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 CONTENTS

Preface xvi

Chapter 1 Introduction to Behavior Modification 1

Defining Human Behavior 2 Prevention 14
Examples of Behavior 4 Sports Performance 14
Defining Behavior Modification 5 Health-Related Behaviors 14
Characteristics of Behavior Modification 6 Gerontology 15
Historical Roots of Behavior Modification 8 Professional Practice, Certification, and
Major Figures 8 Ethics 15
Early Behavior Modification Researchers 11 The Structure of This Textbook 15
Major Publications and Events 11 Measurement of Behavior and Behavior
Change 16
Areas of Application 12
Basic Principles of Behavior 16
Developmental Disabilities 12
Procedures to Establish New Behaviors 16
Mental Illness 12
Procedures to Increase Desirable Behaviors and
Education and Special Education 12
Decrease Undesirable Behaviors 16
Rehabilitation 13
Other Behavior Change Procedures 16
Community Psychology 13
Chapter Summary 17
Clinical Psychology 13
Key Terms 17
Business, Industry, and Human Services 13
Practice Test 17
Self-Management 14
Child Behavior Management 14

PART 1 Measurement of Behavior and Behavior Change

Chapter 2 Observing and Recording Behavior 19

Direct and Indirect Assessment 20 Continuous Recording 26
Defining the Target Behavior 21 Percentage of Opportunities 29
The Logistics of Recording 23 Product Recording 29
The Observer 23 Interval Recording 30
When and Where to Record 24 Time Sample Recording 31
Choosing a Recording Method 26 Choosing a Recording Instrument 32

vi
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 CONTENTS vii

Reactivity 36 Practice Test 40

Interobserver Agreement 37 Applications 41
Chapter Summary 39 Misapplications 42
Key Terms 40

Chapter 3 Graphing Behavior and Measuring Change 43

Components of a Graph 45 Alternating-Treatments Design 59
Graphing Behavioral Data 47 Changing-Criterion Design 60
Graphing Data from Different Recording Chapter Summary 61
Procedures 50 Key Terms 62
Research Designs 51 Practice Test 62
A-B Design 52 Applications 62
A-B-A-B Reversal Design 53 Misapplications 63
Multiple-Baseline Design 54

PART 2 Basic Principles

Chapter 4 Reinforcement 65
Defining Reinforcement 67 Schedules of Reinforcement 81
Positive and Negative Reinforcement 70 Fixed Ratio 82
Social versus Automatic Reinforcement 73 Variable Ratio 83
Escape and Avoidance Behaviors 73 Fixed Interval 84
Conditioned and Unconditioned Variable Interval 85
Reinforcers 75 Reinforcing Different Dimensions of Behavior 86
Factors That Influence the Effectiveness of Concurrent Schedules of Reinforcement 87
Reinforcement 76
Chapter Summary 88
Immediacy 76
Key Terms 88
Contingency 77
Practice Test 89
Motivating Operations 77
Appendix A 90
Individual Differences 80
Appendix B 90
Magnitude 81

Chapter 5 Extinction 91
Defining Extinction 92 Factors That Influence Extinction 101
Extinction Burst 95 Chapter Summary 103
Spontaneous Recovery 97 Key Terms 103
Procedural Variations of Extinction 98 Practice Test 103
A Common Misconception about Extinction 100 Appendix A 104
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 viii CONTENTS

Chapter 6 Punishment 105

Defining Punishment 106 Problems with Punishment 120
A Common Misconception about Emotional Reactions to Punishment 121
Punishment 108 Escape and Avoidance 121
Positive and Negative Punishment 109 Negative Reinforcement for the Use of
Unconditioned and Conditioned Punishment 121
Punishers 113 Punishment and Modeling 122
Contrasting Reinforcement and Punishment 115 Ethical Issues 122
Factors That Influence the Effectiveness Chapter Summary 123
of Punishment 117
Key Terms 123
Immediacy 117
Practice Test 123
Contingency 118
Appendix A 125
Motivating Operations 118
Individual Differences and Magnitude of the
Punisher 120

