Principles Of Behavior Modification Research Articles

Behavioral training of supervisors in an industrial setting for the blind.

Training in principles of behavior assessment and modification was provided for first-line supervisors in an industrial situation employing the occupationally handicapped. Positive and negative statements by employees were carefully defined and targeted for change. Evaluation of training effectiveness was accomplished through the use of a multiple baseline design. Results suggested that training supervisors in the use of behavioral principles represented a significantly effective procedure in the modification of employees' statements reflecting dissatisfaction, primarily with management and supervisory personnel. The failure of this training to affect significantly positive statements suggested that the effective use of praise by supervisors for positive employee statements is problematic within the circumstances of this study. This suggests the need for more powerful training procedures for increasing praise verbalizations.

Transitional Care: A New Approach to Aftercare

The transitional-care program incorporates the principles of behavior modification and group and family therapy in order to help recently discharged psychiatric patients maintain the positive changes that occurred in the hospital. Patients meet for approximately three hours a week, for up to 12 weeks, with nursing staff who worked with them while they were hospitalized. Each patient has an individual treatment program and goals, and during meetings with his team he discusses his progress and problems in meeting those goals. Staff members encourage patients to accept responsibility for each other and not to become too dependent on them. The program has been successful in preventing rehospitalization.

Review of Behavior modification principles: An introduction and training manual.

Review of Behavior modification principles: An introduction and training manual.

Parents as behaviour therapy-technicians in treating reading deficits

Abstract Parents acted as therapy technicians in a behaviour modification programme directed at improving the reading level of culturally disadvantaged children identified as poor readers. Ten Ss between the ages of 7 and 14 with a reading level from 1½ to 4½ years behind the normal level, were divided into experimental and control groups. Two sets of parents, both without any high school education, were instructed in behaviour modification principles and a modified version of Camp and Staats' (1970) reading programme, and taught to teach their children how to read. The control Ss were all pupils in a remedial reading class in a local primary school. Over a two month period the experimental Ss exhibited a significant change in reading skills. There was no significant change in reading skills of the control Ss. An attempt was made to nurture individual learning strategies in the hope that this would generalize to all areas of learning. Subjective reports from teachers, parents, children, and school grades,...

Using principles of behavior modification to teach behavior modification.

The basis for a commonly found experience that a person tends to teach the way he has been taught rather than the way he has been told to teach is explained. Principles of behavior modification are reviewed. Positive and negative examples are provided for applying the principles to the teaching of these principles to others.

Developing and Using Videotapes to Teach Rehearsal Techniques and Principles

This report describes a project in which a series of videotapes that demonstrate the principles of teaching employed in a rehearsal setting of junior high school, senior high school, and college choral organizations were developed. The tapes were produced as teaching aids for music education classes to help prospective music teachers understand the relationship among teacher, learner, and subject in the music classroom. In choral methods classes the tapes were used to demonstrate rehearsal techniques and principles. Each tape contained examples of teaching techniques, musical problems, and singers' vocal behavior on one of nine topics—pitch, rhythm, phrasing, interpretation, text, intonation, note accuracy, and conducting techniques. These tapes were used in three ways. One approach was to present tape excerpts in class after a brief introduction. Students then discussed what they had seen. A second approach was to allow students to check out the tapes for personal viewing. The third approach was to have a graduate student show the tapes to groups of students in a quiz section. Three other tapes, made from the same initial footage, were used in an introductory music education course to demonstrate rehearsal techniques and principles of behavior modification as they relate to choral ensemble rehearsals. Since two sections of the course were offered, it was possible to have an experimental and a control group. A posttest only control group design was used to test whether the class of students receiving the video material would be significantly different from the control class in observational skills, knowledge of behavioral principles (final exam), and attitude toward the course. Students in the experimental groups showed significantly fewer incorrect responses in the observation tests and reported a higher level of interest in the course as reported in the questionnaire.

