Behavior Modification: What It Is and How To Do It: International Edition

This ninth edition of Behavior Modification: What It Is and How to Do It assumes no specific prior knowledge about psychology or behavior modification on the part of the reader. Those who want to know how to apply behavior modification to their everyday concerns–from helping children learn life’s necessary skills to solving some of their own personal behavior problems–will find the text useful.   Behavior Modification: What It Is and How to Do It, 9e is addressed to two audiences: (a) college and university students taking courses in behavior modification, applied behavior analysis, behavior therapy, the psychology of learning, and related areas; and (b) students and practitioners of various helping professions (such as clinical psychology, counseling, education, medicine, nursing, occupational therapy, physiotherapy, psychiatric nursing, psychiatry, social work, speech therapy, and sport psychology) who are concerned directly with enhancing various forms of behavioral development.

Table of Contents:
Brief Contents   PREFACE         PART I  THE BEHAVIOR MODIFICATION APPROACH 1          Introduction      2          Areas of Application: An Overview        PART II  BASIC BEHAVIORAL PRINCIPLES AND PROCEDURES 3          Getting a Behavior to Occur More Often with Positive Reinforcement    4          Developing and Maintaining Behavior with Conditioned Reinforcement  5          Decreasing a Behavior with Extinction   6          Developing Behavioral Persistence Through the Use of Intermittent               Reinforcement  7          Intermittent Reinforcement to Decrease Behavior           8          Doing the Right Thing at the Right Time and Place: Stimulus Discrimination and               Stimulus Generalization 9          Changing the Control of a Behavior with Fading            10        Getting a New Behavior to Occur with Shaping 11        Getting a New Sequence of Behaviors to Occur with Behavioral Chaining          12        Eliminating Inappropriate Behavior Through Punishment 13        Establishing Behavior by Escape and Avoidance Conditioning    14        Procedures Based on Principles of Respondent Conditioning     15        Respondent and Operant Conditioning Together            16        Transferring Behavior to New Settings and Making It Last: Generality of               Behavior Change            PART III CAPITALIZING ON ANTECEDENT CONTROL PROCEDURES 17        Antecedent Control: Rules and Goals    18        Antecedent Control: Modeling, Guidance, and Situational Inducement    19        Antecedent Control: Motivation              PART IV  DEALING WITH DATA 20        Behavioral Assessment: Initial Considerations    21        Direct Behavioral Assessment: What to Record and How          22        Doing Research in Behavior Modification            PART V  PUTTING IT ALL TOGETHER TO DEVELOP EFFECTIVE BEHAVIORAL PROGRAMS 23        Functional Assessment of the Causes of Problem Behavior        24        Planning, Applying, and Evaluating a Behavioral Program           25        Token Economies         26        Helping an Individual to Develop Self-Control   27        Cognitive Behavior Therapy, Self-Directed Coping Methods, and ACT.         28        Areas of Clinical Behavior Therapy         PART VI  A HISTORICAL PERSPECTIVE AND ETHICAL ISSUES 29        Giving It All Some Perspective: A Brief History 30        Ethical Issues      GLOSSARY      REFERENCES              AUTHOR INDEX         SUBJECT INDEX       ____________________________________________________   Table of Contents   PREFACE       Changes in the Eighth Edition    Instructors Resource Manual with Tests and Practica     Acknowledgments        To the Student    PART I  THE BEHAVIOR MODIFICATION APPROACH   1          INTRODUCTION      What Is Behavior? Summary Labels for Behavior   What Is Behavior Modification?            What Is Behavioral Assessment?           Behavior Modification and Applied Behavior Analysis Behavior Modification, Behavior Therapy, & Cognitive Behavior Therapy         Some Misconceptions About Behavior Modification      The Approach of This Book     Application Exercises    Notes and Extended Discussion              2          AREAS OF APPLICATION: AN OVERVIEW          Parenting and Child Management          Education: From Preschool to University           Developmental Disabilities Schizophrenia   Behavior Therapy: Behavior Modification in Clinical Settings      Self-Management of Personal Problems            Medical and Health Care          Gerontology     Community Behavioral Analysis            Business, Industry, and Government      Sport Psychology         Behavior Modification with Diverse Populations            Conclusion       Notes and Extended Discussion              PART II  BASIC BEHAVIORAL PRINCIPLES AND PROCEDURES   3          GETTING A BEHAVIOR TO OCCUR MORE OFTEN WITH POSITIVE REINFORCEMENT     “Do you