Behavior modification is based on the concepts of observable antecedents, observable behavior, and consequences (Weiten 2004). Antecedents are events that typically precede the target response and consequences are events that occur after the behavior occurs. The process of behavior modification consist of a series of stages. An inappropriate behavior is observed, identified, targeted, and stopped. A new, appropriate behavior is identified to replace the inappropriate behavior and is developed, strengthened, and maintained. According to Skinner (1969, cited in Weiten, 2004), two types of reinforcers are used to strengthen positive behavior. An increase in the probability of a response due to the presentation of a rewarding stimulus is called positive reinforcement. An example of a positive reinforcement used immediately after appropriate behavior can be as simple as offering praise immediately after the behavior occurs. An increase in the probability of a response due to the removal of a negative condition is called negative reinforcement. Taking medication to relief symptoms of fever is an example of negative reinforcement. Two other reinforcers are identified as those that weaken negative behavior. One is called punishment and the other is called extinction. Punishment occurs when the probability of a particular behavior is decreased by due to the experience of a negative condition (Weiten 2004). Sending a student who punched a fellow classmate to detention is an example of punishment. Extinction occurs when the probability of a particular behavior is decreased due to the termination of a stimulus that reinforces the behavior (Mikulas 1976). An example of this is when parents ignore their child’s whining behavior, which is effective if they have given in to the whining behaviors in the past.
The first step in a behavior modification program is to specify a target behavior (Weiten 2004). Once the target behavior has been established, baseline data is gathered. Gathering baseline data is helpful in understanding the pattern of the target behavior. In gathering baseline data, the initial response level of the target behavior is determined to serve as a comparison to check how successful the program is. Antecedents which are events that precede the target behavior and consequences of the target behavior are monitored. Once a behavioral pattern has been obtained and understood, an intervention program consisting reinforcement and consequences is planned to reduces or increases the probability of the target behavior. If the aim is to increase response strength, a positive reinforcement is selected. A widely used positive reinforcement system is token economy. Weiten (2004) defines token economy as a system for doling out symbolic reinforcers that are exchanged later for a variety of genuine reinforcers. Tokens are awarded based on positive behavior and is exchange for a rewarding stimulus. If the aim is to decrease response strength, there are three principal strategies that can be applied: reinforcement, control of antecedents and punishment (Weiten 2004). Control of antecedents decreases the undesirable response strength by reducing exposure to its antecedents. An example of this is studying someplace where there is no distraction to prevent loafing. Once the program has been devised, it is then executed. During this stage, the target behavior is continually monitored and recorded to be evaluated. In general, behavior modification programs have terminal goals such as studying with a certain regularity and attending all classes at school Weiten (2004). Once the goals have been achieved, the programs is phased out by gradually reducing the reinforcement for the target behavior. If the program is successful, the improved patterns of behavior become self-maintaining.
This example of the application of behavior modification was taken from Boegli & Wasik (1978, as cited in Sarafino, 1996, p. 409). A token economy based behavior modification program was applied for a full academic year in an entire elementary school, spanning from kindergarten through sixth grade. The target behaviors differed somewhat for the younger and older children, but in all cases they called for being at assigned areas on time, having needed supplies and books for the day’s activities, talking or moving about quietly so as not to disturb people, helping others, and successfully completing assigned work. Tokens for appropriate behaviors could be distributed y all teachers and all other staff of the school, including librarians and aides, all of whom were trained in the token economy method. Sometimes auctions were held in which children could bid on various items, such as musical recordings, magazines, comic books, toys, and jewelry donated by parents and merchants. Data analyses revealed decreases in student disruptions and suspensions, and the students’ scores on reading and mathematics achievement tests showed greater improvements during the year of the program than during the preceding year. Another behavior modification program was carried out in a special education classroom with mildly and moderately retarded 8- to 14-year-olds (Birnbrauer et al., 1972, as cited in Sarafino, 1996, p. 408). Token and social reinforcement were given for correct performance on academic assignments and being cooperative or doing an extra activity. Reprimands and time-out were used as punishment for disruptive behaviors. After three months into the program, the token reinforcement was suspended for 3 weeks. Only a third of the children continued to perform well during that time, but the higher performance levels returned when the token reinforcement was reinstated.
In conclusion, behavior modification has been applied within an educational setting for years with success. It has shown to be effective and efficient in dealing with behavioral problems among students within an educational setting and has become a valuable asset to teachers and parents.
References
Milukas, W. (1976). Behavior Modification. New York: Harper & Row. (Chapter 1 &7)
Sarafino Edward P. (1996) Principles of Behavior Change: Understanding behavior
modification techniques. New York: John Wiley & Sons, pp. 393-418.
Weiten, W. (2004). Psychology: Themes and Variations (5th ed.). Pacific Grove, CA:
Brooks/Cole. Chapter 6, pp. 241-259
Bibliography
Kalish, H.I. (1981). From behavioral science to behavior modification. New York:
McGrawhill. (Chapter 1).
Ross, P.A., & Braden, J.P. (1991). The effects of token reinforcement versus cognitive
behavior modification on learning-disabled students’ math skills. Psychology in
the Schools, 28, 247-256.