Chapter 7 Stimulus Control: Discrimination and

Generalization 127
Examples of Stimulus Control 128 The Three-Term Contingency 134
Defining Stimulus Control 129 Stimulus Control Research 135
Developing Stimulus Control: Stimulus Generalization 136
Discrimination Training 131 Examples of Generalization 138
Discrimination Training in the Laboratory 131 Chapter Summary 142
Developing Reading and Spelling with Key Terms 143
Discrimination Training 133
Practice Test 143
Stimulus Discrimination Training and
Appendix A 143
Punishment 134

Chapter 8 Respondent Conditioning 145

Examples of Respondent Conditioning 146 Factors That Influence Respondent
Defining Respondent Conditioning 146 Conditioning 155
Timing of the Neutral Stimulus and The Nature of the Unconditioned Stimulus and
Unconditioned Stimulus 149 Conditioned Stimulus 155
Higher-Order Conditioning 151 The Temporal Relationship between the Neutral
Stimulus and Unconditioned Stimulus 155
Conditioned Emotional Responses 151
Contingency between the Neutral Stimulus and
Extinction of Conditioned Responses 153
Unconditioned Stimulus 156
Spontaneous Recovery 154
The Number of Pairings 156
Discrimination and Generalization of
Previous Exposure to the Conditioned
Respondent Behavior 154
Stimulus 156
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 CONTENTS ix

Distinguishing between Operant and Chapter Summary 160

Respondent Conditioning 157 Key Terms 161
Respondent Conditioning and Behavior Practice Test 161
Modification 160

PART 3 Procedures to Establish New Behavior

Chapter 9 Shaping 163

An Example of Shaping: Teaching a Child to How to Use Shaping 173
Talk 163 Shaping of Problem Behaviors 175
Defining Shaping 164 Chapter Summary 178
Applications of Shaping 166 Key Terms 179
Getting Mrs. F to Walk Again 166 Practice Test 179
Getting Mrs. S to Increase the Time between Applications 179
Bathroom Visits 167
Misapplications 180
Research on Shaping 169

Chapter 10 Prompting and Transfer of Stimulus Control 181

An Example of Prompting and Fading: Teaching Stimulus Fading 193
Little Leaguers to Hit the Ball 182 How to Use Prompting and Transfer of Stimulus
What Is Prompting? 183 Control 195
What Is Fading? 184 Prompting and Transfer of Stimulus Control in
Types of Prompts 186 Autism Treatment 198
Response Prompts 187 Chapter Summary 198
Stimulus Prompts 188 Key Terms 199
Transfer of Stimulus Control 190 Practice Test 199
Prompt Fading 190 Applications 200
Prompt Delay 192 Misapplications 200

Chapter 11 Chaining 201

Examples of Behavioral Chains 202 Other Strategies for Teaching Behavioral
Analyzing Stimulus-Response Chains 215
Chains 202 Written Task Analysis 215
Task Analysis 204 Picture Prompts 215
Backward Chaining 207 Video Modeling 216
Forward Chaining 209 Self-Instructions 217
Total Task Presentation 211 How to Use Chaining Procedures 218

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 x CONTENTS

Chapter Summary 220 Applications 221

Key Terms 220 Misapplications 221
Practice Test 220

Chapter 12 Behavioral Skills Training Procedures 223

Examples of Behavioral Skills Training In Situ Training 231
Procedures 224 Behavioral Skills Training and the Three-Term
Teaching Marcia to Say “No” to the Contingency 232
Professors 224 Behavioral Skills Training in Groups 233
Teaching Children to Protect Themselves from Applications of Behavioral Skills Training
Abduction 224 Procedures 234
Components of the Behavioral Skills Training How to Use Behavioral Skills Training
Procedure 225 Procedures 238
Instructions 225 Chapter Summary 240
Modeling 227 Key Terms 240
Rehearsal 229 Practice Test 240
Feedback 229 Applications 241
Enhancing Generalization after Behavioral Skills Misapplications 241
Training 230
In Situ Assessment 231