want to sit here, Mommy?” Reinforcing Darren’s Cooperative Behavior       Positive Reinforcement  Factors Influencing the Effectiveness of Positive Reinforcement  Pitfalls of Positive Reinforcement           Guidelines for the Effective Application of Positive Reinforcement          Application Exercises    Notes and Extended Discussion              4          DEVELOPING AND MAINTAINING BEHAVIOR WITH CONDITIONED REINFORCEMENT           “Don’t be so rude! Be nice!” Erin’s Points Program Unconditioned and Conditioned Reinforcers      Factors Influencing the Effectiveness of Conditioned Reinforcement       Pitfalls of Conditioned Reinforcement    Guidelines for the Effective Use of Conditioned Reinforcement Application Exercises    Notes and Extended Discussion              5          DECREASING A BEHAVIOR WITH EXTINCTION           “Louise, let’s get rid of your migraines.” Louise’s Case   Extinction         Factors Influencing the Effectiveness of Extinction          Pitfalls of Extinction       Guidelines for the Effective Application of Extinction      Application Exercises    Notes and Extended Discussion              6          DEVELOPING BEHAVIORAL PERSISTENCE THROUGH THE USE OF INTERMITTENT REINFORCEMENT   “Jan, let’s see how many arithmetic problems you can do.” Improving Jan’s Work Rate in Math Class        Some Definitions           Ratio Schedules            Simple Interval Schedules         Interval Schedules with Limited Hold     Duration Schedules       Overview of Eight Basic Schedules for Increasing and Maintaining Behavior       Concurrent Schedules of Reinforcement            Pitfalls of Intermittent Reinforcement      Guidelines for the Effective Use of Intermittent Reinforcement    Application Exercises    Notes and Extended Discussion              7          INTERMITTENT REINFORCEMENT TO DECREASE BEHAVIOR           “Tommy, a little less talking out, please!” Decreasing Tommy’s Talking Out         The Schedules in This Chapter  Differential Reinforcement of Low Rates            Differential Reinforcement of Zero Responding  Differential Reinforcement of Incompatible Responding  Differential Reinforcement of Alternative Behavior         Pitfalls of Schedules for Decreasing Behavior     Guidelines for the Effective Use of Intermittent Schedules to Decrease Behavior Application Exercises    Note and Extended Discussion    8          DOING THE RIGHT THING AT THE RIGHT TIME AND PLACE: STIMULUS DISCRIMINATION AND STIMULUS GENERALIZATION      “Now, children, please work at your desks.” Learning to Follow Teacher’s Instructions         Learning to Respond at the Right Time and Place Types of Controlling Stimuli: SDs and SΔs Stimulus Discrimination Stimulus Generalization Factors Determining the Effectiveness of Stimulus Discrimination Training           Pitfalls of Stimulus Discrimination Training Guidelines for Effective Stimulus Discrimination Training Application Exercises    Notes and Extended Discussion              9          CHANGING THE CONTROL OF A BEHAVIOR WITH FADING  “Peter, what’s your name?” Teaching Peter His Name         Fading  Dimensions of Stimuli for Fading           Factors Influencing the Effectiveness of Fading  Pitfalls of Fading           Guidelines for the Effective Application of Fading          Application Exercises    Notes and Extended Discussion              10        GETTING A NEW BEHAVIOR TO OCCUR WITH SHAPING       “Frank, did you do your jogging?” Improving Frank’s Exercising    Shaping            Factors Influencing the Effectiveness of Shaping Pitfalls of Shaping         Guidelines for the Effective Application of Shaping         Application Exercises    Notes and Extended Discussion              11        GETTING A NEW SEQUENCE OF BEHAVIORS TO OCCUR WITH BEHAVIORAL CHAINING         “Steve, your preputt routine is inconsistent.” Teaching Steve to Follow a Consistent Preputt Routine  Behavioral Chaining      Methods for Teaching a Behavioral Chain         Chaining Compared with Fading and Shaping    Factors Influencing the Effectiveness of Behavioral Chaining       Pitfalls of Behavioral Chaining   Guidelines for the Effective Use of Behavioral Chaining  Application Exercises    Note and Extended Discussion    12        ELIMINATING INAPPROPRIATE BEHAVIOR THROUGH PUNISHMENT         “Ben, don’t be so aggressive.” Eliminating Ben’s Aggressiveness          The Principle of Punishment      Types of Punishers        Factors Influencing the Effectiveness of Punishment        Some Examples of Therapeutic Punishment Potential Harmful Side Effects of Punishment Should Punishment Be Deliberately Used?         