stimulus Discrimination and Stimulus Generalization	97	(16)
``Now, children, please work at your desks.''
Learning to Follow Teacher's Instructions	97	(1)
Stimulus Discrimination Learning and Stimulus Control	98	(2)
Types of Controlling Stimuli: SDs and Ss	100	(2)
Stimulus Generalization	102	(3)
Factors Determining the Effectiveness of Stimulus Discrimination Training	105	(2)
Pitfalls of Stimulus Discrimination Training	107	(1)
Guidelines for Effective Stimulus Discrimination Training	108	(1)
Study Questions	109	(1)
Application Exercises	110	(1)
Notes and Extended Discussion	110	(3)
Developing Appropriate Behavior with Fading	113	(9)
``Peter, what's your name?''
Teaching Peter His Name	113	(1)
Fading	114	(2)
Factors Influencing the Effectiveness of Fading	116	(2)
Pitfalls of Fading	118	(1)
Guidelines for the Effective Application of Fading	119	(1)
Study Questions	119	(1)
Application Exercises	120	(1)
Notes and Extended Discussion	121	(1)
Getting a New Behavior to Occur: An Application of Shaping	122	(12)
``Frank, did you do your jogging?''
Improving Frank's Exercising	122	(1)
Shaping	123	(3)
Factors Influencing the Effectiveness of Shaping	126	(2)
Pitfalls of Shaping	128	(2)
Guidelines for the Effective Application of Shaping	130	(1)
Study Questions	131	(1)
Application Exercises	132	(1)
Notes and Extended Discussion	132	(2)
Getting a New Sequence of Behaviors to Occur With Behavioral Chaining	134	(13)
``Steve, your preputt routine is inconsistent.''
Teaching Steve to Follow a Consistent Preputt Routine	134	(1)
Stimulus-Response Chaining	135	(1)
Methods for Teaching a Behavior Chain	136	(3)
Chaining Compared with Fading and Shaping	139	(1)
Factors Influencing the Effectiveness of Chaining	139	(4)
Pitfalls of Chaining	143	(1)
Guidelines for the Effective Use of Chaining	144	(1)
Study Questions	144	(1)
Application Exercises	145	(1)
Note and Extended Discussion	145	(2)
Eliminating Inappropriate Behavior Through Punishment	147	(15)
``Ben, don't be so aggressive.''
Eliminating Ben's Aggressiveness	147	(1)
The Principle of Punishment	148	(1)
Types of Punishers	149	(2)
Factors Influencing the Effectiveness of Punishment	151	(3)
Should Punishment Be Used?	154	(3)
Pitfalls of Punishment	157	(1)
Guidelines for the Effective Application of Punishment Procedures	158	(1)
Study Questions	159	(1)
Application Exercises	160	(1)
Notes and Extended Discussion	160	(2)
Establishing a Desirable Behavior by Using Escape and Avoidance Conditioning	162	(9)
``Jason, that's bad for your health!''
Curing Jason's Slouching	162	(1)
Escape Conditioning	163	(2)
Avoidance Conditioning	165	(2)
Pitfalls of Escape and Avoidance	167	(1)
Guidelines for the Effective Application of Escape and Avoidance	168	(1)
Study Questions	169	(1)
Application Exercises	170	(1)
Note and Extended Discussion	170	(1)
Procedures Based on Principles of Respondent Conditioning	171	(14)
``I hate that word!''
Making Words ``Unpleasant''	171	(1)
Operant Versus Respondent Behavior	172	(1)
Principle of Respondent Conditioning	172	(3)
Higher Order Conditioning	175	(1)
Respondent Extinction	176	(1)
Counterconditioning	177	(1)
Common Respondently Conditioned Responses	177	(2)
Respondent and Operant Conditioning Compared	179	(1)
Applications of Respondent Conditioning Principles	179	(3)
Study Questions	182	(1)
Application Exercises	183	(1)
Notes and Extended Discussion	183	(2)
Respondent and Operant Conditioning Together	185	(12)
``I have to finish my term paper!''
Responding to Meet Deadlines	185	(1)
Operant-Respondent Interactions	185	(2)
Respondent and Operant Components of Emotions	187	(5)
Respondent and Operant Components of Thinking	192	(1)
Private Thoughts and Feelings; More Respondent-Operant Interactions	193	(1)
Study Questions	194	(1)
Application Exercises	195	(1)
Note and Extended Discussion	195	(2)
Transferring Behavior to New Settings and Making it Last: Generality of Behaviorial Change	197	(13)
``Hi, there. I have a nice surprise for you in my car.''
