Behavior Modification Techniques Research Articles

A Smartphone App–Based Lifestyle Intervention Promotes Weight Loss—Results of a Prospective, Randomized, Controlled Clinical Trial (RCT)

Despite widespread use of smartphones and wearables, we have limited evidence that they aid weight loss or lifestyle. Here, we report results of a 6-month RCT of our smartphone app-based lifestyle intervention vs. standard of care (in-person weight management visits at 0, 3, and 6 months) in a cohort of overweight or obese subjects. The app downloads objective data of daily weights from smartscales and physical activity from 3-axis accelerometers. The technology allows peer social networking and remote professional coaching employing behavior modification techniques delivered via group and private messaging, emoticons, shared activity and weight data, shared photographs of meals, and a virtual reward system for behavior modification. Intervention group: n=13, 85% F, age 39.5 ± 3.71 y, initial weight 94.3 ± 3.42 kg, BMI 34.5 ± 1.3 kg/m2. Control group: n=15, 86% F, age 45.1 ± 3.31 y, initial weight 92.3 ± 4.37 kg, BMI 33.8 ± 1.kg/m2 (means ± SE). We found a clinically and statistically significant weight difference of -4.2 ± 2.0 kg (95% CI -8.3 to -0.02 p=0.0488) after 6 months of our smartphone app-based lifestyle intervention (prespecified primary outcome, intervention vs. control). In the intervention group, weight change was -7.2 ± 1.8 kg (95% CI -11.1 to -3.3, p = 0.0017); % weight change was -7.9% ± 2.2% (95% CI -12.6 to -3.2, p=0.0031). Weight change significantly associated with median step counts (Pearson’s correlation coefficient r=-0.61, p=0.027), numbers of text messages from each subject (r=-0.83, p=0.0005), and numbers of diet photos shared (r =-0.83 p=0.0005). Our app-based lifestyle intervention met the prespecified primary outcome of clinically meaningful and statistically significant weight loss at 6 months over control. The strongest correlations with weight loss in the intervention group were physical activity (step counts) and subjects’ engagement in behavior modification coaching (messages and diet photos). Disclosure C. Vaz: None. A.G. Suthar: None. B.T. Pousti: None. S.M. Aye: None. K. Williams: Stock/Shareholder; Self; Hygieia, Gemphire, Inc.. Advisory Panel; Self; Gemphire, Inc.. H. Zhao: None.

Orientação e treinamento de pais: uma vivência clínica

This study aimed to implement and verify the effectiveness of the ‘Parent Orientation and Training Program’, which guides and empowers parents so that they learn to manage the contingencies of their educational practices. It is known that behavior modification techniques have been increasingly employed in the context of Neuropsychology. The article describes a clinical experience in which twenty – six parents participated in eight meetings. Qualitative data, obtained through an evaluation form, revealed high parental satisfaction. The qualitative analysis of the parents’ reports showed that they underwent a process of self-knowledge and presented changes, such as: increased participation and involvement in the childrens’ lives, establishment of clear and consistent rules, greater appreciation of appropriate child behaviors and increased frequency of praise for part of the parents with decrease or abandonment of the use of slaps. The therapeutic approach based on the training, reached its objectives, emphasizing that work of positive attention, prevention and intervention with the parents are necessary to increase the quality in the family interaction.

Intensive lifestyle modification program on weight loss and metabolic syndrome risk reduction among obese women in rural areas of Thailand

