See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/302330190

Behavior Modification, Behavior Therapy, Applied Behavior Analysis and

Learning

Chapter · January 2012

DOI: 10.1007/978-1-4419-1428-6_1932

CITATIONS READS

4 11,038

2 authors:

Joseph Pear Garry Martin

University of Manitoba University of Manitoba
200 PUBLICATIONS 2,558 CITATIONS 210 PUBLICATIONS 3,361 CITATIONS

SEE PROFILE SEE PROFILE

Some of the authors of this publication are also working on these related projects:

CAPSI and PSI View project

Snooty View project

All content following this page was uploaded by Joseph Pear on 12 May 2016.

The user has requested enhancement of the downloaded file.

Comp. by: DRajalakshmi Stage: Proof Chapter No.: 1932 Title Name: ESL
Page Number: 0 Date:12/5/11 Time:09:43:33

1 B
term that is usually translated from Russian as “condi- 38
2 Behavior Modification, Behavior tioned reflex”) although not his methodology. Using 39

3 Therapy, Applied Behavior methodology more similar to Bechterev’s – i.e., focusing 40

4 Analysis and Learning on motor rather than salivary and other glandular 41
responses – Watson and his graduate student Rosalie 42

5
1
JOSEPH J. PEAR , GARRY L. MARTIN 2 Rayner (1899–1935) demonstrated the conditioning of 43

6
1
Department of Psychology, University of Manitoba, fear by startling an infant while he observed a white rat. 44

7 Winnipeg, MB, Canada Mary Cover Jones (1896–1987), a protégé of Watson, 45

8
2
St. Paul’s College University of Manitoba, demonstrated that a fear response in a child could be 46

9 Winnipeg, MB, Canada eliminated through a counterconditioning procedure in 47

which the feared object (a white rabbit) was introduced 48

gradually while the child was engaging in an incompatible 49

10 Synonyms behavior (eating). The following generation of behavior- 50

11 Behavioral engineering; Conditioning applications; Con- ists focused mainly on animal research in a field known as 51

12 ditioning therapies; Learning-based therapies; Pavlovian learning or learning theory, where “learning” was gener- 52

13 and operant technologies ally thought of as another name for conditioning (Pear 53

2001). From an applied point of view, much theoretical 54

14 Definition effort was devoted to demonstrating the compatibility of 55

15 Behavior modification (BM), behavior therapy (BT), and learning theory with Freudian psychoanalysis. However, 56

16 applied behavior analysis (ABA) all refer to evidence- a clear break between Freudian and learning theory 57

17 based applications of learning theory to the solution of occurred in the writings and work of Hans J. Eysenck 58

18 practical problems. These terms all came into prominence (1916–1997). Through activities that included editing 59

19 in the 1950s and 1960s, and their meanings have evolved books on BT and founding the journal Behaviour Research 60

20 since their first introduction. and Therapy, Eysenck brought together a number of 61

researchers, such as Joseph Wolpe (1915–1997), who 62

21 Theoretical Background were extending the work of Pavlov, Bechterev, Watson, 63

22 The roots of BM, BT, and ABA lie in the discovery of Rayner, and Mary Cover Jones, and members of the next 64

23 conditioning or the development of new reflexes through generation of learning theorists, such as Clark L. Hull 65

24 the pairing of stimuli, as identified independently by (1884–1952), to the treatment of clinical problems. 66

25 Ivan P. Pavlov (1849–1936) and Vladimir M. Bechterev Eysenck and others also provided strong empirical argu- 67

26 (1857–1927). Pavlov and his students also discovered ments for the greater efficacy of BT relative to other psy- 68

27 counterconditioning, whereby an aversive stimulus such chotherapeutic techniques (Kazdin 1979). 69

28 as electric shock can be made less aversive or even positive While BT stemmed from traditional learning theory, 70

29 by pairing it with another stimulus (e.g., food) that elicits BM has a broader base. It began as an extension of the 71

30 a positive reaction. Pavlov and Bechterev believed that methodology of experimental psychology to clinical prob- 72

31 conditioning or the formation of what Bechterev termed lems without regard to specific theoretical positions. For 73

32 association reflexes accounts for all learning, including the example, in an edited book in which the term “behavior 74

33 learning of maladaptive behavior (Pear 2007). modification” was first used prominently, R. I. Watson 75

34 In what has been termed the behavioral revolution, (1962) credited Carl Rogers (1902–1987) with having 76

35 John B. Watson (1878–1958) adopted Pavlov’s terminol- “launched the research approach in behavioral modifica- 77

36 ogy, or at least a close approximation to it (e.g., “condi- tion through psychotherapy” (p. 21). Rogers’ humanistic 78