PART 4 Procedures to Increase Desirable Behavior and Decrease

Undesirable Behavior
Chapter 13 Understanding Problem Behaviors through Functional
Assessment 243
Examples of Functional Assessment 244 Direct Observation Methods 252
Jacob 244 Experimental Methods (Functional
Anna 245 Analysis) 257
Defining Functional Assessment 246 Functional Analysis Research 261
Functions of Problem Behaviors 247 Conducting a Functional Assessment 265
Social Positive Reinforcement 248 Functional Interventions 267
Social Negative Reinforcement 248 Chapter Summary 267
Automatic Positive Reinforcement 248 Key Terms 268
Automatic Negative Reinforcement 248 Practice Test 268
Functional Assessment Methods 249 Applications 269
Indirect Methods 249 Misapplications 271

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 CONTENTS xi

Chapter 14 Applying Extinction 273

The Case of Willy 274 Reinforcing Alternative Behaviors 287
Using Extinction to Decrease a Problem Promoting Generalization and
Behavior 276 Maintenance 287
Collecting Data to Assess Treatment Research Evaluating the Use of Extinction 288
Effects 277 Chapter Summary 292
Identifying the Reinforcer for the Problem Key Terms 292
Behavior through Functional
Practice Test 292
Assessment 277
Applications 293
Eliminating the Reinforcer after Each Instance
of the Problem Behavior 278 Misapplications 293
Taking Account of the Schedule of Appendix A 294
Reinforcement before Extinction 285 Appendix B 295

Chapter 15 Differential Reinforcement 297

Differential Reinforcement of Alternative Differential Reinforcement of Low Rates of
Behavior 298 Responding 316
Getting Mrs. Williams to Be Positive 298 Defining DRL 317
When to Use DRA 300 Variations of DRL 317
How to Use DRA 300 How are DRO and Spaced-Responding DRL
Using Differential Negative Reinforcement of Different? 318
Alternative Behaviors 304 Implementing DRL Procedures 318
Variations of DRA 306 Research Evaluating DRL Procedures 320
Research on DRA 306 Chapter Summary 322
Differential Reinforcement of Other Key Terms 323
Behavior 309 Practice Test 323
Defining DRO 310 Applications 324
Implementing DRO 311 Misapplications 325
Research Evaluating DRO Procedures 313

Chapter 16 Antecedent Control Procedures 327

Examples of Antecedent Control 328 Decreasing Response Effort for the Desirable
Getting Marianne to Study More 328 Behavior 333
Getting Cal to Eat Right 328 Removing the Discriminative Stimulus or Cues
for Undesirable Behaviors 334
Defining Antecedent Control Procedures 329
D Presenting Abolishing Operations for
Presenting the Discriminative Stimulus (S ) or
Undesirable Behaviors 336
Cues for the Desired Behavior 329
Increasing the Response Effort for Undesirable
Arranging Establishing Operations for the
Behaviors 337
Desirable Behavior 331

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 xii CONTENTS

Research on Antecedent Control Strategies 338 Analysis of the Three-Term Contingency for the
Manipulating Discriminative Undesirable Behavior 348
Stimuli 338 Functional Interventions for Problem
Manipulating Response Effort 341 Behaviors 348
Manipulating Motivating Operations 343 Chapter Summary 349
Using Antecedent Control Strategies 346 Key Terms 349
Analysis of the Three-Term Contingency for the Practice Test 349
Desirable Behavior 347 Applications 350
Misapplications 351

