1 / 18

Behavior Modification 1

Behavior Modification 1. Respondent behavior : (also called reflex behavior) is that behavior in which responses are strengthened or weakened primarily by stimuli that precede the response. (Pavlov)

betty_james
Download Presentation

Behavior Modification 1

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Behavior Modification 1 • 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

  2. Behavior Modification 2 TE Behavior modification Isp- uio

  3. Behavior Modification 3 TE Behavior modification Isp- uio

  4. Behavior Modification 4 • 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 for further programming TE Behavior modification Isp- uio

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

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

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

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

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

  10. Behavior Modification 10 • When to reinforce? • Continuous reinforcement schedule:Every response is reinforced. Very demanding approach and vulnerable for extinction. • Intermittent reinforcement 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

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

  12. Behavior Modification 12 Punishment • 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

  13. Behavior Modification 13 Punishment • ”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

  14. Behavior Modification 14 Developing desirable behavior • 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 (Bernstein- especially used with small children with ADHD) • Overcorrection – Azrin – used at enuresis TE Behavior modification Isp- uio

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

  16. Behavior Modification 16Token economy • Advantages: • 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

  17. Behavior Modification 17Token economy • 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

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

More Related