Behavior modification is a therapeutic technique based on the work of B.F. Skinner, a famous psychologist who is known as the “Father of Behaviorism.” Skinner developed a theory of operant conditioning, which states that all behavior is governed by reinforcing and punishing stimuli. Behavior modification uses a scheduled approach that rewards desired behavior and “punishes” undesirable behavior. This technique continues to be used in therapy and is used in many psychological settings.
Reinforcement and punishment are the main principles of behavior modification.
Reinforcement strengthens a behavior, while punishment weakens a behavior. Both can be either positive or negative. Positive reinforcement describes desirable behavior rewarded with a pleasant stimulus, while negative reinforcement describes desirable behavior rewarded with the removal of a negative stimulus. Positive punishment occurs when an undesirable behavior results in the addition of a negative stimulus, while negative punishment occurs when an undesirable behavior results in the removal of a pleasant stimulus. For example, a rat accustomed to receiving food when pressing the lever, no longer receives food when pressing the lever.
The rat has experienced negative punishment.
Behavior modification is an effective technique used to treat many disorders such as attention deficit disorder, autism or oppositional defiant disorder. Furthermore, the fundamentals of behavior modification can be used to increase desired behaviors in any individual, regardless of functional level. For example, an individual who wants to quit smoking cigarettes, or a parent who wants her child to consistently make the bed, may use behavioral techniques to help achieve those goals.
Behavior modification can also be implemented on a systematic scale to increase productivity within organizations and businesses. Articles such as “A Behavior Modification Perspective on Marketing” outline how behavior modification theories can be used as a viable method of analyzing the economic market.
Defining Behavior in Behavior Modification Techniques (by: Hindu) In behavior modification theory, all behavior is defined as being externally controlled by aspects of the environment. In this sense, both inside and outside of our body constitutes an environment. For example, behaviorists believe that if a person sees a lion and runs away, he is not running because he is “scared.” Instead, he is running because those that did not run in the past died, and therefore the urge to run is a result of the survival of those that ran and lived to pass on their genes. In addition, the subjective feeling of being “scared” is considered a flight or fight reflex, not an emotion. The heart races and adrenaline increases as the central nervous system reacts to the “environment” of the body. Therefore, anything a person does, from snoring to talking, can be target for behavior modification.
Three techniques of behavior modification include systematic desensitization, aversion and token economy. Systematic desensitization helps alleviate fear associated with certain stimuli. Exposure to the fear-producing stimuli while focusing on relaxation techniques eventually leads to the fear-inducing stimuli resulting in the relaxation response, rather than fear. Aversion helps break bad habits through associating aversive stimuli to the undesirable habit. Eventually, the undesirable habit becomes associated with the negative consequence and the behavior is reduced. A token economy is a highly effective behavior modification technique, especially with children. In this technique, desired behaviors result in the reward of a token–such as a poker chip or a sticker–and undesirable behaviors result in the removal of a token. When children obtain a certain number of tokens, the children get a meaningful object or privilege in exchange for the tokens. Eventually, the rewarding of tokens decreases and desirable behaviors display independently.
Like the definition of behavior, the concept of reinforcement and punishment is used differently in behavior modification than in everyday language. Anything that increases a behavior is considered reinforcement and anything that decreases behavior is considered punishment. The tricky part is that
both reinforcement and punishment can be positive or negative. Positive refers to something added to the environment and negative is something taken away. An example of positive reinforcement might be giving a child a hug when she does a good job. An example of negative reinforcement might be turning off an annoying sound when the child does a good job. Likewise, an example of positive punishment is making a child do extra chores after she does something bad. An example of negative punishment is taking away the child’s favorite toy when she is bad.
Dr. Deborah Harris O’Brien of Trinity College describes the types of reinforcement, explaining that reinforcement increases the likelihood that a behavior will recur and can be either positive or negative. Positive reinforcement provides a pleasant stimulus immediately after the desired behavior occurs. In Skinner’s experiments, for example, the rat received positive reinforcement for pressing the lever by immediately receiving food pellets, thus increasing the likelihood that the rat would again press the lever. Negative reinforcement removes an unpleasant stimulus immediately after the desired behavior occurs. For example, in Skinner’s experiments, the floor of the Skinner box would give brief electrical shocks to the rat. When the rat pressed the lever, the shocks would cease, thus increasing the likelihood that the rat would press the lever again.
O’Brien further explains that punishment reduces the likelihood that a behavior will recur and, like reinforcement, can be either positive or negative. Positive punishment reduces the likelihood that behavior will reoccur by providing an aversive stimulus immediately following the behavior. For example, if a rat were to press a lever and receive an electrical shock–the aversive stimulus–the likelihood that the rat would press the lever again decreases. Negative punishment reduces the likelihood that a behavior will recur by removing a positive stimulus. For example, a rat that consistently receives food when it presses a lever, no longer receives food when it presses the lever. The positive stimulus–food–has been removed and the likelihood that the rat will press the lever in the
future decreases.
To modify behavior, good behavior must be reinforced and poor behavior must be punished. However, behaviors themselves are typically broken down into components so that the individual gets reinforced for every action that more closely approximates the desired behavior. For example, if a therapist’s goal is to teach an autistic child how to say “Mom,” he might start on day one with a goal of the child saying “Mmmm.” Every time the child makes the “mmm” sound on cue, she gets reinforced with something she likes (typically an opportunity to play for 30 seconds or a small piece of candy). Then once that goal has been consistently achieved the therapist no longer reinforces just the “mmmm,” he now only reinforces a “maa” sound. In situations like this, if the child reverts back to a prior step, such as saying “mmm” after she has already said “maa” several times, punishment consists of a lack of reinforcement coupled with the therapist looking away and ignoring the child for 10 seconds.