Chapter 17 Using Punishment: Time-Out and Response Cost 353

Time-Out 354 Comparing Response Cost, Time-Out, and
Types of Time-Out 356 Extinction 365
Using Reinforcement with Time-Out 357 Considerations in Using Response Cost 366
Considerations in Using Time-Out 357 Research Evaluating Response Cost Procedures 368
Research Evaluating Time-Out Procedures 361 Chapter Summary 370
Response Cost 364 Key Terms 370
Defining Response Cost 365 Practice Test 370
Using Differential Reinforcement with Response Applications 371
Cost 365 Misapplications 371

Chapter 18 Positive Punishment Procedures and the Ethics

of Punishment 373
Application of Aversive Activities 374 Alternative Treatments 387
Overcorrection 375 Recipient Safety 387
Contingent Exercise 377 Problem Severity 387
Guided Compliance 378 Implementation Guidelines 388
Physical Restraint 379 Training and Supervision 388
Cautions in the Application of Aversive Peer Review 388
Activities 381 Accountability: Preventing Misuse and
Application of Aversive Stimulation 381 Overuse 388
Positive Punishment: Treatment of Last Chapter Summary 389
Resort 384 Key Terms 389
Considerations in Using Positive Practice Test 389
Punishment 385
Applications 390
The Ethics of Punishment 386
Misapplications 390
Informed Consent 387

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 CONTENTS xiii

Chapter 19 Promoting Generalization 393

Examples of Generalization Programming 393 Providing Cues in the Natural
Defining Generalization 395 Environment 404
Strategies for Promoting Generalization of Incorporating Self-Generated Mediators of
Behavior Change 395 Generalization 405
Reinforcing Occurrences of Generalization 395 Implementing Strategies to Promote
Generalization 406
Training Skills That Contact Natural
Contingencies of Reinforcement 397 Promoting Generalized Reductions in Problem
Behaviors 407
Modifying Contingencies of Reinforcement and
Punishment in the Natural Chapter Summary 409
Environment 399 Key Terms 410
Incorporating a Variety of Relevant Stimulus Practice Test 410
Situations in Training 400 Applications 410
Incorporating Common Stimuli 403 Misapplications 411
Teaching a Range of Functionally Equivalent
Responses 403

PART 5 Other Behavior Change Procedures

Chapter 20 Self-Management 413

Examples of Self-Management 414 Social Support 422
Getting Murray to Run Regularly 414 Self-Instructions and Self-Praise 423
Getting Annette to Clean Up Her Mess 414 Steps in a Self-Management Plan 424
Defining Self-Management Problems 416 Clinical Problems 427
Defining Self-Management 418 Chapter Summary 428
Types of Self-Management Strategies 418 Key Terms 428
Goal-Setting and Self-Monitoring 419 Practice Test 429
Antecedent Manipulations 419 Applications 429
Behavioral Contracting 420 Misapplications 430
Arranging Reinforcers and Punishers 421

Chapter 21 Habit Reversal Procedures 431

Examples of Habit Behaviors 432 Habit Reversal Procedures 435
Defining Habit Behaviors 432 Applications of Habit Reversal 436
Nervous Habits 433 Nervous Habits 436
Motor and Vocal Tics 433 Motor and Vocal Tics 437
Stuttering 434 Stuttering 438

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 xiv CONTENTS

Why Do Habit Reversal Procedures Work? 439 Practice Test 444

Other Treatment Procedures for Habit Applications 445
Disorders 442 Misapplications 445
Chapter Summary 444
Key Terms 444

Chapter 22 The Token Economy 447

Rehabilitating Sammy 447 Staff Training and Management 456
Defining a Token Economy 449 Practical Considerations 456
Implementing a Token Economy 449 Applications of a Token
Defining the Target Behaviors 449 Economy 457
Identifying the Items to Use as Tokens 451 Advantages and Disadvantages of a Token
Economy 464
Identifying Backup Reinforcers 451
Chapter Summary 464
Deciding on the Appropriate Schedule of
Reinforcement 453 Key Terms 465
Establishing the Token Exchange Rate 454 Practice Test 465
Establishing the Time and Place for Exchanging Applications 465
Tokens 454 Misapplications 466
Deciding Whether to Use Response Cost 455