Teaching Stan to Protect Himself	197	(1)
Generality	198	(2)
Factors Influencing the Effectiveness of Programming Generality of Operant Behavior	200	(4)
Programming Generality of Respondent Behavior	204	(1)
Pitfalls of Generality	205	(2)
Guidelines for Programming Generality of Operant Behavior	207	(1)
Study Questions	207	(1)
Application Exercises	208	(1)
Notes and Extended Discussion	209	(1)
PART III SOME PRELIMINARY CONSIDERATIONS TO EFFECTIVE PROGRAMMING STRATEGIES
Capitalizing on Existing Stimulus Control: Rules and Goals	210	(14)
Rules	211	(6)
Goals	217	(4)
Study Questions	221	(1)
Application Exercises	222	(1)
Note and Extended Discussion	223	(1)
Capitalizing on Existing Stimulus Control: Modeling, Guidance, and Situational Inducement	224	(27)
Modeling	224	(3)
Physical Guidance	227	(2)
Situational Inducement	229	(5)
Study Questions	234	(1)
Application Exercises	235	(1)
Note and Extended Discussion	236	(1)
PART IV DEALING WITH DATA
Behavioral Assessment: Initial Considerations
Minimal Phases of a Program	237	(3)
Sources of Information for Baseline Assessment	240	(4)
Data! Data! Data! Why Bother?	244	(3)
Behavioral Assessment Compared to Traditional Assessment	247	(2)
Study Questions	249	(1)
Note and Extended Discussion	249	(2)
Direct Behavioral Assessment: What to Record and How	251	(17)
Characteristics of Behavior to Be Recorded	251	(10)
Continuous Recording, Interval Recording, and Time-Sampling Recording	261	(2)
Assessing the Accuracy of Observations	263	(2)
Study Questions	265	(1)
Application Exercises	266	(1)
Notes and Extended Discussion	266	(2)
Functional Assessment of the Causes of Problem Behavior	268	(13)
Approaches to Functional Assessment	268	(3)
Major Causes of Problem Behaviors	271	(6)
Medical Causes of Problem Behaviors	277	(1)
Guidelines for Conducting a Functional Assessment	278	(1)
Study Questions	279	(1)
Application Exercises	280	(1)
Note and Extended Discussion	280	(1)
Doing Research in Behavior Modification	281	(14)
The Reversal-Replication (ABAB) Research Design	282	(3)
Multiple-Baseline Designs	285	(3)
The Changing-Criterion Design	288	(1)
Alternating-Treatments (or Multi-Element) Design	288	(2)
Data Analysis and Interpretation	290	(2)
Study Questions	292	(1)
Application Exercises	293	(1)
Notes and Extended Discussion	294	(1)
PART V PUTTING IT ALL TOGETHER
Planning, Applying, and Evaluating A Treatment Program	295	(11)
A Problem Has Been Referred: Should You Design a Program?	295	(2)
Selecting and Implementing an Assessment Procedure	297	(2)
Strategies of Program Design and Implementation	299	(3)
Program Maintenance and Evaluation	302	(1)
Study Questions	303	(1)
Application Exercise	304	(1)
Notes and Extended Discussion	304	(2)
Token Economies	306	(12)
Initial Steps in Setting Up a Token Economy	307	(4)
Specific Implementation Procedures	311	(1)
Preparing a Manual	312	(1)
Programming Generality to the Natural Environment	313	(1)
Ethical Considerations	314	(1)
A Summary of Considerations in Designing a Token Economy	314	(1)
Study Questions	315	(1)
Application Exercises	316	(1)
Notes and Extended Discussion	316	(2)
Helping an Individual to Develop Self-Control	318	(21)
Causes of Self-Control Problems	319	(2)
A Model for Self-Control	321	(1)
Steps in a Self-Control Program	322	(13)
Circumventing the Therapist	335	(1)
Study Questions	336	(1)
Application Exercises	337	(1)
Notes and Extended Discussion	337	(2)
Systematic Self-Desensitization	339	(15)
Behavioral Treatments of Simple Phobias	340	(2)
Systematic Self-Desensitization	342	(10)
When to Seek Professional Assistance	352	(1)
Study Questions	352	(1)
Application Exercise	353	(1)
Notes and Extended Discussion	353	(1)
Cognitive Behavior Modification	354	(18)
``Thinking,'' ``Feeling,'' and Private Behavior	354	(1)
Carol's Case	355	(2)
Some Cognitive Behavioral Procedures	357	(6)
Evaluation of ``Cognitive'' Techniques	363	(3)
A Behavioral Interpretation of Cognitive Behavior Techniques	366	(2)
Concluding Comments	368	(1)
Study Questions	369	(1)
Application Exercise	370	(1)
Note and Extended Discussion	370	(2)
Areas of Clinical Behavior Therapy	372	(12)
Anxiety Disorders: Focus on Agoraphobia	372	(1)
Obsessive-Compulsive Disorder	373	(1)
Failure to Cope with Stress	374	(1)
Depression	375	(2)
Alcohol Problems	377	(1)
Obesity	378	(1)
Marital Distress	379	(1)
Sexual Dysfunction: Focus on Low Sexual Desire	380	(1)
Habit Disorders: Nervous Habits, Muscle Tics, and Stuttering	381	(1)
Study Questions	382	(1)
Note and Extended Discussion	382	(2)
PART VI A HISTORICAL PERSPECTIVE AND ETHICAL ISSUES
Giving all Some Perspective: A Brief History	384	(12)
The Operant-Conditioning Orientation: Applied Behavior Analysis	384	(4)
The Respondent-Conditioning (and Hullian and Wolpean) Orientation	388	(2)
Mixtures and Offshoots of the Two Major Orientations	390	(1)
The Terms Behavior Therapy, Behavior Modification, and Applied Behavior Analysis	391	(2)
The Future of Behavior Modification	393	(1)
Study Questions	393	(1)
Notes and Extended Discussion	394	(2)
Ethical Issues	396	(13)
A Behavioral View of Ethics	397	(1)
Arguments Against Deliberately Controlling Behavior	398	(2)
Ethical Guidelines	400	(6)
Conclusions	406	(1)
Study Questions	406	(1)
Notes and Extended Discussion	407	(2)
Glossary	409	(10)
References	419	(34)
Author Index	453	(9)
Subject Index	462