37 tional reflex” is a more accurate translation of the theory was at odds with traditional learning theory. 79

Norbert Seel (ed.), Encyclopedia of the Sciences of Learning, DOI 10.1007/978-1-4419-1428-6,

# Springer Science+Business Media, LLC 2011
Comp. by: DRajalakshmi Stage: Proof Chapter No.: 1932 Title Name: ESL
Page Number: 0 Date:12/5/11 Time:09:43:34

2 B Behavior Modification, Behavior Therapy, Applied Behavior Analysis and Learning

80 The origin of ABA can be traced to B. F. Skinner’s book provide a convenient rubric or mnemonic to facilitate the 130

81 The Behavior of Organisms: An Experimental Analysis training of new behavior modifiers and for established 131

82 (Skinner 1938). Skinner (1904–1990), a strong advocate behavior modifiers to consult when confronted with 132

83 of a conditioning/learning approach to behavior, was a problem they may not have dealt with previously. At 133

84 heavily influenced by both Pavlov and Watson. However, this point, we are in the very early stages of embarking on 134

85 Skinner stressed the importance of distinguishing between these two tasks, so it is not clear to what extent they can or 135

86 two types of conditioning: Pavlovian, which works by the will be successfully completed. 136
87 pairing of two stimuli, and operant, which works by At about the time that BT was being developed, Albert 137

88 pairing a response with a subsequent reinforcing stimulus, Ellis (1913–2007) and Aaron Beck (1921-) were indepen- 138

89 resulting in the increased rate of the response. The empha- dently developing an approach called cognitive therapy. 139

90 sis of Skinner and his followers on studying behavior in Both of these investigators focused on debilitating or 140

91 individuals, on focusing on rate or probability of maladaptive thoughts in the etiology of mental disorders, 141

92 responding, and eschewing theories that attempt to and proposed eliminating those thoughts as the main goal 142

93 account for behavior on the basis of nonbehavioral (e.g., of treatment. Ellis and Beck had three things in common 143

94 mental) processes led to the founding of the Journal of the with behavior therapists: (a) rejection of Freudian psycho- 144
95 Experimental Analysis of Behavior. Skinner and many of his analysis with its focus on the past events such as childhood 145

96 followers stressed the application of the behavior princi- memories and peripheral phenomena such as dreams, 146

97 ples they were elucidating. This emphasis included all (b) homework assignments for dealing with maladaptive 147

98 areas in which human and animal behavior occurs. The thoughts and behavior, and (c) a focus on empirical out- 148

99 exponential growth of applied behavior analytic studies comes as the most important evidence for therapeutic 149

100 led to the founding of the Journal of Applied Behavior success. Under the influence of cognitive therapists and 150

101 Analysis. Thus, behavior analysis subsumes both ABA the so-called cognitive revolution that was occurring 151

102 and the experimental analysis of behavior (or basic behav- against behaviorism, many psychotherapists adopted 152
103 ior analysis). Behavior analysis has grown into a controlled a blend of BT and cognitive therapy called cognitive behav- 153

104 profession with the rise of certifying bodies such as the ior therapy (CBT; or sometimes cognitive behavior modifi- 154

105 Behavior Analysis Certification Board. cation, CBM). There is a long-standing tradition within 155

106 In their systematic textbook, Martin and Pear (2011) conditioning theory, going as far back as Pavlov and 156

107 recommend that the term behavior modification be used to Bechterev, that speech (whether overt or covert) is both 157

108 refer to all applications (including those under the rubric behavior and stimuli for subsequent behavior. Following 158

109 of ABA) of learning principles to practical problems and this tradition, the issue arises as to whether the cognitive 159

110 that the term behavior therapy be restricted to applications component of CBT is (a) simply an additional behavioral 160
111 of learning principles to clinical problems. BM according procedure (as argued by, e.g., Martin and Pear 2011) 161

112 to these authors is broader than both BT and ABA, and or a qualitatively different kind of procedure; and 162

113 includes them. (b) whether the cognitive component of CBT provides 163

any added therapeutic value. The first issue, depending 164

114 Important Scientific Research and Open on how one views it, is either a theoretical, philosophical, 165

115 Questions or semantic problem that has yet to be resolved. Regarding 166

116 The current and potential applications of BM are vast. The the second issue, however, the evidence so far indicates 167

117 numerous combinations and permutations of procedures that the behavioral component of CBT is the effective 168
118 within BT and ABA that can be applied give rise to two ingredient; the cognitive component appears to provide 169

119 overarching scientific tasks: (a) empirical determination little or no additional therapeutic effectiveness. 170

120 of which procedure is most effective for each type of If CBT constitutes a second wave within BT, it has 171

121 application; and (b) the search for a unifying theory that been argued that a third wave has emerged. This third 172