Pitfalls of Punishment    Guidelines for the Effective Application of Punishment    Application Exercises    Notes and Extended Discussion              13        ESTABLISHING BEHAVIOR BY ESCAPE AND AVOIDANCE CONDITIONING          “Jason, that’s bad for your health!” Curing Jason’s Slouching          Escape Conditioning     Avoidance Conditioning            Pitfalls of Escape and Avoidance Conditioning   Guidelines for the Effective Application of Escape and Avoidance Conditioning  Application Exercises    Note and Extended Discussion    14        PROCEDURES BASED ON PRINCIPLES OF RESPONDENT CONDITIONING       “I hate that word!” Making Words Unpleasant       Operant Versus Respondent Behavior   Principle of Respondent Conditioning    Higher-Order Conditioning       Respondent Extinction  Counterconditioning      Common Respondently Conditioned Responses            Respondent and Operant Conditioning Compared         Applications of Respondent Conditioning          Application Exercises    Notes and Extended Discussion              15        RESPONDENT AND OPERANT CONDITIONING TOGETHER   “I have to finish my term paper!” Responding to Meet Deadlines  Operant–Respondent Interactions         Respondent and Operant Components of Emotions       Respondent and Operant Components of Thinking        Private Thoughts and Feelings: More Respondent–Operant Interactions Application Exercises    Note and Extended Discussion    16        TRANSFERRING BEHAVIOR TO NEW SETTINGS AND MAKING IT LAST: GENERALITY OF BEHAVIOR CHANGE           “Hi, there. I have a nice surprise for you in my car.” Teaching Stan to Protect Himself           Generality         Factors Influencing the Effectiveness of Programming Generality of Operant Behavior    Programming Generality of Respondent Behavior          Pitfalls of Generality      Guidelines for Programming Generality of Operant Behavior      Application Exercises    Notes and Extended Discussion              PART III  CAPITALIZING ON ANTECEDENT CONTROL PROCEDURES   17        ANTECEDENT CONTROL: RULES AND GOALS  “What if I don’t skate well?” Helping Susan to Skate Well Antecedent Control Rules    Goals   Application Exercises    Note and Extended Discussion    18        ANTECEDENT CONTROL: MODELING, GUIDANCE, AND SITUATIONAL INDUCEMENT “James, feel the soles of your feet.” A Mindfulness-Based Intervention for Aggression Capitalizing on Existing Stimulus Control Modeling          Physical Guidance         Situational Inducement  Study Questions           Application Exercises    Note and Extended Discussion    19        ANTECEDENT CONTROL: MOTIVATION “Ok, team! Here’s how you can earn an Eagle Effort Award.” Coach Dawson’s Motivation Program A Traditional View of Motivation          A Behavioral View of Motivation          Some Applications of Motivating Operations     Motivating Operations and Behavior Modification         Application Exercise     Notes and Extended Discussion              PART IV  DEALING WITH DATA   20        BEHAVIORAL ASSESSMENT: INITIAL CONSIDERATIONS      Minimal Phases of a Program    Sources of Information for Preprogram Assessment       Data! Data! Data! Why Bother?           Behavioral Assessment Compared to Traditional Assessment    Note and Extended Discussion    21        DIRECT BEHAVIORAL ASSESSMENT: WHAT TO RECORD AND HOW          Characteristics of Behavior to Be Recorded      Strategies for Recording Behavior         Assessing the Accuracy of Observations                       Application Exercises    Notes and Extended Discussion              22        DOING RESEARCH IN BEHAVIOR MODIFICATION      The Reversal-Replication (ABAB) Research Design      Multiple-Baseline Designs         The Changing-Criterion Design Alternating-Treatments (or Multielement) Design           Data Analysis and Interpretation            Application Exercises    Notes and Extended Discussion              PART V  PUTTING IT ALL TOGETHER TO DEVELOP EFFECTIVE BEHAVIORAL PROGRAMS   23        FUNCTIONAL ASSESSMENT OF THE CAUSES OF PROBLEM BEHAVIOR    Functional Assessment Procedures Major Causes of Problem Behaviors     Medical Causes of Problem Behaviors  Guidelines for Conducting a Functional Assessment                   Application Exercises    Note and Extended Discussion   24        PLANNING, APPLYING, AND EVALUATING A BEHAVIORAL PROGRAM     A Problem Has Been Referred: Should You Design a Program?            Selecting and Implementing an Assessment Procedure   Strategies of Program Design and Implementation          Program Maintenance and Evaluation                Application Exercise     Notes and Extended Discussion              25        TOKEN ECONOMIES          Initial Steps in Setting Up a Token Economy     Specific Implementation Procedures      Preparing a Manual       Programming Generality to the Natural Environment      Ethical Considerations   A Summary of Considerations in Designing a Token Economy   Application Exercises    Notes and Extended Discussion              26        HELPING AN INDIVIDUAL TO DEVELOP SELF-CONTROL      Causes of Self-Control Problems          A Model for Self-Control         Steps in a Self-Control Program            Circumventing the Therapist      Application Exercises    Notes and Extended Discussion              27        COGNITIVE BEHAVIOR THERAPY, SELF-DIRECTED