OBAFEMI AWOLOWO UNIVERSITY, ILE IFE, OSUN STATE

DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND

COUNSELING

COURSE CODE: EFC 424

COURSE TITLE: BEHAVIORAL MODIFICATION

PROJECT TOPIC:
STRATEGIES FOR MODIFYING WEAK BEHAVIOUR ( FADING)

PRESENTED BY: GROUP 8 MEMBERS

1. ORIOLA THEOPHILUS A. EFC/2019/O24
2. ARONIYO OLUWATOBILOBA SARAH EFC/2018/014

SUBMITTED TO:

PROF. ADEOLA SHOBOLA

DEFINITION OF KEYS TERMINOLOGIES

THE CONCEPT OF SRATEGY:

This a plan or a road map for achieving a specific expectation or outcome. It involves
making choices about where to focus resources, time, and efforts to maximize the chances of
success. It helps answer the fundamental question: “How do we get from where we are now to
where we want to be?”

Strategy is often used interchangeably with setting visions, goals, and objectives. But, at
its very core, it is not about setting any of those three things. It is, at its core, directly about
devising a plan to achieve visions and big goals.

THE CONCEPT OF MODIFICATION:

Modification refers to the process of altering or changing behavior, cognition, or
emotional responses. It involves intentional efforts to modify or adapt to new circumstances,
habits, or patterns of thinking.

Modification plays a pivotal role in various therapeutic, educational, and personal development
contexts. It offer recommendations for effective behavior modification, discuss treatment
and healing approaches related to behavior modification.

THE CONCEPT OF BEHAVIOUR AND WEAK BEHAVIOUR

Behavior refers to the actions, reactions, or conduct of individuals or organisms in response to
internal or external stimuli. It encompasses the observable and measurable activities that
individuals engage in, ranging from physical movements and verbal communication to emotional
responses and cognitive processes.
Behavior is influenced by a combination of genetic, environmental, and situational factors.
Genetic factors contribute to the inherent predispositions or tendencies individuals may have
towards certain behaviors. Environmental factors include the physical and social surroundings in
which individuals exist, such as family, culture, peers, and societal norms. Situational factors
refer to specific conditions or events that impact behavior in a given moment.
The concept of weak behavior encompasses a broad spectrum of human actions, reactions, and
habits that are deemed less effective, inadequate, or lacking in some way compared to societal
norms, personal standards, or desired outcomes. It pertains to behaviors that fall short of
expectations, hinder personal growth, or impede progress towards goals. Understanding the
concept involves exploring its various dimensions, causes, effects, and strategies for
modification.
Weak behavior manifests in diverse forms, ranging from procrastination and indecisiveness to
lack of assertiveness or self-discipline. It can be observed in personal, professional, academic,
and social contexts, affecting individual well-being, relationships, and achievements. Weak
behavior often stems from underlying factors such as fear, insecurity, low self-esteem, or lack of
motivation. These internal dynamics shape how individuals perceive themselves and their
capabilities, influencing their actions and choices.

THE CONCEPT OF FADING

In the realm of behavioral modification, the origin of fading can be traced back to the principles
of operant conditioning and behaviorism pioneered by psychologists such as B.F. Skinner.
Fading refers to the gradual removal of prompts, cues, or external supports used to initiate or
maintain a behavior, with the goal of promoting independent performance and self-regulation.
This technique is based on the premise that behaviors reinforced in the presence of specific
stimuli can eventually be elicited in the absence of those stimuli through a process of systematic
fading.The origin of fading in behavioral modification lies in the concept of shaping, which
involves reinforcing successive approximations of a desired behavior until the target behavior is
achieved. Fading is a natural extension of shaping, as it involves gradually reducing the intensity
or frequency of reinforcement associated with a particular stimulus or cue. By systematically
fading out external prompts or supports, individuals learn to initiate and sustain the target
behavior in a variety of contexts and situations.One of the earliest applications of fading in
behavioral modification can be found in the field of special education, particularly in the
teaching of complex skills to individuals with developmental disabilities. For example,
prompting and fading techniques have been used to teach children with autism spectrum disorder
(ASD) to acquire self-help skills, social communication skills, and academic skills. By gradually
reducing the level of support provided by the instructor or therapist, individuals learn to perform
the target behavior independently.
It is a technique applied in behavior therapy, particularly behavior modification, as
well as skill training settings, where an initial prompting to perform an action is gradually
withdrawn until the need for it fades away. The overall goal is for an individual to eventually not
need prompts. As an individual gains mastery of a skill at a particular prompt level, the prompt is
faded to a less intrusive prompt. This ensures that the individual does not become overly
dependent on a particular prompt when learning a new behaviour or skill. It refers to decreasing
the level of assistance needed to complete a task or activity. When teaching a skill, the overall
goal is for the student to eventually engage in the skill independently. For example, when a skill
is taught using a hand-over-hand prompt, it should be withdrawn as soon as possible so the
student can perform the task without prompts. Thus, as an individual gains mastery of a skill at a
particular prompt level, the prompt is faded to a less intrusive prompt (i.e., from hand-over-hand
to touching a hand). This ensures that the individual does not become overly dependent on a
particular prompt when learning a new behavior or skill. For example, fading the physical
prompt of guiding a child’s hands may follow this sequence: (a) supporting wrists, (b) touching
hands lightly, (c) touching forearm or elbow, and (d) withdrawing physical contact altogether.
Fading ensures that the child does not become overly dependent on a particular prompt when
learning a new skill (Cooper, Heron, & Heward, 2007). One of the first decisions that should be
made when teaching a new behavior is how to fade the prompt or prompts. A plan should be in
place to fade the prompts in an orderly fashion.

