Behavior modification

Behavior modification is a treatment approach, based on the principles of operant conditioning (B.F. Skinner) that replaces undesirable behaviors with more desirable ones through positive or negative reinforcement.
It can be used with children with special needs and neurotypic children both.

1. BEHAVIOUR
MODIFICATION

2. INTRODUCTION
•Behaviormodificationisatreatmentapproach,basedonthe
principlesofoperantconditioning(B.F.Skinner)that
replacesundesirablebehaviorswithmoredesirableones
throughpositiveornegativereinforcement.Inbehavior
modificationtherearespecificsetoftreatmentand
techniquestogetadesirablebehavior.

3. STEPS OF BEHAVIOR
MODIFICATION
•Identification of critical behavior
•Measurement of behavior
•Identifying behavior consequences
•Develop and apply intervention strategy
•Evaluation performance

4. 3 Categories of Techniques
•Encouraging desirable behavior
•Decreasing undesirable behavior
•Developing a new behavior

5. Encouraging Desirable Behavior

6. REINFORCEMENT
•The process of encouraging or establishing a belief or
pattern of behavior. It helps us to increase or decrease a
desirable behavior.

7. Occurs after a behavior and
INCREASESthe chance that behavior
will be Repeated

8. TYPES OF REINFORCEMENT
Positive reinforcement
Negative reinforcement

9. Positive Reinforcement
Positive reinforcement means providing rewards for good
behavior. This can be in form of bonuses or extra benefits
but positive reinforcement can involve smaller and simpler
rewards.

10. •Adding a pleasant consequence
•Example: earn reward for cleaning.

11. Negative Reinforcement
•In negative reinforcement, a response or behavior is
strengthened by stopping, removing or avoiding a negative
outcome or aversive stimulus.

12. •Take away unpleasant consequence.
•Example: Your mom’s/dad’s nagging stops you when you
clean your room.

13. SCHEDULE OF
REINFORCEMENT

14. WHAT IS SCHEDULE OF
REINFORCEMENT?
•A continuousschedule of reinforcement(sometimes
abbreviated into CRF) occurs whenreinforcementis
delivered after every single target behaviour whereas an
intermittentschedule of reinforcement(INT)
meansreinforcementis delivered after some behaviours or
responses but never after each one.

16. THERE ARE FOUR SCHEDULES OF
PARTIAL REINFORCEMENT
•Fixed-ratioschedulesarethosewherearesponseisreinforced
onlyafteraspecifiednumberofresponses.Thisschedule
producesahigh,steadyrateofrespondingwithonlyabriefpause
afterthedeliveryofthereinforcer.Anexampleofafixed-ratio
schedulewouldbedeliveringafoodpellettoaratafteritpresses
abarfivetimes.
•Variable-ratioschedulesoccurwhenaresponseisreinforced
afteranunpredictablenumberofresponses.Thisschedulecreates
ahighsteadyrateofresponding.Gamblingandlotterygamesare
goodexamplesofarewardbasedonavariableratioschedule.In
alabsetting,thismightinvolvedeliveringfoodpelletstoarat
afteronebarpress,againafterfourbarpresses,andathirdpellet
aftertwobarpresses.

17. •Fixed-intervalschedulesarethosewherethefirstresponseis
rewardedonlyafteraspecifiedamountoftimehaselapsed.This
schedulecauseshighamountsofrespondingneartheendofthe
interval,butmuchslowerrespondingimmediatelyafterthe
deliveryofthereinforcer.Anexampleofthisinalabsetting
wouldbereinforcingaratwithalabpelletforthefirstbarpress
aftera30-secondintervalhaselapsed.
•Variable-intervalschedulesoccurwhenaresponseisrewarded
afteranunpredictableamountoftimehaspassed.Thisschedule
producesaslow,steadyrateofresponse.Anexampleofthis
wouldbedeliveringafoodpellettoa​ratafterthefirstbarpress
followingaone-minuteinterval,anotherpelletforthefirst
responsefollowingafive-minuteinterval,andathirdfoodpellet
forthefirstresponsefollowingathree-minuteinterval.

18. Sowhatexactlyisascheduleofreinforcementandhow
doesitworkintheconditioningprocess?
•Ascheduleofreinforcementisbasicallyarulestating
whichinstancesofabehaviourwillbereinforced.Insome
cases,abehaviourmightbereinforcedeverytimeitoccurs.

19. TOKEN
ECONOMY

20. Thetechniqueisanapplicationofskinner’sresearchonoperant
conditioning.
Usedinvarioussettings-home,schoolandwork
Tokensaregiventoindividualswhenanidentifiedappropriate
behaviorisshown.
Tokensareexchangedforrewards
Twobasisonwhichthetokencanbeexchanged
•Afteracertainnumberoftokenshavebeencollected
•Specifiedamountoftimehasbeenpassed.