Chapter 23 Behavioral Contracts 469

Examples of Behavioral Contracting 470 Negotiating a Behavioral Contract 477
Getting Steve to Complete His Why Do Behavioral Contracts Influence
Dissertation 470 Behavior? 478
Helping Dan and His Parents Get Along Applications of Behavioral Contracts 479
Better 471 Chapter Summary 483
Defining the Behavioral Contract 472 Key Terms 483
Components of a Behavioral Contract 473 Practice Test 483
Types of Behavioral Contracts 475 Applications 484
One-Party Contracts 475 Misapplications 484
Two-Party Contracts 476

Chapter 24 Fear and Anxiety Reduction Procedures 487

Examples of Fear and Anxiety Reduction 488 Procedures to Reduce Fear and Anxiety 492
Overcoming Trisha’s Fear of Public Relaxation Training 492
Speaking 488 Systematic Desensitization 498
Overcoming Allison’s Fear of Spiders 488 In Vivo Desensitization 499
Defining Fear and Anxiety Problems 490

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 CONTENTS xv

Advantages and Disadvantages of Systematic Key Terms 506

and In Vivo Desensitization 503 Practice Test 506
Other Treatments for Fears 504 Applications 506
Clinical Problems 505 Misapplications 507
Chapter Summary 505

Chapter 25 Cognitive Behavior Modification 509

Examples of Cognitive Behavior Cognitive Coping Skills Training 520
Modification 510 Acceptance-Based Therapies 522
Helping Deon Control His Anger 510 Clinical Problems 523
Helping Claire Pay Attention in Class 511 Chapter Summary 523
Defining Cognitive Behavior Modification 513 Key Terms 523
Defining Cognitive Behavior 513 Practice Test 524
Functions of Cognitive Behavior 514 Applications 524
Cognitive Behavior Modification Misapplications 525
Procedures 515
Cognitive Restructuring 515

Glossary 527
References 539
Name Index 557
Subject Index 563
Quizzes Q1

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 PREFACE

I am gratified that the first five editions of Behavior Modification: Principles and
Procedures received positive reviews from students and professors. The sixth
edition has kept the positive features of the first five editions, has been revised to
address the suggestions of reviewers, and has been updated to reflect the latest
research in behavior modification.
The goal of this sixth edition (as with the earlier editions) is to describe basic
principles of behavior so that the student learns how environmental events influ-
ence human behavior and to describe behavior modification procedures so that
the student learns the strategies by which human behavior may be changed. The
text is divided into 25 relatively short chapters, each of which covers a manageable
amount of information (for example, one principle or procedure). This text can be
used in a standard one-semester course in behavior modification, applied behavior
analysis, behavior management, or behavior change.
The material in the text is discussed at an introductory level so that it may be under-
stood by students with no prior knowledge of the subject. This text is intended for under-
graduate students or beginning graduate students. It would also be valuable for
individuals working in human services, education, or rehabilitation who must use behav-
ior modification procedures to manage the behavior of the individuals in their care.
I have made a concerted effort in this text to be gender neutral. When dis-
cussing case examples, I include males and females about equally as often.

Features of the Text Continued from the First

Five Editions
The following features of the text are intended to help the reader learn easily.

Organization of the Text Following a general introduction to the field in

Chapter 1, Chapters 2 and 3 present information on behavior recording,
graphing, and measuring change. This information will be utilized in each
subsequent chapter. Next, Chapters 4–8 focus on the basic principles of operant
and respondent behavior. The application of these principles forms the subject of
the remaining 17 chapters. Procedures to establish new behaviors are described in
Chapters 9–12, and procedures to increase desirable behaviors and decrease
undesirable behaviors are considered in Chapters 13–19. Finally, Chapters 20–25
present a survey of other important behavior modification procedures.

