Behavior modification
From WikEd
Descriptions, definitions, synonyms, organizer terms, types of
Definition.
Behavior modification targets observable and measurable behaviors for change. It is based upon the principle that all behavior follows a set of consistent rules, and that methods can be developed for defining, observing, and measuring behaviors, and for designing effective interventions (Mather and Goldstein, 2001). Behavior is shaped by its consequences, and under the right set of consequences, all children can function effectively. Behavior modification involves the use of Reinforcement to strengthen behavior and Punishment to weaken behavior.
Application in classrooms and similar settings
According to Mather and Goldstein, the following process can be used to manage students’ behavior through consequences:
1. Define the problem.
2. Design a way to change the behavior.
3. Identify an effective reinforcer.
4. Apply the reinforcer consistently to change or shape behavior.
Behavior modification is also used to enhance behavior controls of individuals with special needs. For individuals who have difficulty in controlling their behaviors, it is critical for parents and teachers to find antecedent events that trigger inappropriate behaviors and look for effective consequences to modify the behaviors. The ABC model provides a framework to identify Antecedent, Behavior, and Consequence. To understand more about ABC Model please refer the website: The Antecedent-Behavior-Consequence Model of Understanding and Managing Behavioral Symptoms. [[1]]
For an additional method to promote behavior modification see (http://www.ehow.com/how_13758_create-behavior-modification.html)
Evidence of effectiveness
A child's age should be considered when choosing an appropriate behavior modification technique. A 2008 study using MRI brain imagery found evidence that the brains of children aged 8-9 respond differently to positive(reward) and negative(punishment)feedback compared to the brains of children aged 12 and above. The use of positive feedback elicited a strong response in the younger children, while negative feedback had very little effect. In contrast, the brains of the older children reacted to the stimuli similarly to adult brains. Based on their evidence, the researchers suggested that the brains of older children and adults can process and learn from negative feedback more effectively than younger children. Science Daily
Critics and their rationale
Alternative explanations due to Diversity considerations
There are certain populations that have greater risk factors for problem behaviors. They include ethnic minority status, academic difficulty (learning disability), broken homes, poverty, inadequate parental supervision, physical abuse, substance abuse (by self or family members), living in a high crime community, and criminal or delinquent relatives or peers (Positive Behavior Support and Delinquency Prevention, 2004). Behavior modification programs are more commonly needed in our public schools where these diverse populations are more prevalent. The impact of cultural values is significant in contribution to individual values, behavior, and communication. For example, in western culture, a goal of most families is to help children become independent and self-reliant. However, in many Asian cultures, families strive to create an environment of dependence and belonging. "Self-reliance . . . is seen as a sign of selfishness and immaturity." In Western culture, it is acceptable and in fact encouraged to seek help for emotional problems, while in certain Asian cultures, it is considered shameful. Behavior interventions must include a sensitivity toward cultural differences, and consider the important role that culture plays in the behavior of the individual and the values of the family and society (Carr).
Signed �?life experiences�?, testimonies and stories
‘‘Submitted by S. Morrisette’’ Two years ago I had a student with severe emotional problems. The school social worker, the special education teacher, the principal, the school psychologist, and I (fifth grade teacher) would set up a Behavior Modification plan to assist the student both in the classroom and with the other students. It would work for a short while and then we would have to come up with another plan. After a while it became apparent that the regular classroom was not the right place for this young man and we found an alternate placement for him. I still think behavior modification will work, but be sure everyone is on board with all the aspects of the plan.
submitted by C. Cheifetz I had a student that was ADHD and had severe emotional problems. We set up a behavior modification plan for one class only. It included self-monitoring behavior and rewards after each successful class period. Immediate feedback was necessary to reinforce good behavior. After a few weeks, we saw success and we expanded the plan to another class period. The student seemed to learn the behaviors that were expected of him in all classes and eventually the plan covered the entire day. Rewards became daily and then weekly. We also worked with his mother in encouraging good behavior at home. Weekly positive contact earned this student rewards there as well. I don't think this would work with all students, but I can't tell you how it eased the stress of my day knowing this student was trying his hardest to behave and be rewarded.
I have taught a student with some anger issues and was on a team to create a behavioral management plan for him. The plan worked and allows the student to function well in other teacher’s classrooms. I was rather surprised and later in his schooling he was able to follow his own steps and advocate from himself when he was becoming unsettled in the classroom. P Graham
I have been teaching for ten years and I seen my share of behavioral management plans. The most effective approach I have found is Howard Glasser's The Nurtured Heart Approach. Please check out this site if you are interested in learning more. It made all the difference in the world in my classroom. --V. Munds
I have seen behavior modification plans for severe and mild behavior problems. They all have the basic components, but vary by how often they are checked or reinforced. One behavior plan checked a child’s behavior every 15 minutes while others checked once or twice in the morning and afternoon. Both plans worked on a tally system and a reward was either given daily or at the end of the week. What ever a plan is for a student is should be easily adapted to suit the needs to the individual student. S. Nottoli
I conducted an informal behavior modification plan with a student who was working on transitioning from school to work. When this student worked consistently for 15 minuets without any inappropriate verbal remarks or distractions, the student earned a quarter. She could earn up to a dollar in which was a positive reinforcer that modified her unwanted behaviors. Emily Kaffel.
References and other links of interest
Links of interest
http://www.ehow.com/how_13758_create-behavior-modification.html
http://moodle.ed.uiuc.edu/wiked/index.php/Skinner%2C_B._F.
http://moodle.ed.uiuc.edu/wiked/index.php/Behaviorism
References.
Carr, E. G. (2004). Positive behavior support: evolution of an applied science. Rehabilitation Research & Training Center on Positive Behavior and Support, Retrieved Feb 07, 2005, from http://rrtcpbs.fmhi.usf.edu/PBSevolutions.doc.
Mather, N. & Goldstein, S. (2001). Behavior modification in the classroom. Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management, (96-117). Retrieved November 24, 2004, from http://www.ldonline.org/ld_indepth/behavior/behavior_modification.html
Positive behavior interventions and supports. (n.d.). Retrieved Feb. 01, 2005, from School-Wide PBIS Web site: http://www.pbis.org/schoolwide.htm.
Behavior modification is a term that stems from B.F. Skinner’s findings and beliefs about human behavior. It refers to the “overall procedure of shaping student behavior intentionally through reinforcement�?. It is used to speed and shape academic and social learning by reinforcing those behaviors that are appropriate and ignoring those that are not.
Charles, C. M. Building Classroom Discipline. (2002). Boston, MA: Addison Wesley Longman, Inc.