21. •EXAMPLESOFTOKENS:
•Smile
•Star
•Chokerchips,etc.
•Examplesofrewards.
•Extrarecess
•Freetime
•Computertime
•Stationerymaterials
•Forexample:
•Whenachildcompleteshishomeworkontimetheteachergivesa
star.Afterhehascollected5starsorafteraperiodof1week,teacher
exchangesthetokenbygivingrewardofanystationeryitem.

22. WHEN IS IT USED
•Tokeneconomiesareusedasamethodofstrengthening
behaviour,orincreasingitsfrequency,becausethetokensarea
wayof“paying”childrenforcompletingtasksandthechildren
canthenusethesetokenstobuydesiredactivitiesoritems
(miltenberger,2008).

23. PRINCIPLESOFTOKENECONOMY
•Definethetargetbehavior.
•Specifythesetting
•Selecttokens
•Identifybackupreinforce
•Determineascheduleofreinforcement
•Establishtheexchangerate
•Establishaplaceandtimetoexchangetokens
•Keeprecords

24. •EXAMPLES OF TOKENS

25. •EXAMPLE :
Mrs. Weir uses token economy in her second grade class she uses poker chips
as the token she uses this technique to encourage students to read more
books and to starts reading immediately when they set down after lunch she
gives them one token after they have answered couple of questions. A
student who is very disruptive during or after lunch when reading they can
loose tokensonce a month, she opens her store, which contains the
following items and more.
•Extra recess cost 45 tokens
•Computer time cost 35 tokens
•Books vary between 10-35 tokens
•Toys vary between 10-45 tokens
•Snack foods, including candy cost 5-10 tokens
•Stickers, pens, pencils cost 1-5 tokens

26. Decreasing Undesirable Behavior

27. PUNISHMENT

28. WHAT IS PUNISHMENT?
•It'sbasicallyabehaviourandithasnothingtodowith
personality
•Punishmentisatechniqueusedtoweakenspecific
behaviour
•Therearetwotypesofpunishment
Positivepunishment
Negativepunishment

29. WHAT IS POSITIVE
PUNISHMENT?
•Itfocusesondecreasingtherateofanyspecificundesirable
behaviourforanindividual.
•Fore.G:ifthechildisbangingpenonthedeskin
counsellingsessionsothecounselloryellsatthechild.
Yellingofthecounsellorstopstheundesirablebehaviourof
thechild.

30. WHAT IS NEGATIVE
PUNISHMENT?
•Theremovalofthepresentstimulusthatleadstoadecreasein
specificbehaviour.
•Foreg:thechildwasrunningwithhisbottleinacounselling
room,andhewasnotlisteningtothecounsellor,sothe
counsellortookthatbottle.
•Takingofthebottlefromtheclientwhichwasmakinghimrun
leadstoremovalofthepresentstimulusthatleadstodecreasein
specificbehavior.

31. TIME OUT
•Timeoutisabehaviorchangetechniquewhichinvolves
eliminationofanundesiredbehaviorbyremovingthechild
fromthesituationinwhichheorsheisexhibitingthe
behaviorandplacingthechildinthenewenvironmentso
thatthereislittlestimulationsothatheorshecancalm
down.

32. TYPES OF TIME OUT
•EXCLUSIONARY TIME OUT
•NON-EXCLUSIONARY TIME OUT
•ISOLATION/SECLUSION TIME OUT

33. EXTINCTION
•Extinction involves the cessation of a behavior because it is
not reinforced. Extinction takes places when reinforces are
withdrawn or unavailable and people stop demonstrating a
behavior. Extinction is frequently applied or used by the
therapist.

34. •For e.G.: 1. Rather then allowing your 3 year old to come
into bed with us every night (which was reinforcing) we put
a gate up at her door so she couldn’t leave her room. After a
few days (extremely anguished crying) the behavior ceased
and she slept through the night in her own bed.

35. OVERCORRECTION

36. •Overcorrectionispunishment.Itistheapplicationofanegative
eventortheremovalofanegativeevent.Ithasbeenusedto
reducedisruptive,annoying,andself-injuriousbehaviors.
•Overcorrectionconsistsofrestitutionalovercorrectionand/or
positivepracticeovercorrection
•Restitutionisbasedonhavingthepersondowhatanormal
individualmightdotocorrectasituation.Knockingovera
person’sdrink.Buyingthemanewone.Restitutionhelpsthe
individualexperiencetheeffortneededtorestorethedamage
andmaycausethemnottorepeatthebehaviorbecauseofthe
inconvenienceofcorrectingorrectifyingthesituation.This
maycausethepersontorealizethattimeandeffortareneeded
tocorrectirresponsibleaction.