Principles and Procedures The various procedures for changing behavior are
based on the fundamental principles of behavior established in experimental
research over the last 80 years. In the belief that the student will better understand
the procedures after first learning the fundamental principles, the principles
xvi
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 PREFACE xvii

underlying operant and respondent behavior are reviewed in Chapters 4–8; the
application of the principles in the behavior modification procedures is described
in Chapters 9–25.

Examples from Everyday Life Each chapter uses a variety of real-life examples—
some relevant to college students, some chosen from the author’s clinical experience—
to bring the principles and procedures to life.

Examples from Research In addition, both classic studies and the most up-
to-date research on behavior modification principles and procedures are integrated
into the text.

Quizzes Accompany Each Chapter Three fill-in-the-blank quizzes with 10

questions are provided for each of the 25 chapters. The quizzes provide students
with further exercises for self-assessment of their knowledge of the chapters’ con-
tent. The quizzes are on perforated pages, which can be easily torn out so that
the instructor can have students hand the quizzes in as homework assignments or
have students take the quizzes in class.

Practice Tests Practice tests at the end of each chapter have short-answer essay
questions, complete with page numbers where the answers can be found.

Application Exercises At the end of each chapter where procedures are taught
(Chapters 2, 3, and 9–25), several application exercises are provided. In each exer-
cise, a real-life case is described and then the student is asked to apply the proce-
dure described in the chapter. These exercises give students an opportunity to
think about how the procedures are applied in real life.

Misapplication Exercises The application exercises are followed by misapplica-

tion exercises. In each one, a case example is provided, and the procedure from
the chapter is applied to the case in an incorrect or inappropriate manner. The
student is asked to analyze the case example and to describe what is wrong with
the application of the procedure in that case. These misapplication exercises
require the student to think critically about the application of the procedure.
Answers to Applications and Misapplications are in the Instructors Manual, mak-
ing them valuable tools for instructors as they assess their students’ abilities to
apply the information provided in the chapter.

Step-by-Step Approach In each chapter in which a particular behavior modifi-

cation procedure is taught, the implementation of the procedure is outlined in a
step-by-step fashion, for ease of comprehension.

Summary Boxes Periodically throughout the text, information from a chapter is

summarized in a box that has been set off from the text. These boxes are intended
to help the student organize the material in the chapter.

Chapter Summaries Chapter summaries provide information that is consistent

with the opening questions in each chapter.

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 xviii PREFACE

Examples for Self-Assessment In the early chapters on basic principles

(Chapters 4–7), there are tables with examples of the principle discussed within that
chapter. Later in the chapter (or in a subsequent chapter), the student is directed to
return to a specific table and, using the new information being presented in the chap-
ter, to analyze specific aspects of the examples provided in that table.

Self-Assessment Questions At intervals throughout the text, students are pre-

sented with self-assessment questions. To answer these questions, students will
need to utilize the information already presented in the chapter. These questions
will help students assess their understanding of the material. In most cases,
answers are presented in the text immediately following the question.

Figures Most of the chapters include figures from the research literature to illustrate
important principles or procedures. Students must use information from earlier chap-
ters on behavior recording, graphing, and measuring change to analyze the graphs.

Glossary At the end of the text is a glossary of the important behavior modifica-
tion terms used in the text. Each term is followed by a succinct and precise
definition.

Improved Test Bank The test bank includes multiple-choice questions, fill-
in-the-blank questions, true-false questions, and short-answer essay questions.

For Further Reading Each of the chapters includes a For Further Reading box.
In this feature, interesting articles that are relevant to the content of the chapter
are identified and briefly described. Citations for these articles have also been
provided. These articles are from JABA (or JEAB), so they can be easily accessed
online by students. Instructors can assign these articles for extra credit or as reading
assignments for when more advanced students use the textbook.

