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Garry Martin, a native Manitoban, attended Colorado College on a hockey scholarship, where he received the BA degree. He then attended Arizona State University for the MA and PhD degrees. Garry returned to Manitoba in 1966 and taught in the Department of Psychology at the University of Manitoba until his retirement at the end of 2008. He is currently a Distinguished Professor Emeritus at the U of M, and he continues to supervise graduate students, teach part-time, and write and publish. He has co-authored or co-edited 8 books and over 150 journal articles on various areas in behavioral psychology. His book, Behavior Modification: What It Is and How to Do It, with Dr. Joseph Pear, first published in 1978, is used as a primary text at many universities in 14 countries and various editions have been translated into Spanish, Italian, Portuguese, Chinese, and Korean. His research on behavioral training technologies for improving the quality of life of people with developmental disabilities and children with autism has been supported continuously by the Medical Research Council of Canada, and now the Canadian Institutes of Health Research for the past 32 years. He has been an invited speaker at numerous national and international conferences around the world. He has supervised 38 Masters theses, and 32 PhD theses at the University of Manitoba, and has received numerous honors and awards, including induction into the Royal Society of Canada. At the 2010 Annual Convention of the Canadian Psychological Association, Garry received the CPA Education and Training Award, the most prestigious education and training award the discipline confers in Canada.
Dr. Joseph J. Pear, Professor of Psychology at the University of Manitoba, received the B.S. degree from the University of Maryland and the M.A. and Ph.D. degrees from The Ohio State University. A fellow of Division 6 (Behavioral Neuroscience and Comparative Psychology) and Division 25 (Behavior Analysis) of the American Psychological Association, Dr. Pear has done both basic and applied research. His early applied work was with children with developmental disabilities at the St. Amant Centre, where he founded the Behaviour Modification Unit (now the Psychology Department) in the early 1970s. More recently, he developed Computer-Aided Personal System of Instruction (CAPSI), an instructional program based on the Keller Plan. CAPSI is an award winning program that is being used to teach a number of courses at University of Manitoba and at several other universities in Canada and the United States. It is also a research tool that Dr. Pear and his graduate students use to research the teaching and learning dimensions of university education. Dr. Pear has also done basic research with pigeons and fish using a tracking system that he developed. In addition to Behavior Modification: What It Is and How to Do It with Dr. Garry Martin, Dr. Pear has written two other books: The Science of Learning and A Historical and Contemporary Look at Psychological Systems. He has also written numerous research articles and two encyclopedia articles: “Psychological Systems” in The Corsini Encyclopedia of Psychology (Fourth Edition) and “Physiological Homeostasis and Learning” in Encyclopedia of the Sciences of Learning. He has received awards for Outstanding Contribution to Behaviour Analysis in Manitoba and for Innovative Excellence in Teaching, Learning, and Technology. He also received the Fred S. Keller Behavioral Education Award for Distinguished Contributions to Education.
