Behavior Modification

A balanced presentation of the principles and tactics of behavior modification Behavior Modification: What It Is and How to Do It, 10/e assumes no specific prior knowledge about psychology or behavior modification on the part of the reader. The authors begin with basic principles and procedures of behavior modification and then provide readers with how-to-skills such as observing and recording. Next, the authors provide advanced discussion and references to acquaint readers with some of the empirical and theoretical underpinnings of the field. Readers will emerge with a thorough understanding of behavior modification in a wide variety of populations and settings.  

Table of Contents:
In this Section: 1. Brief Table of Contents 2. Full Table of Contents 1. Brief   Part I  : The Behavior Modification Approach Chapter 1:    Introduction Chapter 2:    Areas of Application: An Overview    Part II : Basic Behavioral Principles and Procedures  Chapter 3:    Respondent (Classical, Pavlovian) Conditioning of Reflexive Behavior  Chapter 4:    Increasing a Behavior with Positive Reinforcement  Chapter 5:    Increasing Behavior with Conditioned Reinforcement Chapter 6:    Decreasing a Behavior with Extinction  Chapter 7:    Getting a New Behavior to Occur with Shaping  Chapter 8:    Developing Behavioral Persistence With Schedules of Reinforcement Chapter 9:    Responding at the Right Time and Place: Stimulus Discrimination and Stimulus Generalization  Chapter 10: Changing the Control of a Behavior with Fading  Chapter 11: Getting a New Sequence of Behaviors to Occur with Behavior Chaining  Chapter 12: Differential Reinforcement Procedures to Decrease Behavior Decreasing Tommy’s Talking Out  Chapter 13: Decreasing Behavior With Punishment  Chapter 14: Establishing Behavior by Escape and Avoidance Conditioning  Chapter 15: Respondent and Operant Conditioning Together Chapter 16: Transferring Behavior to New Settings and Making It Last: Generality of Behavioral Change    Part III:Capitalizing on Antecedent Control Procedures  Chapter 17:    Antecedent Control: Rules and Goals  Chapter 18: Antecedent Control: Modeling, Physical Guidance, and Situational Inducement Chapter 19: Antecedent Control: Motivation  Chapter 20: Behavioral Assessment: Initial Considerations  Chapter 21: Direct Behavioral Assessment: What to Record and How  Chapter 22: Doing Behavior Modification Research    Part V: Putting It All Together to Develop Effective Behavioral Programs  Chapter 23: Functional Assessment of Problem Behavior  Chapter 24: Planning, Applying, and Evaluating a Behavioral Program  Chapter 25: Token Economies  Chapter 26: Helping an Individual to Develop Self-Control    Part VI: Behavior Therapy for Psychological Disorders Chapter 27: Approaches to Behavior Therapy: Cognitive Restructuring, Self-Directed Chapter 28: Psychological Disorders Treated by Behavioral and Cognitive-Behavioral Therapies   Part VII: A Historical Perspective and Ethical Issues Chapter 29: Giving It All Some Perspective: A Brief History  Chapter 30: Ethical Issues    2. Full Table of Contents   Part I  :The Behavior Modification Approach Chapter 1: Introduction What Is Behavior?  What Is Behavior Modification?  Some Historical Highlights of Behavior Modification Some Misconceptions About Behavior Modification  The Approach of This Book  The Structure of This Book   Chapter 2: Areas of Application: An Overview  Parenting and Child Management  Education: From Preschool to University  Developmental Disabilities  Schizophrenia  Behavior Therapy in Clinical Settings  Self-Management of Personal Problems  Medical and Health Care  Gerontology  Community Behavioral Analysis  Business, Industry, and Government  Behavioral Sport Psychology  Behavior Modification with Diverse Populations  Conclusion    Part II : Basic Behavioral Principles and Procedures  Chapter 3: Respondent (Classical, Pavlovian) Conditioning of Reflexive Behavior  Making words “unpleasant” Behavioral Principles and Procedures Principle of Respondent Conditioning Higher-Order Conditioning Common Respondently Conditioned Responses Procedures for Eliminating a Conditioned Reflex Generalization and Discrimination of Respondent Behavior Applications of Respondent Conditioning and Extinction An Introduction to Operant Conditioning: Another Type of Learning   Chapter 4: Increasing a Behavior with Positive Reinforcement  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    Chapter 5: Increasing Behavior with Conditioned Reinforcement  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    Chapter 6: Decreasing a Behavior with Extinction  Louise’s Case  Operant Extinction  Factors Influencing the Effectiveness of Operant Extinction  Pitfalls of Operant Extinction  Guidelines for the Effective Application of Operant Extinction    Chapter 7: Getting a New Behavior to Occur with Shaping  Improving Frank’s Exercising  Shaping  Factors Influencing the Effectiveness of Shaping  Pitfalls of Shaping  Guidelines for the Effective Application of Shaping    Chapter 8:  Developing Behavioral Persistence With Schedules of Reinforcement Improving Jan’s Work Rate in Math Class  Some Definitions  Ratio Schedules  Simple Interval Schedules  Schedules with a Limited Hold  Duration Schedules  Overview of Six Commonly Used Schedules for Increasing and Maintaining Behavior  Concurrent Schedules of Reinforcement  Pitfalls of Intermittent Reinforcement  Guidelines for the Effective Use of Intermittent Reinforcement    Chapter 9: Responding at the Right Time and Place: Stimulus Discrimination and Stimulus Generalization  Learning to Follow Teacher’s Instructions  Learning to Respond at the