Purpose The purpose of this paper is to examine the effect of the intensive lifestyle modification program on weight and metabolic syndrome risk reduction in rural obese women who have no underlying non-communicable diseases in Thailand. Design/methodology/approach A randomized controlled trial was conducted. In total, 60 healthy obese women aged 30-50 years were recruited and randomly assigned to either the intervention (n=30) or control (n=30) group after health screening. Tailored nutritional counseling, health education and exercise training were included in the lifestyle modification program. Behavioral modification techniques were also incorporated. The intervention was conducted weekly for the first eight weeks, then biweekly until week 16. Findings The student’s t-test was used to compare mean difference between groups. The total weight loss in the intervention group (n=29) was significantly higher, 7.6±2.9 kg, compared with the control group (n=30) who lost 0.7±1.4 kg (p<0.001). The intervention group lost weight 10.2 percent from baseline which was significantly higher than that in the control group (p<0.001). Systolic and diastolic blood pressures, fasting blood sugar, and waist circumference were significantly improved. Triglyceride levels slightly improved while high density lipoprotein cholesterol was slightly lowered. The intervention group showed a statistical reduction in abnormal components of metabolic syndrome compared with the control group, with the relative risk=0.24, 95% confidence interval=0.072-0.791, and p=0.018. Originality/value Compatibility of the program activities conducted by a health professional who had achieved healthy weight loss and accepted as a role model was a key to achieving effective weight loss and metabolic syndrome risk reduction in obese women in rural areas. The program should be integrated into the conventional practice of health care centers.

Efficacy of behaviour modification techniques to reduce stage fright: A study

Fright or performance anxiety. Stage fright and anxiety in the students were developed due to various causes and Students were selected for the study on the basis of their Subjective Unit of Distress Scale developed by Wolpe (1992). The students were assessed pre and post intervention. we used the questionnaire Personal Report of Public Speaking Anxiety - 34 (PRPSA) developed by McCroskey (2013) and Rosenberg Self Esteem Scale developed by Rosenberg (1965) in order to determine the level of anxiety, that a student experiences while performing a speech and measures global self-worth by measuring both positive and negative feelings about the self respectively. This is the study of forty student of IX standard, Kendriya Vidyalaya, they were very diffident to present themselves on the stage. The students were assessed pre intervention and intervened with Behaviour Modification techniques for the period of Six weeks. The student's stage fright and self esteem were reassessed after the period of six weeks. The results of the study reflected that the students experienced significantly less anxiety / stage fright, decreased in their Subjective Unit of Distress Scale and increase in the self esteem. This shows that Behaviour Modification techniques are efficient in reducing stage fright, performance anxiety and increase in self esteem.

THE APPLICATION OF TOKEN ECONOMIC BEHAVIORAL MODIFICATION TECHNIQUE TO INCREASE THE ABILITY OF ADDING UP 0-50 FOR AUTISTIC CHILDREN IVth GRADE IN SKH AL KAUTSAR CILEGON BANTEN

Abstract This research is motivated by the low ability of children to add 0-50 . The purpose of this study was to determine the increase in the ability to add 0-50 autistic children using the token economic. The research method used is the experimental method using the Single Subject Research (SSR) approach and using the A-B-A research design. The target behavior in this study is to add 0-50 . The data collection technique in this study used a test given at baseline-1, intervention, and baseline-2 in 5 items. The data obtained were analyzed using analysis between conditions. Based on the results of the research data analysis, it was found that there was an increase in the ability to add 0-50 autictic children in class IV using the token economic behavior modification technique at SKh Al Kautsar Cilegon Banten. The results of the mean level in the baseline-1 were 43,33% and the increase after the intervention of token economic behavior modification tehnique was 74,17%. This shows that there is an increase in the ability to add 0-50 autistic children in class IV using the token economic behavior modification technique at SKh Al Kautsar Cilegon Banten.

Evaluation of the Efficacy of Play Therapy among Children Undergoing Dental Procedure through Drawings Assessed by Graphological Method: A Clinical Study.

IntroductionBehavior modification is defined as the attempt to alter human behavior and emotion in a beneficial way and accordance with the laws of learning. Play therapy is one such behavior modification technique. The study aimed to evaluate the efficacy of play therapy among children undergoing dental treatment by the graphological method.Materials and methodsChildren were made to draw before treatment, after treatment of one class 1 lesion without application of any behavior modification technique and after treatment of the second lesion of class 1 caries with play therapy. Graphologist and scores assessed drawings were given by graphological method.ResultsSignificant reductions in stress levels were observed in the drawings which were made after play therapy.ConclusionPlay therapy is an effective behavior modification technique in pediatric dentistry, which may be used in routine dental practice.How to cite this article: Kiran SDP, Vithalani A, Sharma DJ. Patel MC, Bhatt R, Srivastava M. Evaluation of the Efficacy of Play Therapy among Children Undergoing Dental Procedure through Drawings Assessed by Graphological Method: A Clinical Study. Int J Clin Pediatr Dent.,2018;11(5):412-416.