37. •Restitutionalovercorrectioniswerethepersoncorrectsthe
consequencesoftheirmisbehaviorbyrestoringthesituation
toanimprovedstatefrombeforetheevent.

38. •Positivepracticeovercorrectioniswheretheperson
practicesanactivitywiththeappropriatebehavior.Itrelies
onhavingthepersondowhatanormalindividualmightdo
toavoidthesituation.

39. OTHER INTERVENTIONS
RELATED TO
OVERCORRECTION
Negativepracticeistheoppositeofovercorrectionthe
individualisrequiredtoperformtheselflimitingbehavior
repeatedly.Studentwhocontinuallytapsherpencilduring
class.Duringrecesshavethestudentrepeatedlytaponher
deskwithherpencilwhilesaying,"thisiswhatIamnot
supposedto."Forfiveminutes.

40. RESPONSIVE COST

41. DEFINITION
•Responsecostisthetermusedforremovingreinforcement
foranundesirableordisruptivebehavior.Interms
ofappliedbehavioranalysis,itisaformof
negativepunishment.Byremovingsomething(apreferred
item,accesstoreinforcement)youdecreasethelikelihood
thatthetargetbehaviorwillappearagain.Itisoftenused
withatokeneconomyandisbestusedwhenastudent
understandstheimplications.

42. Response cost as part of a classroom
token economy
•Responsecostcanbepartofaclassroomtokeneconomy,
whentherearecertainbehaviorsthatcancostastudenta
token,apoint(orpoints)ormoney(afine,ifyouareusing
playmoney,"schoolbox"orwhatever.)

43. Cost response for students with
ADHD
•Theonepopulationforwhomcostresponseiseffectiveare
studentswithattentiondeficithyperactivitydisorder.Oftenthey
failatclassroomreinforcementschedulesbecausetheycan
neverquiteearnenoughpointstogettheprizeorthe
recognitionthatcomeswithearningpoints.Whenstudentsstart
withalltheirpoints,theywillworkhardtokeepthem.

44. PROS OF A RESPONSE COST
PROGRAM
•Whenyouhaverealclarityaboutthebehavioursforwhicha
studentcanlosepoints,tokensoraccesstoreinforcers,itis
likelythatyouwillseeverylittleofthosebehaviours.Atthe
sametime,youarereinforcingthedesiredbehaviour.
•Responsecostiseasytoadminister,
•Whenthestudenthasabehaviourthatpreventshisorherpeers
fromlearning,createsadangertohimselforothers(eloping,
climbingonfurniture)responsecostcanprovideaswift
punishmentwithoutactuallyapplyinganyaversive.

45. CONS OF A RESPONSE COST
PROGRAM
•Iftheratioofpositivereinforcementisnotatleast3to1,your
studentsmaynevergetoutofthehole.Itwillmerelybepunitive,
andneverreallytakehold.
•Ifresponsecostisnotconsistentlyappliedinanon-emotional
way,itwillbecomethesourceorrecriminationandbadblood
betweenstudentsandstafforstudentsandteacher.
•Ifitbuildsdependenceonpunishment,itwillbecounter-
productive.Reinforcingreplacementbehaviourisstillthemost
effectivewaytochangeundesirablebehaviour.

46. DO’S
•1.Onlyuseresponsecostsystemsaspartofanoverallpositive
reinforcementsystem.
•2.Givemorethanyoureceive

47. •3.Planoutaheadoftimethecostsanddefinethebehaviours
theyareusedfor
•4.Communicatehowitworkstothestudent
•5.Makethecostappropriateforthemisbehaviour

48. DON’T’S
•1. Wait to remove tokens
•2. Remove tokens in anger
•3. Give multiple warnings

49. •4.Allowthestudenttogointoanegativebalance
•5.Continueaplanthatisn’tworking

50. SYSTEMATIC
DESENSITIZATION

51. •Based on the principle of classical conditionening
•This therapy aims to remove the fear response of a phobia, and
substitute a relaxation response to the conditional stimulus gradually
using counter conditioning.
•Systematic desensitization is composed of three primary steps:
(1) training in deep muscle relaxation
(2) construction of anxiety hierarchies
(3) matching specific anxiety situations from the hierarchies
with relaxation training.
•The technique is based on the fact that it is impossible to be relaxed
and anxious at the same time. A major purpose of systematic
desensitization is to train the client to have an automatic relaxation
response when the previously feared object appears.

