Behavior Modification 1 l l l Respondent behavior

Behavior Modification 1 l l l 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 TE Behavior modification Isp- uio

Behavior Modification 2 TE Behavior modification Isp- uio

Behavior Modification 3 TE Behavior modification Isp- uio

Behavior Modification 4 l l l 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 further programming TE Behavior modification Isp- uio

Behavior Modification 5 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. l We can also look for behavior that is incompatible with the behavior of concern as a target behavior. l Behavior modification claims to be a technique with a positive orientation. It can be used to increase as well as decrease behavior: l stop fighting-get along with peers / stop cursing - use other words a. s. o. l TE Behavior modification Isp- uio

Behavior Modification 6 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. l We can also look for behavior that is incompatible with the behavior of concern as a target behavior. l Behavior modification claims to be a technique with a positive orientation. It can be used to increase as well as decrease behavior: l stop fighting-get along with peers / stop cursing - use other words a. s. o. l TE Behavior modification Isp- uio

Behavior Modification 7 l Finding reinforcers: 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. l The trick is to know the student: l 1. Observe him , see what he chooses to do when he does not have to be doing something. l 2. Ask him, his friends or parent what his choice behavior are. l TE Behavior modification Isp- uio

Behavior Modification 8 l Primary reinforcers: build on biological based needs. Can seems primitive and unworthy, but can be effective - especially for mentally retarded. l Advantages: Fast, and relatively simple to administrate l Disadvantages: Easy to be “filled up”, economy, moral or ethical reactions? , reactions from others, self esteem? l TE Behavior modification Isp- uio

Behavior Modification 9 l Secondary or socially reinforcers: Attention (best+), praise , expression of joy etc. l Advantages: Natural, easy to administer but also to forget, free, be be used to all groups - also you and me l 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 l Is regarded as the most important reinforcer l TE Behavior modification Isp- uio

Behavior Modification 10 l l l l When to reinforce? Continuous reinforcement schedule: Every response is reinforced. Very demanding approach and vulnerable for extinction. Intermittent 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 TE Behavior modification Isp- uio

Behavior Modification 11 Punishment l Removing a positive or present a negative reinforcer l Some people think it is immoral in an educational context l Punishment can be physical – social or psychological TE Behavior modification Isp- uio

Behavior Modification 12 Punishment l l l 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 TE Behavior modification Isp- uio

Behavior Modification 13 Punishment l l l l ”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 TE Behavior modification Isp- uio

Behavior Modification 14 Developing desirable behavior l l l 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 TE Behavior modification Isp- uio

Behavior Modification 15 Eliminate undesirable behavior l Overlook minor faults and reinforce incompatible behavior l Extinction: Totally overlooking. No reinforcement what so ever – difficult to administer l Time out from reinforcement – sending out for a while l Saturation - So much reinforcement that it gives a paradoxical effect TE Behavior modification Isp- uio

Behavior Modification 16 Token economy l Advantages: l l l 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 TE Behavior modification Isp- uio

Behavior Modification 17 Token economy l l l l 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 TE Behavior modification Isp- uio

Behavior Modification 18 Discuss l Advantages by using behavior modification l Disadvantages? Behavior Modification 18 l Moral or ethical aspects? l Is it appropriate or useful in your country – in what kind of settings? TE Behavior modification Isp- uio