Salivary Cortisol and Alpha-amylase-Biomarkers of Stress in Children undergoing Extraction: An in vivo Study.

AimThe anxiety of dental procedure evokes physiological response in the human body similar to fear. The level of cortisol and alpha-amylase in saliva can be considered as one of the major biomarkers of stress and anxiety. Our study was aimed to correlate the stress and anxiety with the levels of salivary cortisol (SC) and salivary alpha-amylase (SAA) in patients undergoing routine dental extraction.Materials and methodsThe levels of SC and SAA were assessed pre- and postextraction in the salivary samples of 20 children.ResultsThe values of cortisol and alpha-amylase showed a significant increase postextraction.ConclusionSalivary cortisol and SAA can be considered an important and noninvasive tool for assessment of anxiety, such as dental extraction, in children.Clinical significanceIncrease in the stress levels of a child in the dental operatory procedures like tooth extraction suggests the use of some behavior modification and shaping techniques by dentists to overcome the anxiety of the child before commencement of the procedure. This can aid in better cooperation of the child during treatment as well as helps in internal motivation toward future dental treatment.How to cite this article: Chaturvedi Y, Chaturvedy S, Marwah N, Chaturvedi S, Agarwal S, Agarwal N. Salivary Cortisol and Alpha-amylase—Biomarkers of Stress in Children undergoing Extraction: An in vivo Study. Int J Clin Pediatr Dent 2018; 11(3):214-218.

The Efficacy of Social Stories in the Classroom to Reduce Disruptive Behaviours in Children with ADHD

The purpose of this study was to examine the efficacy of Social Stories on the disruptive behaviours of three primary school boys with ADHD. Children’s disruptive behaviours were monitored, and observations carried out by Teaching Assistants, before baseline measurements. Social Stories were created to provide children with alternative social responses, which in turn reduce the target behaviours of calling out of turn, rising out of seat and aggressiveness. Following baseline data, each child read their individual stories, and their behaviour was monitored for ten days. After this intervention period, the story was withdrawn and behaviour monitored for a further five days; this allowed the researcher to obtain maintenance data, post-intervention. Results revealed that disruptive behaviours decreased compared to baseline measurements and continued to do so once the story was withdrawn in two out of the three children. Since additional strategies, such as prompts and reinforcement were controlled in this study, the findings have implications for classroom practice. In particular, Social Stories may provide teachers with an alternative strategy to the usual behaviour modification techniques used to control disruptive behaviour in children with ADHD.

REVITALIZING BEHAVIOUR MODIFICATION TECHNIQUES FOR EFFECTIVE TEACHING/LEARNING IN PRIMARY SCHOOLS IN NIGERIA

The paper discusses behaviour modification techniques as a mean of addressing the negative behaviour exhibited by pupils in primary schools. In an attempt to discuss the techniques; the paper discuss the meaning of behaviour and its types; effective teaching, teacher’s effectiveness and efficiency, factors influential to teacher’s effectiveness and effective learning were discussed. Finally, the paper recommended that authorities should be organizing seminars, workshops and conferences for teachers and parents on how to bring up their children appropriately among others.