Right Time and Place  Types of Controlling Stimuli: SDs and SDs  Stimulus Discrimination  Stimulus Generalization  Factors Determining the Effectiveness of Stimulus Discrimination Training  Pitfalls of Stimulus Discrimination Training  Guidelines for Effective Stimulus Discrimination Training    Chapter 10: Changing the Control of a Behavior with Fading  Teaching Peter His Name  Fading  Dimensions of Stimuli for Fading  Factors Influencing the Effectiveness of Fading  Fading Versus Shaping Pitfalls of Fading  Guidelines for the Effective Application of Fading    Chapter 11: Getting a New Sequence of Behaviors to Occur with Behavior Chaining  Teaching Steve to Follow a Consistent Preputt Routine  Behavior Chaining  Methods for Teaching a Behavior Chain  Chaining Compared with Fading and Shaping  Factors Influencing the Effectiveness of Behavior Chaining  Pitfalls of Behavior Chaining  Guidelines for the Effective Use of Behavioral Chaining    Chapter 12: Differential Reinforcement Procedures to Decrease Behavior Decreasing Tommy’s Talking Out  Decreasing Operant Behavior Differential Reinforcement of Low Rates  Differential Reinforcement of Zero Responding  Differential Reinforcement of Incompatible Behavior  Differential Reinforcement of Alternative Behavior  Pitfalls of Schedules for Decreasing Behavior  Guidelines for the Effective Use of Differential Reinforcement Procedures to Decrease Behavior    Chapter 13: Decreasing Behavior With Punishment  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 Used?  Pitfalls of Punishment  Guidelines for the Effective Application of Punishment   Chapter 14:Establishing Behavior by Escape and Avoidance Conditioning  Curing Joanne’s Slouching  Escape Conditioning (Negative Reinforcement) Avoidance Conditioning  Pitfalls of Escape and Avoidance Conditioning  Guidelines for the Effective Application of Escape and Avoidance Conditioning    Chapter 15: Respondent and Operant Conditioning Together Responding to Meet Deadlines  Respondent and Operant Conditioning Compared Operant—Respondent Interactions  Respondent and Operant Components of Emotions  Respondent and Operant Components of Thinking  Private Thoughts and Feelings: More Respondent—Operant Interactions       Chapter 16: Transferring Behavior to New Settings and Making It Last: Generality of Behavioral Change  Helping Carole Have a Successful Class Presentation Generality  Programming Generality of Operant Behavior  Programming Generality of Respondent Behavior  Pitfalls of Generality  Guidelines for Programming Generality of Operant Behavior    Part III: Capitalizing on Antecedent Control Procedures  Chapter 17:    Antecedent Control: Rules and Goals  Helping Susan to Skate Well  Antecedent Control  Rules  Goals    Chapter 18:   Antecedent Control: Modeling, Physical Guidance, and Situational Inducement   A Mindfulness-Based Intervention for Aggression  Capitalizing on Existing Stimulus Control  Modeling  Physical Guidance  Situational Inducement    Chapter 19:  Antecedent Control: Motivation  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    Chapter 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    Chapter 21: Direct Behavioral Assessment: What to Record and How  Characteristics of Behavior to Be Recorded  Strategies for Recording Behavior  Assessment of the Accuracy of Observations    Chapter 22:  Doing Behavior Modification Research  The Reversal-Replication (ABAB) Design  Multiple-Baseline Designs  The Changing-Criterion Design  Alternating-Treatments (or Multielement) Design  Data Analysis and Interpretation    Part V: Putting It All Together to Develop Effective Behavioral Programs  Chapter 23: Functional Assessment of Problem Behavior  Functional Assessment Procedures  Major Causes of Problem Behaviors  Medical Causes of Problem Behaviors  Guidelines for Conducting a Functional Assessment    Chapter 24: Planning, Applying, and Evaluating a Behavioral Program  Deciding Whether to Design a Program Following a Referral  Selection and Implemention of a Preprogram Assessment Procedure  Strategies of Program Design and Implementation  Program Maintenance and Evaluation    Chapter 25: Token Economies  Setting Up and Managing a Token Economy  Generality Programming to the Natural Environment  Ethical Considerations  A Summary of Considerations Necessary in Designing a Token Economy    Chapter 26:Helping an Individual to Develop Self-Control  Causes of Self-Control Problems  A Behavioral Model for Self-Control  Steps in a Self-Control Program  Circumvention of the Therapist    Part VI: Behavior Therapy for Psychological Disorders Chapter 27: Approaches to Behavior Therapy: Cognitive Restructuring, Self-Directed Coping Methods, and Mindfulness and Acceptance Procedures Cognitive Restructuring Methods  Self-Directed Coping Methods  Mindfulness and Acceptance Strategies  A Behavioral Interpretation of Aspects of the Therapies in This Chapter Concluding Comments       Chapter 28: Psychological Disorders Treated by Behavioral and Cognitive-Behavioral Therapies Specific Phobias  Other Anxiety Disorders  Depression  Alcohol and Other Substance-Use Disorders Eating Disorders  Couple Distress  Sexual Dysfunction  Habit Disorders    Part VII: A Historical Perspective and Ethical Issues Chapter 29: Giving It All Some Perspective: A Brief History  The Pavlovian 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 and Applied Behavior Analysis  The Future of Behavior Modification  Notes for Further Learning    Chapter 30: Ethical Issues  A Behavioral View of Ethics  Arguments Against Deliberately Controlling Behavior  Ethical Guidelines  Conclusions

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.