The goal of fading conditioning is to transfer control from the instructor or prompt to the learner,
enabling them to perform the task without assistance. This is achieved by gradually "fading" the
support, such as:

1. Reducing the frequency or duration of prompts

2. Gradually increasing the difficulty level of tasks
3. Introducing new tasks or situations that require adaptation
For example, fading the physical prompt of guiding a child’s hands may follow this sequence: (a)
supporting wrists, (b) touching hands lightly, (c) touching forearm or elbow, and (d) withdrawing
physical contact altogether. Fading ensures that the child does not become overly dependent on a
particular prompt when learning a new skill (Cooper, Heron, & Heward, 2007). One of the first
decisions that should be made when teaching a new behavior is how to fade the prompt or
prompts. A plan should be in place to fade the prompts in an orderly fashion.

Fading conditioning is commonly used in:

1. Learning new skills or behaviors
2. Overcoming fears or phobias (e.g., systematic desensitization)
3. Developing independence in individuals with disabilities
4. Teaching new concepts or tasks in education
By using fading conditioning, instructors can help learners build confidence, develop problem-
solving skills, and achieve long-term retention of new behaviors and knowledge.
STEPS INVOLVED IN FADING
The steps of fading are:
1. Identify the behavior to be taught and level of prompts needed for the student to complete
the task.
2. Identify the process that will be used to fade the prompt or prompts.
3. Identify criteria that will indicate that the prompt or prompts can be faded (i.e., 80%
accuracy over three days).
4. Put process into effect.
5. Take data.
6. Fade prompts as planned.

FACTORS THAT CAN AID THE EFFECTIVENESS OF FADING IN MODIFYING

WEAK BEHAVIOUR
Effective implementation of fading techniques in modifying weak behavior relies on various
factors that contribute to its success. Fading, a gradual reduction of external prompts or supports,
requires careful consideration of individual needs, environmental factors, and reinforcement
strategies to ensure sustainable behavior change. Here are some key factors that can aid the
effectiveness of fading:
1. Clear Goal Setting: Defining clear and achievable goals is crucial for guiding the fading
process. Specific, measurable, attainable, relevant, and time-bound (SMART) goals provide a
road-map for both individuals and practitioners, ensuring that fading efforts are focused and
purposeful.

2. Individualized Approach: Recognizing that every individual is unique, with different

abilities, preferences, and learning styles, is essential. Tailoring fading techniques to suit the
individual's specific needs and circumstances increases the likelihood of success. Personalized
interventions account for factors such as age, developmental stage, cultural background, and
cognitive abilities.

3. Systematic Progression: Fading should occur gradually and systematically, moving from
more intrusive prompts to less intrusive ones over time. This step-by-step approach allows
individuals to adapt and internalize the target behavior at their own pace, minimizing frustration
and maximizing success.
4. Consistent Reinforcement: Providing consistent reinforcement for desired behaviors
throughout the fading process is critical. Positive reinforcement, such as praise, rewards, or
privileges, strengthens the association between the target behavior and its positive outcomes,
motivating individuals to continue their efforts.

5. Gradual Increase in Expectations: As external prompts are faded, gradually increasing

expectations for independent performance helps individuals build confidence and self-efficacy.
Incremental changes allow for a smooth transition towards self-regulation while preventing
overwhelm or resistance.

6. Scaffolding Techniques: Incorporating scaffolding techniques, such as modeling, verbal cues,

or visual aids, can facilitate the fading process. These temporary supports bridge the gap between
dependence and independence, providing assistance as needed while promoting skill acquisition
and mastery.

7. Feedback and Encouragement: Providing constructive feedback and encouragement fosters

a positive learning environment and promotes motivation and self-esteem. Acknowledging
progress, celebrating successes, and offering guidance for improvement are essential components
of effective fading interventions.

Advantages of Fading Conditioning:

1. Increased Independence: Learners become self-sufficient and confident in their abilities.
2. Improved Retention: Learners are more likely to remember skills and knowledge learned
through fading conditioning.
3. Enhanced Problem-Solving: Learners develop critical thinking and problem-solving skills.
4. Transfer Of Learning: Learners can apply learned skills to new situations and contexts.
5. Reduced Anxiety: Gradual exposure to new tasks and situations can reduce anxiety and
stress.
Disadvantages of Fading Conditioning:
1. Time-Consuming: Fading conditioning can be a slow and gradual process.
2. Requires Careful Planning: Instructors must carefully plan and implement the fading
process.
3. May Not Be Suitable For All Learners: Some learners may require more support or have
difficulty with independent learning.
4. Risk Of Frustration: Learners may become frustrated if the fading process is too rapid or
challenging.
5. Dependence On Instructor Judgment: The fading process relies on the instructor's judgment
of the learner's readiness for independence.

In conclusion,it is critical to remember that fading should only be applied under the supervision
of trained experts who are able to determine whether the method is suitable for a given set of
behaviors and people. They can also offer support during the process and assist in addressing any
challenges or limits related to fading.