Reducing Public Speaking Anxiety with Behavior Modification Techniques among School Students: A Study

The purpose of this study was to investigate whether the behavior modification techniques helps the students to reduce public speaking anxiety and enhancement in the Self-esteem. The fifty Students were selected purposively for the study on the basis of their Subjective Unit of Distress Scale (SUDS) developed by Wolpe (1990). The questionnaire Personal Report of Public Speaking Anxiety – 34 developed by McCroskey (2013) was adapted to determine the level of public speaking anxiety while holding the speech. Another instrument was Rosenberg Self Esteem Scale (Rosenberg, 1965) in order to measures global self-worth by measuring both positive and negative feelings about the self, before and after intervention. This is the study of fifty student of IX standard, Kendriya Vidyalaya. The students were assessed pre intervention and intervened with Behaviour Modification techniques for the period of Six weeks. The interventions used for the study were: (i) Public speaking with similar problem in the presence of similar group (Ganesan, 2008) (ii) Establishing dialogues with audience in a graded manner in groups one to twenty members (Ganesan, 2009) (iii) Purposeful faltering, while speaking to overcome fear of failure while speaking (Ganesan, 2010) and (iv) Perform voice and breathing exercises (Ganesan, 2012). The student’s SUDS, PRPSA-34 and RSE were reassessed after the period of six weeks interventions phase of how to manage their distress and results of the study indicate that the students experienced significantly less anxiety. The study reflected that the students experienced significantly less public speaking anxiety, decreased in their Subjective Unit of Distress Scale and increase in the self esteem. This shows that Behaviour Modification techniques are efficient in reducing public speaking anxiety.

DEVELOPMENT AND EVALUATION OF AN INTELLIGENT LEARNING ENVIRONMENT FOR THE ASSESSMENT AND MANAGEMENT OF CARDIOMETABOLIC RISK BY ACUTE CARE NURSES: A RESEARCH PROTOCOL

Reducing cardiometabolic risk (CR) is a major public health priority in order to decrease the morbidity and mortality related to cardiovascular disease and type 2 diabetes. According to clinical guidelines, acute care nurses should assess and manage CR through interventions aimed at promoting health behaviors. However, since nurses' training in health behaviour modification techniques is non-systematic in basic and continuing education, these interventions are not widespread in clinical settings. Advances in digital pedagogy allow us to outline innovative proposals on how best to equip and train nurses for CR assessment and management. Intelligent learning environments (ILE) can adapt the educational material according to learners' goals, knowledge and preferences, thereby optimizing learning. This two-arm, pre-post, experimental study aims to develop and evaluate the effect of an ILE compared to non-adaptive resources on the knowledge and competencies of acute care nurses. The study will be conducted with nurses from six acute care units in two hospitals. We will develop the ILE according to the four models of an intelligent tutoring system: (1) the expert model (i.e., theoretical and clinical content in CR assessment and management); (2) the learner model (i.e., learners' goals, knowledge and preferences); (3) the instructional model (i.e., pedagogical strategies); (4) the interface model (i.e., user interface). Outcome measures will include nurses' knowledge and competencies related to CR assessment and management. We will present the research protocol during this session. This study will further our understanding of the optimal design of ILE for developing nurses' clinical knowledge and competencies.

Nocturia: consequences, classification, and management.

Nocturia is a widespread condition that can negatively impact quality of sleep and overall health. This condition is multifactorial in nature and is best approached through the analysis of frequency volume charts. Through these charts, clinicians may classify each individual case of nocturia into one of four distinct categories: global polyuria, nocturnal polyuria, reduced bladder capacity, and mixed. Treatments should then be tailored to each individual based upon the category of their nocturia. In some cases, appropriate therapy will consist of behavioral modification techniques or addressing underlying systemic diseases. In other cases, medical therapy may be necessary, but, to date, medications have shown limited efficacy at treating nocturia.

Comportamiento prosocial y agresivo en niños: tratamiento conductual dirigido a padres y profesores

Applied behavior analysis has demonstrated its effectiveness to increase prosocial behavior in children with aggressive behavior through parent and teacher training, however, research work is limited regard the additive effect of the treatment with both agents. The target of the study was to evaluate the effectiveness of an intervention program addressed to teachers and another addressed to parents in a quasi-experimental study with A-B-A design. Three teachers, 14 parents and 94 students participated, identifying 14 who presented aggressive behavior and showed deficits in pro-social behavior. The intervention programs used in the study were organized in 2 experimental conditions, the first included only parent training and the second included parent training plus teacher training in behavior modification techniques. Results showed that the intervention with 2 agents was the most effective to increase prosocial behavior and decrease aggressive behavior in the family context compared with the group that received only parent training. Also the combined treatment showed significant changes in the school context.