List of Key Terms After each Chapter Summary section, there is a list of the
new terms that were used in the chapter. The list of key terms shows the page
number on which each term was introduced. Although these terms are all found
in the Glossary at the end of the text, having the new terms, and their page num-
bers, listed at the end of each chapter will allow the student to have an easy refer-
ence to the terms when reading the chapter or when studying for a test or quiz.

New Features in the Sixth Edition

Highlighting There is new highlighting of important information in each chap-
ter to draw the students’ attention to the information. In addition, in-text questions
are highlighted with a ? icon. Finally, more text boxes are provided highlighting
important information.

Motivating Operations The term motivating operation was introduced in the

last edition. In this edition, more detail is provided on the two types of motivating
operations (EOs and AOs) in Chapters 4 and 6 to help students better understand

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 PREFACE xix

the concept applied to reinforcement and punishment. A table in Chapter 6

provides a succinct summary.

Functional Relationships Provided more detail on how functional relationships

between environmental variables and behavior are assessed. Emphasized how func-
tional relationships are established in each type of research design (Chapter 3) and
how functional analysis procedures identify functional relationships (Chapter 13).

Functional Analysis Provided more information on functional analysis in

Chapter 13. Clarified the distinction between functional assessment and functional
analysis and clinical applications of the functional analysis methodology.

Behavior Recording Added a figure highlighting the difference between inter-

val recording and time sample recording (Chapter 2). Discussed the use of tech-
nology for behavior recording including information on behavior recording apps
for smartphones and tablets, accelerometers and GPS-enabled devices for record-
ing exercise and physical activity, and web-based programs for recording and self-
management (Chapters 2 and 23).

Professional Practice, Certification, and Ethics Discussed professional prac-

tice, certification, and ethics in Chapter 1. Provided information on Board
Certified Behavior Analysts as the practicing professional who uses the behavior
modification procedures presented in this text. Discussed ethical principles in
Chapters 1 and 6.

Getting Buy In Discussed the importance of working with care givers to get buy
in for the procedures they are asked to carry out. Emphasized the importance of
treatment acceptability for promoting buy in and the importance of buy in for
enhancing treatment fidelity.

Time Out Added more information on the effective use of time out. Added a
textbox discussing procedures for increasing compliance with time out.

Generalization Added discussion of another strategy for promoting generaliza-

tion; providing cues for the behavior in the natural environment

Other New Features

■ Added more self-assessment questions in the text
■ Updated the definition of behavior modification (Chapter 1)
■ Added brief discussion of behaviorism (Chapter 1)
■ Highlighted that the AB design is not a true research design (Chapter 3)
■ Introduced the terms evoke and abate in the discussion of EOs and AOs
(Chapter 4) and evoke in the discussion of stimulus control (Chapter 7)
■ Moved discussion of instructions before the discussion of modeling in
behavioral skills training (Chapter 12)
■ Clarified the two functions of feedback (Chapter 12)
■ Distinguished between preference assessment and reinforcer assessment
(Chapter 15)

Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 xx PREFACE

■
Added a brief discussion of the competing responses framework (Chapter 16)
■
Added a brief discussion of team decision making (Chapter 16)
■ Provided discussion of the use of physical restraint as an emergency proce-
dure (Chapter 18)
■ Discussed the use of social media for social support (Chapter 20)
■ Added information on novel uses of habit reversal (Chapter 21)
■ Added a more succinct definition of a token economy (Chapter 22)
■ Added a text box describing three essential components of relaxation proce-
dures (Chapter 24)
■ Added text box introducing behavioral activation treatment for depression
(Chapter 24)
■ Added numerous new references throughout the text
■ Introduced and defined a number of new terms in the text and added them
to the glossary

Accompanying This Text

Online Instructor’s Manual The instructor’s manual contains a variety of
resources to aid instructors in preparing and presenting text material in a manner
that meets their personal preferences and course needs. It presents chapter-
by-chapter suggestions and resources to enhance and facilitate learning.