PREFACE
PART I THE BEHAVIOR MODIFICATION APPROACH
1 Introduction
2 Areas of Application: An Overview
PART II BASIC BEHAVIORAL PRINCIPLES AND PROCEDURES
3 Getting a Behavior to Occur More Often with Positive Reinforcement
4 Developing and Maintaining Behavior with Conditioned Reinforcement
5 Decreasing a Behavior with Extinction
6 Developing Behavioral Persistence Through the Use of Intermittent
Reinforcement
7 Intermittent Reinforcement to Decrease Behavior
8 Doing the Right Thing at the Right Time and Place: Stimulus Discrimination and
Stimulus Generalization
9 Changing the Control of a Behavior with Fading
10 Getting a New Behavior to Occur with Shaping
11 Getting a New Sequence of Behaviors to Occur with Behavioral Chaining
12 Eliminating Inappropriate Behavior Through Punishment
13 Establishing Behavior by Escape and Avoidance Conditioning
14 Procedures Based on Principles of Respondent Conditioning
15 Respondent and Operant Conditioning Together
16 Transferring Behavior to New Settings and Making It Last: Generality of
Behavior Change
PART III CAPITALIZING ON ANTECEDENT CONTROL PROCEDURES
17 Antecedent Control: Rules and Goals
18 Antecedent Control: Modeling, Guidance, and Situational Inducement
19 Antecedent Control: Motivation
PART IV DEALING WITH DATA
20 Behavioral Assessment: Initial Considerations
21 Direct Behavioral Assessment: What to Record and How
22 Doing Research in Behavior Modification
PART V PUTTING IT ALL TOGETHER TO DEVELOP EFFECTIVE BEHAVIORAL PROGRAMS
23 Functional Assessment of the Causes of Problem Behavior
24 Planning, Applying, and Evaluating a Behavioral Program
25 Token Economies
26 Helping an Individual to Develop Self-Control
27 Cognitive Behavior Therapy, Self-Directed Coping Methods, and ACT.
28 Areas of Clinical Behavior Therapy
PART VI A HISTORICAL PERSPECTIVE AND ETHICAL ISSUES
29 Giving It All Some Perspective: A Brief History
30 Ethical Issues
GLOSSARY
REFERENCES
AUTHOR INDEX
SUBJECT INDEX
____________________________________________________
Table of Contents
PREFACE
Changes in the Eighth Edition
Instructors Resource Manual with Tests and Practica
Acknowledgments
To the Student
PART I THE BEHAVIOR MODIFICATION APPROACH
1 INTRODUCTION
What Is Behavior?
Summary Labels for Behavior
What Is Behavior Modification?
What Is Behavioral Assessment?
Behavior Modification and Applied Behavior Analysis
Behavior Modification, Behavior Therapy, & Cognitive Behavior Therapy
Some Misconceptions About Behavior Modification
The Approach of This Book
Application Exercises
Notes and Extended Discussion
2 AREAS OF APPLICATION: AN OVERVIEW
Parenting and Child Management
Education: From Preschool to University
Developmental Disabilities
Schizophrenia
Behavior Therapy: Behavior Modification in Clinical Settings
Self-Management of Personal Problems
Medical and Health Care
Gerontology
Community Behavioral Analysis
Business, Industry, and Government
Sport Psychology
Behavior Modification with Diverse Populations
Conclusion
Notes and Extended Discussion
PART II BASIC BEHAVIORAL PRINCIPLES AND PROCEDURES
3 GETTING A BEHAVIOR TO OCCUR MORE OFTEN WITH POSITIVE REINFORCEMENT
“Do you want to sit here, Mommy?”
Reinforcing Darren’s Cooperative Behavior
Positive Reinforcement
Factors Influencing the Effectiveness of Positive Reinforcement
Pitfalls of Positive Reinforcement
Guidelines for the Effective Application of Positive Reinforcement
Application Exercises
Notes and Extended Discussion
4 DEVELOPING AND MAINTAINING BEHAVIOR WITH CONDITIONED REINFORCEMENT
“Don’t be so rude! Be nice!”
Erin’s Points Program
Unconditioned and Conditioned Reinforcers
Factors Influencing the Effectiveness of Conditioned Reinforcement
Pitfalls of Conditioned Reinforcement
Guidelines for the Effective Use of Conditioned Reinforcement
Application Exercises
Notes and Extended Discussion
5 DECREASING A BEHAVIOR WITH EXTINCTION
“Louise, let’s get rid of your migraines.”
Louise’s Case
Extinction
Factors Influencing the Effectiveness of Extinction
Pitfalls of Extinction
Guidelines for the Effective Application of Extinction
Application Exercises
Notes and Extended Discussion
6 DEVELOPING BEHAVIORAL PERSISTENCE THROUGH THE USE OF INTERMITTENT REINFORCEMENT
“Jan, let’s see how many arithmetic problems you can do.”
Improving Jan’s Work Rate in Math Class
Some Definitions
Ratio Schedules
Simple Interval Schedules
Interval Schedules with Limited Hold
Duration Schedules
Overview of Eight Basic Schedules for Increasing and Maintaining Behavior
Concurrent Schedules of Reinforcement
Pitfalls of Intermittent Reinforcement
Guidelines for the Effective Use of Intermittent Reinforcement
Application Exercises
Notes and Extended Discussion
7 INTERMITTENT REINFORCEMENT TO DECREASE BEHAVIOR
“Tommy, a little less talking out, please!”
Decreasing Tommy’s Talking Out
The Schedules in This Chapter
Differential Reinforcement of Low Rates
Differential Reinforcement of Zero Responding
Differential Reinforcement of Incompatible Responding
Differential Reinforcement of Alternative Behavior
Pitfalls of Schedules for Decreasing Behavior
Guidelines for the Effective Use of Intermittent Schedules to Decrease Behavior
Application Exercises
Note and Extended Discussion
8 DOING THE RIGHT THING AT THE RIGHT TIME AND PLACE: STIMULUS DISCRIMINATION AND STIMULUS GENERALIZATION
“Now, children, please work at your desks.”