Although the concept of behavior modification may seem theoretically complicated, its real life application is actually quite simple. If a person is reinforced every single time she does something good, eventually the reinforcement loses its power. When using behavior modification with the general population, such as your coworkers or family, initially reinforce what you want with consistency, then as they start to respond, change your schedule of reinforcement to every third time they do what you want.
After a while, change it again to every fifth time. For example, if you want your husband to open the car door for you then first arrange a situation where he has to open the door, such as holding a huge bag of groceries. Once he opens the door the first time, look at him in the eye and tell him what an amazing person he is. Don’t explicitly connect the comment to the door opening, but do make sure that the comment directly follows the desired behavior. It might take some time but eventually he will open the car door on a fairly consistent basis. Once that happens do not compliment him every time. Instead, change from a modification stage to a “maintenance” stage and compliment on average every third to seventh time he opens the door.
Following five important steps helps ensure successful behavior modification. First, determine ways to help lessen the problem. Second, develop a program designed to weaken the undesirable behavior and strengthen the desirable behavior. Third, carry out the program. Fourth, keep objective records of progress. Last, monitor the program and results and alter as needed.
Behavior modification has potential to aid in many disorders, as well as everyday behaviors and situations. The technique has proved successful in the treatment of attention deficit hyperactivity disorder or ADHD, autism, conduct disorders, phobias and addictions, as well as in parenting and classroom environments.
Behavior modification techniques include a series of teacher-implemented activities and actions aimed at improving classroom behavior. Encouraged behaviors might include staying seated, requesting permission to talk, remaining on task, proper care of classroom books and tools, and treating other students with respect. Discouraged behaviors might include loud or disruptive behavior, wandering around the classroom and not completing assignments. Melissa Standridge from the University of Georgia reminds teachers that behavioral modification works because students work for positive response and for approval from individuals they admire.
Consider seating an easily distracted child closer to the teacher to help her stay on track. Give a child with attention deficit hyperactivity disorder opportunities before class starts to move books or re-arrange desks in order to help expend excess energy. Standridge calls this, “Development of a positive, nurturing environment (by removing negative stimuli from the learning environment).”
Provide students with guidance and information to teach them the correct behavior required. Use stories and role-playing to teach actions such as asking permission to leave a seat, forming a line, walking to the lunchroom, sitting quietly and keeping hands to one’s self. Both regular students and those with disabilities might need more than oral directions in order to understand how you expect them to behave in your classroom. An article in LD Online, a website dedicated to learning disabilities, titled Behavior Modification in the Classroom, includes values clarification activities, active listening, and communication training for students and teachers, as part of the formula for teaching behavior modification techniques.
When you catch students following directions and doing things correctly, compliment them. Examples of positive reinforcement, as suggested in “Behavior Modification in the Classroom” by N. Mather and Sam Goldstein, include a hug or extra playtime for kindergartners, help with handing out papers or early departure for lunch for middle school students or extra computer time or self-creation of a class quiz for senior high students. Mather and Goldstein say more than one form of positive reinforcement might be required for a single child. For example, a child might need one compliment to remain seated in his chair and another to encourage working while seated.
When a student acts the same after deploying preventative, teaching and positive reinforcement strategies, negative reinforcement strategies might be required. Examples of negative reinforcement strategies include a time out, seating away from the rest of the class, removal of playtime privileges, referral to the principal, a note home to parents or an oral reprimand.
Behavior modification deals with negative behaviors by teaching the patient the consequences of his negative actions. This type of therapy is usually started when the patient is a child. The goal is to increase the appropriate behaviors and decrease the inappropriate behaviors, according to the University of Minnesota. If successful, the patient will have improved relationships with other people, and be accountable for his actions.
The Ohio State University Medical Center states that when doing behavior modification, a reward system is used where the child receives tangible rewards for positive behaviors. For example, for every good behavior or response the child gives, she receives a certain number of points. After saving up enough points, she can trade them in for a prize, such as a toy. The reward system of behavior modification teaches the patient that she is only going to receive rewards when she behaves. It can also increase the child’s self-esteem, since she earned his prize by herself.
The patient also learns consequences when he acts inappropriately, which discourages the negative behavior. This can be an important lesson for the child, especially if he did not receive any consequences for his behaviors before the therapy began. The Ohio State University Medical Center notes that a time out or quiet room may be used. However, Valdosa State University warns against using a punishment tactic when teaching the patient consequences for his actions. This can result in hostility and aggression, which can make treatment difficult. Instead, the practitioner should encourage rewards for good behavior, which cannot be given when the patient is acting out. One example is revoking points when the patient misbehaves, which further reinforces the idea that only good behavior gets rewarded.
The overall benefit of behavior modification is an improvement of behavior. Positive behaviors are introduced, taught and reinforced through a reward system. To maintain the new behavior, Valdosa State University recommends changing the reward so the patient continues to have motivation. Inappropriate behaviors are discouraged by not rewarding them, and by teaching consequences. This helps the patient function normally and learn that acting out is not acceptable. Behavior modification can also help improve emotional responses, such as helping the patient get over a specific fear.
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