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Behavior

modification

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Behavior modificationObserving/monitoring

Task analysis

Reinforcement

Shaping

Modeling

Contracting

Action planning and goal setting

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Frequency of behavior (within time frame)

Duration of behavior

Perceptions/feelings (rating scales)

Making observations: what is recorded?

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Observing antecedents and consequences Things that stimulate/trigger behavior?

Stressors?

Cues?

Things that reward behavior?

Making observations

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Things to keep in mind:

Record immediately after behavior occurs

Make note of both positive and negative

information Make recording easy to do

Making observations

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Goal of self-monitoring Gathering of baseline data

Increases awareness of behavior

Identification of intervention targets for stimulus control and

reinforcement/extinction

Difficulties associated with self-monitoring Reactivity problem

Self-monitoring

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Self-monitoring: examples

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Task analysis Many behaviors are well-rehearsed behavioral chains

Interventions may focus on breaking these chains

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ReinforcementAll reinforcement results in increases in behavior

frequency or likelihood

Positive reinforcement

The occurrence of a behavior Is followed by the addition of a stimulus or an increase in the

intensity of a stimulus

Which results in the strengthening of the behavior

Miltenberger R. Behavior Modification: Principles and Procedures (3rd Edition).

Thomson, Belmont, CA. 2004.

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ReinforcementAll reinforcement results in increases in behavior

frequency or likelihood

Negative reinforcement removing somethingaversive following a behavior

The occurrence of a behavior

Is followed by the removal of a stimulus or an decrease in theintensity of a stimulus

Which results in the strengthening of the behavior

Miltenberger R. Behavior Modification: Principles and Procedures (3rd Edition).

Thomson, Belmont, CA. 2004.

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Reinforcement: typesUnconditioned reinforcer: function as reinforcers the

first time they are presented to most human beings

Conditioned reinforcer: a stimulus that was once neutral

but became established as a reinforcer by being paired

with an unconditioned reinforcer or an already

established conditioned reinforcer

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Reinforcement: schedulesContinuous vs. intermittent

Continuous: Behavior is reinforced each time it occurs

Intermittent: Behavior is reinforced on some occasions but not

others

Variable vs. fixed schedule

Immediate vs. delayed

Large vs. small

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Shaping Involves reinforcement of successive approximations to

the desired behavior

Example: Initially, a diabetic is profusely praised for

making relatively minor, inconsistent changes inphysical activity (walking rather than driving to the

mailbox). Later, only larger, more consistent physical

activity behavior is praised.

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Conditions that enhance effectiveness of modeling Similarity of model to subject

Higher status model

Multiple models

Coping vs. mastery models

Initial struggle, low efficacy, coping,

then achievement, high efficacy.

Skilled performance,

high efficacy, low task

difficulty.

Modeling

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Contingency

Non-contingency (self-contracts)

Behavioral contracts

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Action planning

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Setting goals can serve as a major source of motivation:

They provide direction

They provide a reference point to compare progress

They elicit effort, concentration, and persistency

Goal Setting

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Goal Setting

Set goals that are:

Realistic

Specific

Challenging

Short-term vs. long-term goals

Evaluate and adjust (goals with no feedback dont work!)

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Relationship between goal difficulty and goal commitment

Low

Behav

ior

change

Medium High

Goal difficulty

High goal

commitment

Medium goalcommitment

Low goal

commitment