Learning to Follow Teacher’s Instructions
Learning to Respond at the Right Time and Place
Types of Controlling Stimuli: SDs and SΔs
Stimulus Discrimination
Stimulus Generalization
Factors Determining the Effectiveness of Stimulus Discrimination Training
Pitfalls of Stimulus Discrimination Training
Guidelines for Effective Stimulus Discrimination Training
Application Exercises
Notes and Extended Discussion
9 CHANGING THE CONTROL OF A BEHAVIOR WITH FADING
“Peter, what’s your name?”
Teaching Peter His Name
Fading
Dimensions of Stimuli for Fading
Factors Influencing the Effectiveness of Fading
Pitfalls of Fading
Guidelines for the Effective Application of Fading
Application Exercises
Notes and Extended Discussion
10 GETTING A NEW BEHAVIOR TO OCCUR WITH SHAPING
“Frank, did you do your jogging?”
Improving Frank’s Exercising
Shaping
Factors Influencing the Effectiveness of Shaping
Pitfalls of Shaping
Guidelines for the Effective Application of Shaping
Application Exercises
Notes and Extended Discussion
11 GETTING A NEW SEQUENCE OF BEHAVIORS TO OCCUR WITH BEHAVIORAL CHAINING
“Steve, your preputt routine is inconsistent.”
Teaching Steve to Follow a Consistent Preputt Routine
Behavioral Chaining
Methods for Teaching a Behavioral Chain
Chaining Compared with Fading and Shaping
Factors Influencing the Effectiveness of Behavioral Chaining
Pitfalls of Behavioral Chaining
Guidelines for the Effective Use of Behavioral Chaining
Application Exercises
Note and Extended Discussion
12 ELIMINATING INAPPROPRIATE BEHAVIOR THROUGH PUNISHMENT
“Ben, don’t be so aggressive.”
Eliminating Ben’s Aggressiveness
The Principle of Punishment
Types of Punishers
Factors Influencing the Effectiveness of Punishment
Some Examples of Therapeutic Punishment
Potential Harmful Side Effects of Punishment
Should Punishment Be Deliberately Used?
Pitfalls of Punishment
Guidelines for the Effective Application of Punishment
Application Exercises
Notes and Extended Discussion
13 ESTABLISHING BEHAVIOR BY ESCAPE AND AVOIDANCE CONDITIONING
“Jason, that’s bad for your health!”
Curing Jason’s Slouching
Escape Conditioning
Avoidance Conditioning
Pitfalls of Escape and Avoidance Conditioning
Guidelines for the Effective Application of Escape and Avoidance Conditioning
Application Exercises
Note and Extended Discussion
14 PROCEDURES BASED ON PRINCIPLES OF RESPONDENT
CONDITIONING
“I hate that word!”
Making Words Unpleasant
Operant Versus Respondent Behavior
Principle of Respondent Conditioning
Higher-Order Conditioning
Respondent Extinction
Counterconditioning
Common Respondently Conditioned Responses
Respondent and Operant Conditioning Compared
Applications of Respondent Conditioning
Application Exercises
Notes and Extended Discussion
15 RESPONDENT AND OPERANT CONDITIONING TOGETHER
“I have to finish my term paper!”
Responding to Meet Deadlines
Operant–Respondent Interactions
Respondent and Operant Components of Emotions
Respondent and Operant Components of Thinking
Private Thoughts and Feelings: More Respondent–Operant Interactions
Application Exercises
Note and Extended Discussion
16 TRANSFERRING BEHAVIOR TO NEW SETTINGS AND MAKING IT LAST: GENERALITY OF BEHAVIOR CHANGE
“Hi, there. I have a nice surprise for you in my car.”
Teaching Stan to Protect Himself
Generality
Factors Influencing the Effectiveness of Programming Generality of Operant Behavior
Programming Generality of Respondent Behavior
Pitfalls of Generality
Guidelines for Programming Generality of Operant Behavior
Application Exercises
Notes and Extended Discussion
PART III CAPITALIZING ON ANTECEDENT CONTROL PROCEDURES
17 ANTECEDENT CONTROL: RULES AND GOALS
“What if I don’t skate well?”