52. •Ahierarchymightinclude
•(1)lookingatanelevator
•(2)standinginanelevatorwiththedoorheldintheopen
position
•(3)goinguponeflightinanelevator
•(4)goingupfiveflightsmanelevator
•(5)goingup20flightsinanelevator
•(6)goingup50flightsinanelevator
•(7)goinguptothetopoftheempirestatebuilding.

53. IN VIVO DESENSITIZATION
•Theterminvivodesensitizationreferstoprocedurethat
takeplaceintheclient'sactualenvironment.Invivo
desensitizationisawidelyused,exposurebasedstrategyfor
thetreatmentofanxietyfearsandphobias.

54. TWO TYPES OF TREATMENT
1.Floodingtreatmen:infloodingtreatment,theclient
anxietyreachestoapeak,decreasestoaplateau,and
thendecreasessteadilyafter.
2.Exposuretreatment:exposuretreatmentcanbe
conductedinreallifesituation.Whichislabeledinvivo
exposure,oritcanbedonethroughimagination,whichis
calledimaginalexposure.

55. Developing A New Behavior

56. SHAPING
•Shapinginvolvessystematicallyre-enforcingcertain
behavioursinordertoreachaspecifiedendgoalbehaviour.
Shapingtakesplacewhenapersonactuallypracticesa
behaviour.Shapingisdefinedasbehaviourthatislearned
graduallystepsbystepsinordertogetsucceedinit.

57. •For example –a boy is afraid of swimming.
1 so first he will from home
2 he will wear swimming clothes
3 then he will stand near the pool
4 he will dip this one leg inside the pool
5 then he will dip his another leg
6 he will wear float
7 he will go inside with the float
8 he will walk with the float inside the swimming pool
9 then he will start swimming with the float
10 and then finally he will swim without float
so like after completing each step he will be rewarded with
something to the reach the end final behaviour.

58. CHAINING
•Chaining breaks a task into small steps and then teaches
each step within the sequence by itself. To teach a behavior
chain , a complex skills or sequence of behaviors is first
broken down into smaller units and once each and every
step is learned perfectly than they all have to attach in a cue
to form a specific chaining.

59. TYPESOFCHAINING.
•FORWARDCHAINING.
•BACKWARD CHAINING.
STEPS.
•STEPSFORFORWARDCHAINING.
•STEPSFORBACKWARDCHAINING.

60. MODELLING
Developing new behavior through observation and rehearing
a demonstrated behavior.

61. •The traditional learning theory, can be considered as a
common observation that persons learns not only by doing,
but also by observing behavior of models.
•The emotional as well as physical responses may be learned
through observation.
•The child acquired ability to imitated the response would be
perform then reward would be given.
•Acquire a new responses through observation and learning,
even if the person perform the behavior or not. The reward
and punishment might affect the observed response, but not
the acquisition of the responses.

62. •Stimulus properties of the model
•Type of behavior exemplified by the model
•Consequences of model’s behavior

63. •Traditionallearning
•Observationandresponses
•Abilitytoimitatedtheresponseandacquirenewresponse
throughobservation
•Theimpactofmodel

64. IMPLOSIVE THERAPY
WHAT IS IMPLOSIVE THERAPY ?
•Itisamethodofextinguishinganxietybyasaturation
exposuretothefearedstimulusoritssubstitute.

65. FLOODING THERAPY
WHATISFLOODINGTHERAPY?
•Floodingtherapyisexposingthepatientdirectlytotheir
worstfears.He/sheisthrowninatthedeepend.
•HOWISIMPLOSIVETHERAPYANDFLOODING
THERAPYDIFFERENT?
•Tasksofimplosivetherapist

66. PRINCIPLES OF BEHAVIOR
MODIFICATION
1. To Develop A New Behavior:
Successive approximation
Continuous reinforcement
Negative reinforcement
Modelling
Cueing
Discrimination
2. To Strengthen A New Behavior :
Decreasing reinforcement
Variable Reinforcement

67. 3. To Maintain An Established BehavioR :
Substitution
4. To Stop Inappropriate Behavior :
Satiation
Extinction
Incompatible alternative
Punishment
5. To Modify Emotional Behavior :
Avoidance
Fear reduction

68. ASSESSMENT.
•Assessmentincounselingistheprocessofgatheringdata
aboutindividualstounderstandtheircharacteristics.Itisa
waytounderstandclientsstrengthandweaknesses.

69. BEHAVIORAL ASSESSMENT .
•Itisanimportantcomponentofunderstandingtheway
clientsrespondtodifferentsituationsineverydaylife.Itisa
methodofobservingclientinanaturalisticenvironment.

70. THANK YOU