COPING METHODS, & ACT     Cognitive Restructuring Methods           Self-Directed Coping Methods Mindfulness and Acceptance Strategies A Behavioral Interpretation of Cognitive Restructuring, Self-Directed Coping Methods, & ACT            Concluding Comments  Application Exercise     Notes and Extended Discussion              28        AREAS OF CLINICAL BEHAVIOR THERAPY       Specific Phobias           Other Anxiety Disorders           Depression       Alcohol Problems         Eating Disorders Couple Distress            Sexual Dysfunction       Habit Disorders            Notes and Extended Discussion              PART VI  A HISTORICAL PERSPECTIVE AND ETHICAL ISSUES   29        GIVING IT ALL SOME PERSPECTIVE: A BRIEF HISTORY          The Respondent-Conditioning (and Wolpean) Orientation The Operant-Conditioning Orientation: Applied Behavior Analysis         Mixtures and Offshoots of the Two Major Orientations The Terms Behavior Modification, Behavior Therapy, Cognitive Behavior Modification & Applied Behavior Analysis    The Future of Behavior Modification     Notes and Extended Discussion              30        ETHICAL ISSUES      A Behavioral View of Ethics     Arguments Against Deliberately Controlling Behavior     Ethical Guidelines          Conclusions      Notes and Extended Discussion              GLOSSARY   REFERENCES              AUTHOR INDEX         SUBJECT INDEX  

About the Author :
Garry Martin, a native Manitoban, attended Colorado College on a hockey scholarship, where he received the BA degree. He then attended Arizona State University for the MA and PhD degrees. Garry returned to Manitoba in 1966 and taught in the Department of Psychology at the University of Manitoba until his retirement at the end of 2008. He is currently a Distinguished Professor Emeritus at the U of M, and he continues to supervise graduate students, teach part-time, and write and publish. He has co-authored or co-edited 8 books and over 150 journal articles on various areas in behavioral psychology. His book, Behavior Modification: What It Is and How to Do It, with Dr. Joseph Pear, first published in 1978, is used as a primary text at many universities in 14 countries and various editions have been translated into Spanish, Italian, Portuguese, Chinese, and Korean. His research on behavioral training technologies for improving the quality of life of people with developmental disabilities and children with autism has been supported continuously by the Medical Research Council of Canada, and now the Canadian Institutes of Health Research for the past 32 years. He has been an invited speaker at numerous national and international conferences around the world. He has supervised 38 Masters theses, and 32 PhD theses at the University of Manitoba, and has received numerous honors and awards, including induction into the Royal Society of Canada. At the 2010 Annual Convention of the Canadian Psychological Association, Garry received the CPA Education and Training Award, the most prestigious education and training award the discipline confers in Canada.   Dr. Joseph J. Pear, Professor of Psychology at the University of Manitoba, received the B.S. degree from the University of Maryland and the M.A. and Ph.D. degrees from The Ohio State University. A fellow of Division 6 (Behavioral Neuroscience and Comparative Psychology) and Division 25 (Behavior Analysis) of the American Psychological Association, Dr. Pear has done both basic and applied research. His early applied work was with children with developmental disabilities at the St. Amant Centre, where he founded the Behaviour Modification Unit (now the Psychology Department) in the early 1970s. More recently, he developed Computer-Aided Personal System of Instruction (CAPSI), an instructional program based on the Keller Plan. CAPSI is an award winning program that is being used to teach a number of courses at University of Manitoba and at several other universities in Canada and the United States. It is also a research tool that Dr. Pear and his graduate students use to research the teaching and learning dimensions of university education. Dr. Pear has also done basic research with pigeons and fish using a tracking system that he developed. In addition to Behavior Modification: What It Is and How to Do It with Dr. Garry Martin, Dr. Pear has written two other books:The Science of Learning and A Historical and Contemporary Look at Psychological Systems. He has also written numerous research articles and two encyclopedia articles: “Psychological Systems” in The Corsini Encyclopedia of Psychology (Fourth Edition) and “Physiological Homeostasis and Learning” in Encyclopedia of the Sciences of Learning. He has received awards for Outstanding Contribution to Behaviour Analysis in Manitoba and for Innovative Excellence in Teaching, Learning, and Technology. He also received the Fred S. Keller Behavioral Education Award for Distinguished Contributions to Education.