Two strategies of group training of parents as effective behavior modifiers

Two groups, a combination group and a specific-focus group, each composed of four mothers who had sought assistance for behavioral difficulties with their children, were matched on several variables. Parents in both groups attended weekly, 2-hr sessions over a 10-week span. The first four sessions of the combination training group were devoted to teaching parents the principles of behavior modification, while session 5 through 10 concentrated on changing target behaviors. The specific-focus group dealt solely with target problems during the 10-week program. Combination group mothers were able to deal effectively with a wide range of current behavioral problems. The combination training program also had a considerable impact upon parent-child interactions in play and command settings and upon parents' perceptions of their children as measured by parents' responses to a behavior adjective checklist. Specific-focus group mothers demonstrated some improvements on these measures but they were not as marked as those of the combination group mothers. Follow-up evaluation showed that the improvements initially achieved by the combination group tended to be more stable than those attained by the specific-focus mothers.

Aspects of the Patient–Therapist Relationship.

My topic is the relationship between patient and therapist that occurs in most types of one-to-one therapy involving behavioural principles, but also including therapy with couples and with co-therapists. I shall not deal with the realtionships involved in therapeutic groups or in the application of behaviour modification principles in institutional settings or classroom.

Comparative Effectiveness of Behavior Modification and Transactional Analysis Programs for Delinquents.

The Youth Center Research Project studied the effectiveness of two different treatment programs with 983 adjudicated delinquents assigned by random procedures to two institutions, one of whose programs was based on transactional analysis (O. H. Close School) and the other on the principles of behavior modification (Karl Holton School). The results summarized here suggest that institutions can be run so that most residents change for the better. Improvement on psychological measures favored the transactional analysis program; the behavior ratings slightly favored the behavioral program. Parole follow-up showed no differences in the revocation rates of the two programs, but subjects from both were doing significantly better than comparison groups of the same age assigned to other institutions. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

Reducing problem behaviors in the severely and profoundly retarded

A 21-week pilot project was conducted in a large state institution for the mentally retarded applying behavior modification principles for reducing disruptive and hostile behavior. Fourteen males served as experimental subjects. They were housed on a “closed” ward and exhibited a high frequency rate of physical and verbal aggression as well as some psychotic-like behavior. The pilot project demonstrated that brief time-out periods combined with systematic positive reinforcement for acceptable behaviors resulted in the eliminationof both extremely aggressive and psychotic-like behaviors.

The effects of behavior modification on the attitudes of delinquents

This study investigates whether exposure to the rehabilitation techniques of behavior modification changes the attitudes of delinquents so that they more closely approximate the norms of the community. The attitudes of delinquent boys in a community based home that uses behavior modification principles are contrasted over time with a control group of eighth grade boys from the same community. The results suggest that the delinquent boys tend to improve dramatically in self-esteem and from externality to internality, actually scoring more favorably in each case than the control group at post-test. They improve also in achievement orientation but they remain below the control group. Finally, the delinquent boys are slightly less Machiavellian than the control group and this did not change across time.

A group training program in behavior modification for mothers of children with birth defects: an exploratory study.

This paper explores the impact of a group approach to teaching behavior modification principles and techniques to mothers of physically handicapped children. Five sessions involving presentations, discussions, and application of operant reinforcement techniques were followed by five sessions focusing on the importance of communication about the handicap, and applying the previously learned operant tecniques to opening communication in this sensitive, secretive area. Clinical and statistical findings suggest that this approach can effectively train mothers to apply the techniques, and increase their attempts to communicate with their handicapped children. Moreover, mothers' participation appeared to facilitate their children's readiness to communicate, as well as improve their children's self-esteem, enthusiasm, and likability.

AN EXPERIMENTAL ANALYSIS OF THE EFFECTIVENESS OF AN ORGANIZATIONAL BEHAVIOR MODIFICATION PROGRAM IN INDUSTRY.

This paper reports the background, methodology, findings and implications of the performance effectiveness of an organizational behavior modification (O.B.Mod.) program in industry. O.B.Mod. is based on operant learning theory and the principles of behavior modification and has the overriding premise that organizational behavior is a function of its contingent consequences. Specifically, a pretest-post test control group experimental design was used to evaluate the performance (departmental direct labor effectiveness) of first line supervisors who went through a behavioral contingency management (BCM) training program. Analysis of variance with repeated measures on one factor (months) was used to analyze the results. The statistical tests clearly indicate that the overall departmental performance of supervisors who went through BCM training was significantly higher than the control group.

