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Behavior Therapy
SPED 835- Dr. Kasik- Spring 2001
Presented by
Patrick Lovelace
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Behavior Therapy
The systematic application of the
principles of learning to the direct
modification of behaviors.
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Key Figures
John Broadus Watson (1878-1958)
considered the “founder of American
behaviorism” stated that “If psychology is
to be a natural science, it must limit itself
to observable, measurable events.”
Ivan Pavlov, a Russian scientist, discovered
that dogs would salivate at the sound of
a bell due to the fact that the sounding of
the bell was associated with feeding
time.
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B. F. Skinner
Introduced the concept of Reinforcement.
“Organisms learn to behave in certain ways
because they have been reinforced (rewarded) to
do so” and so was born the idea of Operant
Conditioning.
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What is Behavior Therapy ?
The systematic application of the principles
of learning to the direct modification of
behavior.
The terms Behavior Therapy and Behavior
Modification are often used
interchangeably. However, in a practical
sense they are different.
Question: Are teachers therapist?
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What is the difference?
Behavior Modification can be
practiced by teachers, parents, or
anyone else properly trained in the
basic principles and techniques.
Behavior Therapy should only be
offered by a licensed psychologist
with a background in behaviorism.
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How is behavior modification used ?
Behavior modification techniques are utilized in the
treatment of a wide variety of behavioral conditions.
* Drug and alcohol addictions.
* Social maladjustment disorders.
* Eating disorders.
* Phobia
* ADHD and Conduct disorder
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Categories of Behavior Modification
Techniques
Behavior modification techniques can be generally
grouped into 4 categories.
* Fear Reduction
* Aversion Conditioning
* Operant Conditioning
* Self monitoring / Self control
Operant Conditioning and Self Monitoring are the
techniques most commonly used in the classroom.
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Token Economy
Students are allowed to
earn tokens or points in
exchange for positive
behavior. Students are
then allowed to use these
tokens or points to “buy”
treats or privileges within
the classroom.
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Successive Approximation
The student learns to achieve
goals“one step at a time”. The
teacher rewards (reinforces) the
students success at the
completion of each task until the
overall goal has been achieved.
In the case of Behavior Shaping,
the student is encouraged to
maintain positive behavior in
gradually increasing increments of
time.
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Social Skills Training
The student learns and practices
appropriate social behavior to
replace negative behaviors in
social situations. When the student
uses the “new” skills, the student is
given feedback (reinforcement or
corrective action) to let the student
know how he or she has done.
The student also verbalizes how he
or she feels after demonstrating
appropriate skills.
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Functional Analysis
The student is encouraged to keep a
journal of his or her behavior. The
entries are discussed with the
teacher or therapist in order to
identify patterns or triggers that will
help the student better understand
and alter troublesome behaviors.
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Programmed Learning
A complex task is broken down into
smaller tasks. Each task should be
created to eliminate student error.
The goal is to teach the student the
correct behavior (action) chain to
successfully complete the task.
This method requires that the
teacher do a complete task analysis
on the targeted task to insure that
each prerequisite task is covered.
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Planned Ignoring
This method requires that the
teacher purposely ignores
negative behaviors, and promptly
rewards positive behavior.
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Time Out
Time Out requires that the student
be placed in a drab, restrictive
environment for a specified time
period. The student is not to be
allowed any attention from peers or
teachers. (unless positive peer
culture is used in conjunction)
Time out is less effective with older
students
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Positive Peer Culture
Students are taught to
regulate and reinforce the
behavior of their peers.
Students give each other
honest feedback about how
they feel regarding the
behavior of their peers. This
method also allows for the
peer group to create
disciplinary measures for
inappropriate behaviors.
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Tough Love
Tough Love is defined as the use of
strict disciplinary measures and
limitations on freedoms or privileges,
as by a parent or guardian, as a
means of fostering responsibility and
expressing care or concern.
Tough Love is not mean spirited or
demeaning. It is meant to be
administered with compassion and
consideration.
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Tough Love is:
Giving children clear, concise rules with
reasonable limits
.
Allowing children to experience the
natural consequences of their choices.
Not rescuing children from the
repercussions of their own poor
decisions.
Sticking to the rules and expectations
set forth
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Modeling
Modeling is simply giving the students a
positive role model to demonstrate the
kinds of behavior expected from the
student. Surround the student with
positive influences. “Be the kind of
person we want the child to become.”
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Assessment Tools
Behavior Rating Profile (Brown & Hammill,
1990)
Vineland Adaptive Behavior Scale
(Sparrow, Balla, & Cicchetti, 2000)
AAMD Adaptive Behavior Scale: School
Edition(Lambert, Windmiller, Tharinger, &
Cole, 1993)
Devereux Adolescent Behavior Rating
Scale (Spivack, Spotts, & Haimes, 1967)
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Final Thoughts
It is important to remember that, as teachers,
we are not therapist. We can only hope to
create positive learning environments for our
students by maintaining the rules of behavior
we have set forth in our classrooms. If
behavior modification is our method of choice,
we must be sure to have solid understanding
of the basic principles and techniques. Like
any other method, it must be tailored to the
individual needs of the students. Remember,
MODELING is one of the best forms of
Behavior modification.
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Bibliography
Gilbert, Sara. What Happens In Therapy ?, Lothrop,
Lee & Shepard Books, New York., 1992.
Lingren, Herbert G., PH.D “Tough” Love With Teens.
University of Nebraska-Lincoln, 2001
Rathus, Spencer A., Psychology in the New
Millennium. 6th Edition, Harcourt Brace, 1996.
Schloss, Patrick J., Smith, Maureen A., Schloss,
Cynthia N., Instructional Methods for Secondary
Students with Learning and Behavior Problems.
3rd Edition, 2000
Weisberg, Lynne W., MD, PH.D, Greenberg, Rosalie
MD., When Acting Out Isn’t Acting-Out,
Understanding Child and Adolescent Temper,
Anger, and Behavior Disorders, 1988
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