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Behavior Modification PDF

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Behavior

Modification

Carl V. Binder
e-Book 2016 International Psychotherapy Institute

From The Psychotherapy Guidebook edited by Richie Herink and Paul R. Herink

All Rights Reserved

Created in the United States of America

Copyright © 2012 by Richie Herink and Paul Richard Herink


Table of Contents

DEFINITION

HISTORY

TECHNIQUE

APPLICATIONS

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Behavior Modification

Carl V. Binder

DEFINITION

The term “Behavior Modification” was originally coined by practitioners

to emphasize the treatment of behavioral deficits and excesses per se, rather

than the hypothetical psychological states or processes claimed by others to

cause human behavior (Ullmann and Krasner, 1965). Behavior change — the

implicit or explicit goal of all psychotherapy — is conceived of as a learning

process; Behavior Modification, from the practitioner’s point of view, is thus


an “educational” endeavor (Binder, 1977). Because Behavior Modification

refers to outcome rather than method, it does not distinguish between


various means of changing behavior (for example, reinforcement techniques

versus chemotherapy or psychosurgery). This ambiguity has led to a good


deal of public confusion in recent years. And among professional

practitioners, terms such as “behavior therapy,” “contingency management,”

“learning therapy,” “applied behavior analysis,” “applied behaviorism,”


“programmed instruction,” and “precision teaching” (which refer to more

clearly defined subcategories of behavioral treatment) are often used instead

of the term Behavior Modification.

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HISTORY

The roots of Behavior Modification can be traced to early experimental

studies of human and animal learning, most notably in the traditions of Ivan
Pavlov and B. F. Skinner (Barrett, 1977; Rachlin, 1970; Skinner, 1953; Wolpe,

1973). A vast literature of more than sixty years’ accumulation (Britt, 1975)

attests to the power of the quantitative experimental method that forms the
basis of the applied behaviorist’s practice (Hersen and Barlow, 1976).

TECHNIQUE

The conceptual and methodological foundations of behavioral

treatment are to be found in what is known as the functional analysis of

behavior (Skinner, 1953, 1969), according to which the measured


interactions between behaviors and environmental events specify their

functions for the behaver. That is, in a functional analysis, behavioral and

environmental events are defined in terms of their causal relationships with


one another.

In application, functional behavior analysis seeks to discover, through


the experimental method, events preceding behavior (antecedents) and those

following behavior (consequences) that have demonstrable effects on such

measurable behavioral dimensions as frequency, duration, intensity, and

location of the behavior in space and time (Lindsley). Functional behavior

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analysis applies to both manipulation of already existing behaviors and the
development (i.e., teaching) of new forms of responding (cf. Barrett, 1977).

For example, the term “reinforcement” is applied to an event that follows a

behavior if — and only if — it can be demonstrated that the subsequent event

actually increases the frequency (that is, functions as a reinforcer) of that


behavior exhibited by the individual in question.

The applied behaviorist seeks to alter behavior by manipulating

antecedent and consequent events in such a way as to achieve an explicit

behavioral objective — a specific, measurable behavior change. Thus, clinical

assessment, in the framework of behavior analysis, always involves


measurement of past and current behaviors and the conditions under which

they occur, either through direct observation or through the client’s verbal

report.

APPLICATIONS

All human behavior falls within the domain of the behavior therapist,
and practitioners of behavioral treatment are to be found among educators

and special educators, psychologists, social workers, medical professionals,

and paraprofessionals in every area of human service.

The frequent criticism that applied behaviorism ignores subjective (i.e.,

mental) events has been blunted in recent years by an increasing interest in

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the manipulation and treatment of “covert processes’’ (Cautela, 1973).
Thoughts, sensations, and other private experiences now appear to be as

open to functional analysis and modification as overt behavioral events. A

serious problem is that of measurement reliability insofar as private events

are directly observable only by the person within whose body they occur.
Nonetheless, behavior therapists have found that systematic arrangement of

covert events (for example, practiced imaginary sequences) can alter the

frequency of both covert and overt behaviors, and that overt events may have
reliable effects on covert behaviors (Kazdin, 1977).

Self-management is another major focus of behavior therapy in recent


years (Thoresen and Coates, 1976). Clients are taught to make changes in

their environments and to practice procedures that lead to modification of

their own behavior. Relaxation training, or systematic desensitization (Wolpe,


1973), for example, involves procedures clients are encouraged to practice

between therapy sessions in order to acquire the ability to relax “at will.” Self-

reinforcement, thought stopping, behavioral contracting, and other related

procedures also involve attempts on the part of the therapist or educator to


teach clients a set of skills leading to self-control and to the eventual

obsolescence of the therapist, except perhaps in an infrequent consulting role.

The literature of Behavior Modification contains examples of application

to nearly every form of human activity. Psychotic and neurotic behavior, all

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kinds of educational objectives, social and sexual behavior, physiological
functioning and pain control, organizational behavior, overeating, and

addictive behaviors have all been addressed by the practice of behavior

therapy. A more thorough perspective on the practice of behavior therapy


and applied behavior analysis can be gained through study of the works listed

in the bibliography.

Psychotherapy Guidebook 9

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