Generalization to the classroom of principles of behavior modification taught to teachers

Twenty teachers were assigned to four conditions: (1) teachers who participated in a laboratory group and received a written manual; (2) teachers who participated only in the laboratory group; (3) teachers who received only a written manual, and (4) teachers who did not receive either source of information. The results indicated that teachers who participated in a laboratory group increased in knowledge compared to Ss who did not participate in a laboratory group. Further, there was a decrease in disruptive behavior only in the classrooms of teachers who had participated in a laboratory group on behavior modification principles.

Intervention with families of gender-disturbed boys.

A treatment program for gender-problem boys and their families is described. In addition to being highly effeminate in their interests, the boys were also markedly deficient in social skills, especially with peers. Intervention procedures were based largely on behavior modification principles, and were eventually applied in group settings for both the boys and their parents.

Multiple criteria follow-up of behavior modification with families.

This report presents termination and follow-up evaluations of a parent training program based on behavior modification principles. Treatment termination outcome data were obtained for 22 families, and follow-up data were collected on 14 of these families 3 and 8 months after treatment. Results indicated a fairly high level of success at termination on the basis of parent-collected observational data, parent attitude change toward the children, and parent attitude concerning the process and outcome of treatment. Modest levels of success were evidenced on the basis of behavioral data recorded by trained observers in the home. Families who participated in follow-up demonstrated greater cooperation and involvement with the treatment program than those who did not participate. In all other respects, however, these two groups were similar. Follow-up data on parent attitude measures demonstrated maintenance of the treatment effects. Parent observational data were incomplete, but also showed maintenance in follow-up. For the subsample of 14 cases, home observation records indicated a nonsignificant decline in deviant behavior at termination followed by a nonsignificant increase in deviant behavior during follow-up. The meaning and implications of these discrepant findings were discussed and compared with results from other laboratories.

The Classroom Application of Behavior Modification Principles for Multiply Handicapped Blind Students

Three studies of multiply handicapped blind students enrolled in a special class located in a residential school for visually handicapped children are reported. The application of behavior modification techniques was designed to help the students: a) decrease bickering comments and acquire positive social comments; b) increase independent seat work responses including braille word writing, placement of pegs in a peg board, and placement of cubes in a cubarithm, and c) learn a mobility skill. In each case the subjects were successful in changing responses in their behavioral repertoire when a behavior modification program was implemented.

Training parents in groups as behavior modifiers of their mentally retarded children

Natural and foster parents' groups were taught a number of principles of behavior modification and how to apply them to their retarded children. Group leaders used programmed booklets, modelling and behavior rehearsal, lecturing and discussion, weekly assignments and positive reinforcement. As weekly assignments, the parents read a programmed text, counted and charted their children's behavior, and intervened with reinforcement, extinction, time outs, modelling, cueing, and rehearsal procedures. Following completion of training in eleven groups, 27 of the 33 families entering the program successfully modified 55 of the 58 behaviors for which plans were initiated.

Using college students as paraprofessionals.

A Veterans Administration hospital in Florida makes extensive use of college students as paraprofessional workers on a psychiatric ward. The paraprofessionals, who are trained in behavior modification principles and techniques by a psychiatrist or psychologist, record patient behavior, reinforce positive behavior, and present patient data at treatment-team meetings. They help the patient find a job or return to school and also help him adapt to the community environment.

Teacher consultation model: An operant approach

Psychology in the SchoolsVolume 10, Issue 4 p. 494-497 Strategies in Behavioral Change Teacher consultation model: An operant approach† John Halfacre, John Halfacre Special Services Charleston County School District P.O. Box 5285 North Charleston, S. C. 29406Search for more papers by this authorFrances Welch, Frances Welch Special Services Charleston County School District P.O. Box 5285 North Charleston, S. C. 29406Search for more papers by this author John Halfacre, John Halfacre Special Services Charleston County School District P.O. Box 5285 North Charleston, S. C. 29406Search for more papers by this authorFrances Welch, Frances Welch Special Services Charleston County School District P.O. Box 5285 North Charleston, S. C. 29406Search for more papers by this author First published: October 1973 https://doi.org/10.1002/1520-6807(197310)10:4<494::AID-PITS2310100421>3.0.CO;2-NCitations: 1 † This paper assumes an understanding of the basic principles of behavior modification. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume10, Issue4October 1973Pages 494-497 RelatedInformation