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Effective Behavior Change Strategies for Positive Outcomes

Discover how to specify and assess behavior change goals effectively using clear, concise, and complete operational definitions. Learn about different types of goals, target behaviors, data assessment methods, observing behavior techniques, and research designs for successful behavior modification. Evaluate results, including generalization and cost-benefit ratios, to ensure significant and positive outcomes.

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Effective Behavior Change Strategies for Positive Outcomes

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  1. Specifying and Assessing What You Want to Change Dr. Alan H. Teich Chapter 2

  2. Operational Definition • Clear, Concise, Complete • Outcomes of poor operational definitions

  3. Identifying and Defining Goals • Outcome Goals • Behavioral Goals • Behavioral Subgoals

  4. Target Behaviors • Operant • Task analysis • Identification of a “chain” and “links” • Response Generalization • Respondent

  5. Alternative or Competing Responses • Identify responses that may be incompatible with the target behavior • To increase a behavior: reduce a competing response(s) • To decrease a behavior: increase an incompatible response(s)

  6. Types of Data • Frequency • Duration • Latency • Quality • Magnitude

  7. Assessing Behavior • Direct Assessment • Indirect Assessment

  8. Observing Behavior: Behavior Sampling • Continuous Recording all behavior is not always practical; alternatives include: • interval recording: record the presence or absence of behavior in short intervals • time sampling: continuously record behavior in a sample of short intervals (e.g., the first 10 seconds of each minute)

  9. Observing Behavior: Accuracy and Validity • Observers must ensure accuracy and validity of observations • Direct assessment is usually seen as accurate and valid • Results of indirect assessment can be suspect • Reactivity can reduce the accuracy and validity of observations

  10. Developmental and Normative Comparisons • What is considered normal behavior tends to change with age • Children may be unable to complete self-report instruments • Children may be unable to record their own behavior • Children may be wary of observers and therapists who are strangers • Appropriate testing procedures tend to change with age

  11. Research Designs • Group-Based Designs • Within-Subjects • Between-subjects • Intrasubject • AB • ABAB • Multiple Baseline • Across behaviors, situations, subjects • Changing-Criterion

  12. Functional Analysis • Operant behavior: ABC • identification of antecedents, behavior, and consequences • Respondent behavior • CS is the antecedent • The emotional and behavioral reaction to the CR is the behavior • The consequence is the result of the behavior

  13. Evaluating Results • Generalization • Significant for the individual • Within “normal” range? • Cost-Benefit Ratio

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