Empirical Analysis of Barriers to Energy Efficiency in Small Scale Industrial Cluster

Objectives: This research work is conducted in small scale industries to highlight energy efficiency gap that has often been neglected from the analysis in manufacturing cluster. The study is done to evaluate - Intensity of Barrier (IOB), Easiness of Barrier Removal (EOB) and Impact of Barrier Removal (IBREE) on Energy Efficiency for the top four barrier-groups by using mathematical model based on Analytic Hierarchy Process (AHP). Methods/Statistical Analysis: The data for AHP matrix is collected through an online questionnaire sent to 180 respondents from the list of 330 industries selected randomly. The four barrier groups are selected based on various studies conducted on Barriers to energy efficiency in India and abroad. The total cluster population consists of 330 Small Scale Manufacturing units in Mohali district of Punjab. Considering the reliability of respondents, the confidence interval 0.20 and confidence level 95% is chosen respectively. The calculated sample size using these parameters is 22. Findings: The Results highlighted many important findings that inhibit the energy efficiency benefits is these cluster and affect degree of implementation. Policy and Regulatory Barrier followed by Personal&Informational Barrier having score value 0.36 and 0.24 respectively are found to be high-intensity Barriers that act as impediments to energy efficiency policies in manufacturing cluster. The Personal&Informational Barrier is easiest to remove whereas Policy and Regulatory Barrier is most difficult to remove barrier group according to AHP results. Application/Improvements: The analysis pointed out that if Policy and Regulatory Barrier is removed would result in significant chances of achieving energy efficiency in these clusters. An initiative from state government bodies in collaboration with field specific experts is necessary to formulate effective policies to address this barrier group. The Personal&Informational Barrier can be addressed through regular interactions with experts, training programs and behavior modification techniques.

AGE AND GENDER SENSITIVITIES TO CONTINGENCY MANAGEMENT AND TOKEN REINFOREMENT STRATEGIES ON SELF CONTROL LEVELS OF REMAND HOME INMATES IN NIGERIA.

The study examined Age and Gender Sensitivities to Contingency Management and Token Reinforcement strategies on Self Control levels of Remand home inmates in Nigeria.The study adopted the quasi-experimental non-organized pre-test, post-test and control group involving 3x2 factorial designs. The participants were randomly assigned to three groups. Seventy two (72) clients formed the sample for the study. Three remand homes- Akure (Ondo state), Osgbo (Osun state) and Ibadan (Oyo state) were purposively sampled for the study. The clients were randomly assigned to two treatment groups and a control group. The first group was treated with Contingency Management while the second with Token reinforcement and the third served as control. Self Control Scale (SCS) was employed in gathering data and descriptive statistics, ANCOVA, and scheffe posthoc analysis were used to analyze the data. The result revealed that both Contingency Management and token reinforcement strategies were adequately effective therapies in enhancing self control levels of the clients. However no significant difference on the self-control levels of male and female was found as well as that of old and young clients, this implies that both male and females as well as old and young clients are sensitive to Contingency Management and Token Reinforcement strategies. On the basis of these findings, it was highly recommended that government at various levels should employ well trained counseling psychologies who are competent in the use of various behavior modification techniques in solving different maladjustment problems among our youths and clients should avail the opportunity of the training exposed to at various homes and realized that both male and female clients deserve the treatment while the old and the young clients need treatment equally. Though the level of their involvement on delinquent behavior differ from one another, however, both need adequate and qualified counseling psychologies in behavior modification techniques

Deconstructing the Time-Out: What Do Mothers Understand About a Common Disciplinary Procedure?