Helping Susan to Skate Well
Antecedent Control
Rules
Goals
Application Exercises
Note and Extended Discussion
18 ANTECEDENT CONTROL: MODELING, GUIDANCE, AND SITUATIONAL INDUCEMENT
“James, feel the soles of your feet.”
A Mindfulness-Based Intervention for Aggression
Capitalizing on Existing Stimulus Control
Modeling
Physical Guidance
Situational Inducement
Study Questions
Application Exercises
Note and Extended Discussion
19 ANTECEDENT CONTROL: MOTIVATION
“Ok, team! Here’s how you can earn an Eagle Effort Award.”
Coach Dawson’s Motivation Program
A Traditional View of Motivation
A Behavioral View of Motivation
Some Applications of Motivating Operations
Motivating Operations and Behavior Modification
Application Exercise
Notes and Extended Discussion
PART IV DEALING WITH DATA
20 BEHAVIORAL ASSESSMENT: INITIAL CONSIDERATIONS
Minimal Phases of a Program
Sources of Information for Preprogram Assessment
Data! Data! Data! Why Bother?
Behavioral Assessment Compared to Traditional Assessment
Note and Extended Discussion
21 DIRECT BEHAVIORAL ASSESSMENT: WHAT TO RECORD AND HOW
Characteristics of Behavior to Be Recorded
Strategies for Recording Behavior
Assessing the Accuracy of Observations
Application Exercises
Notes and Extended Discussion
22 DOING RESEARCH IN BEHAVIOR MODIFICATION
The Reversal-Replication (ABAB) Research Design
Multiple-Baseline Designs
The Changing-Criterion Design
Alternating-Treatments (or Multielement) Design
Data Analysis and Interpretation
Application Exercises
Notes and Extended Discussion
PART V PUTTING IT ALL TOGETHER TO DEVELOP EFFECTIVE BEHAVIORAL PROGRAMS
23 FUNCTIONAL ASSESSMENT OF THE CAUSES OF PROBLEM BEHAVIOR
Functional Assessment Procedures
Major Causes of Problem Behaviors
Medical Causes of Problem Behaviors
Guidelines for Conducting a Functional Assessment
Application Exercises
Note and Extended Discussion
24 PLANNING, APPLYING, AND EVALUATING A BEHAVIORAL PROGRAM
A Problem Has Been Referred: Should You Design a Program?
Selecting and Implementing an Assessment Procedure
Strategies of Program Design and Implementation
Program Maintenance and Evaluation
Application Exercise
Notes and Extended Discussion
25 TOKEN ECONOMIES
Initial Steps in Setting Up a Token Economy
Specific Implementation Procedures
Preparing a Manual
Programming Generality to the Natural Environment
Ethical Considerations
A Summary of Considerations in Designing a Token Economy
Application Exercises
Notes and Extended Discussion
26 HELPING AN INDIVIDUAL TO DEVELOP SELF-CONTROL
Causes of Self-Control Problems
A Model for Self-Control
Steps in a Self-Control Program
Circumventing the Therapist
Application Exercises
Notes and Extended Discussion
27 COGNITIVE BEHAVIOR THERAPY, SELF-DIRECTED COPING METHODS, & ACT
Cognitive Restructuring Methods
Self-Directed Coping Methods
Mindfulness and Acceptance Strategies
A Behavioral Interpretation of Cognitive Restructuring, Self-Directed Coping Methods,
& ACT
Concluding Comments
Application Exercise
Notes and Extended Discussion
28 AREAS OF CLINICAL BEHAVIOR THERAPY
Specific Phobias
Other Anxiety Disorders
Depression
Alcohol Problems
Eating Disorders
Couple Distress
Sexual Dysfunction
Habit Disorders
Notes and Extended Discussion
PART VI A HISTORICAL PERSPECTIVE AND ETHICAL ISSUES
29 GIVING IT ALL SOME PERSPECTIVE: A BRIEF HISTORY
The Respondent-Conditioning (and Wolpean) Orientation
The Operant-Conditioning Orientation: Applied Behavior Analysis
Mixtures and Offshoots of the Two Major Orientations
The Terms Behavior Modification, Behavior Therapy, Cognitive Behavior Modification
& Applied Behavior Analysis
The Future of Behavior Modification
Notes and Extended Discussion
30 ETHICAL ISSUES
A Behavioral View of Ethics
Arguments Against Deliberately Controlling Behavior
Ethical Guidelines
Conclusions
Notes and Extended Discussion
GLOSSARY
REFERENCES
AUTHOR INDEX
SUBJECT INDEX
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