122 will indicate which type of procedure is most effective for wave adds components such as experiential acceptance, 173

123 each type of application. Regarding the first overarching mindfulness (e.g., meditation), dialectical thinking, inter- 174

124 task, each new type of problem that behavior modifiers personal relationship building, and spirituality. Clearly, 175

125 wish to address will require extensive empirical study to the inclusion of these factors adds complexities beyond 176
126 determine the most effective procedures for that problem. those of straightforward cognition. Teasing all of these fac- 177

127 Although more ambitious, the second task, if its goal is tors out for component analyses – i.e., determining which of 178

128 achieved, will allow the most effective procedures to be these new factors constitute effective therapeutic ingredients 179

129 applied to new problems. In addition, the second task will and for which specific psychological problems – will be 180
Comp. by: DRajalakshmi Stage: Proof Chapter No.: 1932 Title Name: ESL
Page Number: 0 Date:12/5/11 Time:09:43:34

Behavior Modification, Behavior Therapy, Applied Behavior Analysis and Learning B 3

181 a decades-long task. In addition, the question arises as to on ABA in other fields is that other approaches are dem- 219

182 how or whether this third wave will maintain contact with onstrating some effectiveness, so the need to consider new 220

183 the basic conditioning or learning theory literature that was approaches is not seen as urgent as in the fields of autism 221

184 so pivotal to the initial development of BT. Of the third wave and developmental disabilities. Advances in genetics and 222

185 therapies, only advocates of one – acceptance and commit- neuroimaging provide additional areas to investigate. 223

186 ment therapy (ACT) – explicitly claim adherence to basic Research questions to ask with respect to these new tech- 224

187 learning theory findings and methodology. nologies concern whether, for example, different compo- 225

188 ABA also has been applied to clinical problems, nents of BT and ABA would be more effective with some 226
189 although much less frequently than BT has. Typically individuals than with others on the basis of their genetic or 227

190 ABA starts by identifying, for each client, behaviors that neurological constituents. In addition, the effects of dif- 228

191 need to be decreased (problem behaviors) or behaviors ferent BTand ABA procedures on various neural correlates 229

192 that need to be increased (desirable behaviors). Initial may provide theoretical insights regarding the processes 230

193 baselines are taken on those behaviors (often but not involved in these procedures. 231

194 necessarily singly), and procedures (typically based on

195 current learning theory, functional analyses of conditions Cross-References 232

196 maintaining the problem behaviors, and successful inter- ▶ Acceptance and Commitment Therapy 233
197 ventions in previous cases) to decrease the problem behav- ▶ Conditioning 234

198 iors and increase the desirable behaviors are implemented. ▶ Formal Learning Theory 235

199 Various methodological designs – e.g., reversal designs, ▶ Operant Behavior 236

200 multiple-baseline designs – are used to determine whether ▶ Operant Learning 237

201 the intervention was effective to the desired extent, and ▶ Pavlovian Conditioning 238

202 corrective procedures are taken if it was not. ABA is not ▶ Physiological Homeostasis and Learning 239

203 incompatible with the use of BT procedures, since the ▶ Psychology of Learning (Overview Entry) 240

204 intervention component of ABA can come from various ▶ Social Learning Theory 241
205 sources. Thus, ABA should be among the procedures that
206 are considered and compared to BT procedures in the References 242

207 treatment of clinical problems. Kazdin, A. E. (1979). Fictions, factions, and functions of behavior therapy. 243

208 As mentioned previously, ABA has been used with Behavior Therapy, 10, 629–654. 244
Martin, G., & Pear, J. (2011). Behavior modification: What it is and how to 245
209 a variety of nonclinical behaviors. These include academic
do it (9th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. 246
210 and other classroom behavior, drug-dependent behavior, Pear, J. J. (2001). The science of learning. Philadelphia, PA: Psychology 247
211 medical compliance, sports and other skill-related behav- Press. 248
212 iors, parenting, community problems, behavior in insti- Pear, J. J. (2007). A historical and contemporary look at psychological 249
213 tutional settings, and rehabilitation. Although generally systems. Mahwah, NJ: Lawrence Erlbaum. 250
Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. 251
214 successful wherever it has been tried, ABA’s most widely
Cambridge, MA: B.F. Skinner Foundation. 252
215 recognized success to date has been in the fields of autism Watson, R. I. (1962). The experimental tradition and clinical psychology. 253
216 and developmental disabilities. Various government bod- In A. J. Bachrach (Ed.), Experimental foundations of clinical psychol- 254
217 ies have designated ABA as the only proven effective treat- ogy (pp. 3–25). New York: Basic Books. 255

218 ment for these conditions. One factor hampering research

View publication stats