ABSTRACTTime-out (TO) is one of the most common and effective disciplinary tactics used to address problem behavior; however, parents rate TO as one of the least useful behavior modification techniques. This may be due to a discrepancy between empirically supported TO procedures and how mothers are actually conducting TO. Fifty-five mothers were asked to define TO, provide information on how they conduct TO, and identify errors in TO procedures. Results indicate that maternal knowledge and implementation of TO differs considerably from the empirical ideal, potentially impacting the utility and frequency of TO usage in the home to address child problem behaviors.

Rehabilitación neuropsicológica en personas con síndrome de Prader-Willi

Prader-Willi Syndrome (PWS) is a complex neurodevelopmental disorder caused by genetic anomalies that presents itself with a characteristic neurobehavioral phenotype. The aim of this project was to analyze interventions of neuropsychological rehabilitation that exist in PWS and to achieve it, a systematic search was done, resulting in a total of 14 articles with interventions for behavioral, cognitive and familial phenotypical characteristics. The studies were analyzed according to the focus of the intervention, models, specific procedures and results. Most studies used a compensation model and almost all applied behavioral modification techniques. The results suggest that techniques that use differential reinforcement and a more active involvement of the person with PWS and their family during intervention, are more successful.

Muscle power during intravenous sedation.

SummaryIntravenous sedation is effective to reduce fear and anxiety in dental treatment. It also has been used for behavior modification technique in dental patients with special needs. Midazolam and propofol are commonly used for intravenous sedation. Although there have been many researches on the effects of midazolam and propofol on vital function and the recovery profile, little is known about muscle power. This review discusses the effects of intravenous sedation using midazolam and propofol on both grip strength and bite force. During light propofol sedation, grip strength increases slightly and bite force increases in a dose-dependent manner. Grip strength decreases while bite force increases during light midazolam sedation, and also during light sedation using a combination of midazolam and propofol. Flumazenil did not antagonise the increase in bite force by midazolam. These results may suggest following possibilities; (1) Activation of peripheral benzodiazepine receptors located within the temporomandibular joint region and masticatory muscles may be the cause of increasing bite force. (2) Propofol limited the long-latency exteroceptive suppression (ES2) period during jaw-opening reflex. Thus, control of masticatory muscle contraction, which is thought to have a negative feedback effect on excessive bite force, may be depressed by propofol.

Management of Mathematics Anxiety through Behaviour Modification, Super brain Yoga and JPMR in Ninth Standard Student

Mathematics Anxiety is an irrational fear of Mathematics. Mathematics Anxiety is defined as “the presence of a syndrome of emotional reactions to arithmetic and mathematics” (Dreger & Aiken, 1957, p.344). It creates a feeling of tension, apprehension, or fear that interferes with performance in Mathematics and also results in ‘Mathematics-Avoidance’. Further, ‘Mathematics-Avoidance’ leads to less competency, exposure and practice of Mathematics, leaving students more anxious and mathematically, unprepared to achieve. Math anxiety is a learned response that inhibits cognitive performance in the math classroom. It is widespread among students from elementary age through college. Students suffering from math anxiety have difficulty performing calculations and maintaining a positive outlook on mathematics. Math anxiety is the result of a cycle of math avoidance that begins with negative experiences regarding mathematics. These students avoid Mathematic courses and tend to feel negative towards Mathematics and this also affects student’s overall confidence level. However, Behaviour Modification techniques have proven instruments that can reduce various types of anxieties and Super Brain Yoga for improving integration of the brain. This is a case study of a student of IX standard, Kendriya Vidalaya, Who was referred by his Mathematics teacher and parent complaining that the student becomes anxious whenever he encounters Mathematic problems. After taking Math autobiography it was revealed that the anxiety began due to harsh handling by father while teaching Mathematics. Students score in recent Mathematic exam was noted very low i.e 12/40. His Mathematics Anxiety was assessed by using Suri, Monroe and Koc’s (2012) short Mathematics Anxiety Rating Scale. Student’s hemispheric dominance of the brain was measured by using Taggart and Torrance’s Human Information Processing Survey (1984). This student was treated with Behaviour Modification techniques and Super Brain Yoga for six weeks. Interventions used are: (i) Reduction of Rate of Breathing (Ganesan, 2012). (ii) Jacobson Progressive Muscle Relaxation (Jacobson, 1938) (iii) Laughter Technique (Ganesan, 2008b). (iv) Develpoment of Alternate Emotional Responses to the Threatening Stimulus (Ganesan, 2008a). (v) Super Brain Yoga (Sui, 2005). The anxiety level and performance in Mathematics exam was reassessed after six weeks. Results showed that Mathematics Anxiety was significantly reduced (60 to 20, 40%) and he performed better in the Mathematics exam (12/40 to 24/40, 30%). After reassessing student on Human Information Processing Survey by Taggart and Torrance (1984), it was found that student’s dominant information processing mode was ‘Integrated’ and this shows that Behaviour Modification techniques and Super Brain Yoga are efficient in treating Mathematics Anxiety.

EFECTOS DEL APRENDIZAJE COOPERATIVO Y DE LAS ESTRATEGIAS DE MODIFICACIÓN DE CONDUCTA EN ALUMNOS DE MINORÍA ÉTNICA

Abstract.EFFECTS OF COOPERATIVE LEARNING AND BEHAVIOR MODIFICATION STRATEGIES IN ETHNIC MINORITY STUDENTS.The present work is a practical experience carried out in the first level of the first cycle of secondary education institutions. I’ve done it during the third assessment period, alter, having observed in the support classroom the presence of certain levels of inappropriate behaviour in the period between January and March (2nd term). We want to emphasize in my work the importance of the identification by the teacher and the group of students who are part of the sample of this study of perceived as maladaptive behaviour in the classroom as an essential part of the methodology of this research. This experiment was carried out with a total of 18 students of 1st ESO, 6 of whom showed inappropriate behaviour in the support classroom and ethnic minority were. Following the commitment of parents, teacher and students, it was decided to implement a behaviour modification technique which consisted of conducting cooperatively and jointly and the assessment and identification of the behaviour we thought were more frequent and harmful to the proper functioning of the classroom. From that moment, the students wrote written dailys with the dialogues that usually accompany these behaviours, after that, they performed and discussed them in class. The result of this research has been very successful because the students were involved from the outset in the experience, they had higher levels of engagement in behavioural change and the behaviors dropped within a short period of time thereby improving the academic performance of all students in the 3nd term (assessment period).Keywords: methodology; behaviuor modification; inappropiate attitudes; cooperation; special education.Resumen.El presente trabajo es una experiencia práctica llevada a cabo en el primer nivel del primer ciclo de ESO en un Instituto de Educación Secundaria. Lo hemos realizado durante la tercera evaluación, tras observar en el aula la presencia de ciertos niveles de conductas inadecuadas en el período de enero a marzo (segunda evaluación). Nosotros queremos destacar en nuestro trabajo la importancia de identificar por parte del profesor de aula y del grupo de alumnos que forman parte de la muetra de la investigación la presencia de conductas disruptivas como parte fundamental de nuestro estudio. Este estudio fue llevado a cabo con un total de 18 alumnos de primero de ESO seis de los cuales mostraban conductas desadaptadas y algunos de ellos provenían de minorías étnicas. Con el compromiso de padres, profesores y alumnos decidimos implantar una técnica de modificación de conducta que consistía en la realización de manera cooperativade un listado de las conductas disruptivas más frecuentes en el aula. Desde ese momento los alumnos también escribieron diarios con los diálogos que acompañaban dichas conductas y que impedían el desarrollo normal del proceso de enseñanza aprendizaje en el aula. Después de eso ellos leían y debatían estas conductas en clase. El resultado de esta investigación ha sido muy satisfactorio porque los alumnos se involucraron y motivaron con esta experiencia, modificaron sus conductas y mejoraron en un corto perido de tiempo, mejorando con ello también su rendimiento escolar en la tercera evaluación.Palabras clave: metodología, modificación de conducta, actitudes inadecuadas, cooperación y educacion especial