®
Online PowerPoint Slides These vibrant Microsoft PowerPoint® lecture
slides for each chapter assist you with your lecture by providing concept coverage
using content directly from the textbook.

Cengage Learning Testing, powered by Cognero Cognero is a flexible

online system that allows you to author, edit, and manage test bank content as
well as create multiple test versions in an instant. You can deliver tests from your
school’s learning management system, your classroom, or wherever you want!

Acknowledgments
I want to thank the anonymous reviewers for their constructive comments on this
manuscript and the first five editions: Judith Rauenzahb, Kutztown University of
Pennsylvania; Paul Ginnetty, St. Joseph’s College, Patchogue; Veda Charlton,
University of Central Arkansas; Robert W. Allan, Lafayette College; Viviette
Allen, Fayetteville State University; Cynthia Anderson, West Virginia University;
Jennifer Austin, Florida State University; Charles Blose, MacMurry College;
Kristine Brady, California School of Professional Psychology; James Carr, Western
Michigan University; Carl Cheney, Utah State University; Darlene Crone-Todd,
Delta State University; Paula Davis, Southern Illinois University; Richard N. Feil,
Mansfield University; Deirdre Beebe Fitzgerald, Eastern Connecticut State Uni-
versity; Stephan Flanagan, The University of North Carolina at Chapel Hill;
Roger Harnish, Rochester Institute of Technology; Gerald Harris, The University

Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 PREFACE xxi

of Houston; Robert Heffer, Texas A&M University; Stephen W. Holborn, Univer-

sity of Manitoba; Dorothea Lerman, Louisiana State University; Tom Lombardo,
University of Mississippi; John Malouff, Nova Southern Eastern University;
Guenn Martin, Cumberland University; Kay McIntyre, University of Missouri–
St. Louis; Ronald Miller, Brigham Young University—Hawaii; Robert W.
Montgomery, Georgia State University; Charles S. Peyser, University of the South;
Brady Phelps, South Dakota State University; Joseph J. Plaud, University of North
Dakota; Robyn Rogers, Southwest Texas State University; Johannes Rojahn, George
Mason University; Paul Romanowich, Mesa College; Alison Thomas Cottingham,
Rider University; J. Kevin Thompson, University of Southern Florida; Bruce Thyer,
University of Georgia; James T. Todd, Eastern Michigan University; Sharon Van
Leer, Delaware State University; Timothy Vollmer, University of Florida; Robert
W. Wildblood, Northern Virginia Community College; Kenneth N. Wildman,
Ohio Northern University; Douglas Woods, University of Wisconsin–-Milwaukee;
and Todd Zakrajsek, Southern Oregon State College. I especially want to thank
Marianne Taflinger, senior editor at Wadsworth, for her guidance and support
throughout the initial development of the text.

For the Behavior Modification Student

To get the most out of this text and out of your behavior modification course, you
are encouraged to consider the following recommendations.
1. Read the assigned chapters before the class meeting at which the chapter is
to be discussed. You will benefit more from the class if you have first read
the material.
2. Answer each of the self-assessment questions in the chapter to see if you
understand the material just covered.
3. Answer the practice test questions at the end of each chapter. If you can answer
each question, you know that you understand the material in the chapter.
4. Complete the end-of-chapter quizzes to assess your knowledge of the chap-
ter content.
5. Complete the application and misapplication exercises at the end of the
procedure chapters. In that way, you will understand the material in the
chapter well enough to apply it or to identify how it is applied incorrectly.
6. The best way to study for a test is to test yourself. After reading and reread-
ing the chapter and your class notes, test yourself in the following ways.
■ Look at key terms in the chapter and see if you can define them without
looking at the definitions in the text.
■ Look at each practice test question at the end of the chapter and see if
you can give the correct answer without looking up the answer in the
text or in your notes.
■ Come up with novel examples of each principle or procedure in the chapter.
■ Make flash cards with a term or question on one side and the definition of
the term or the answer to the question on the other side. While studying,

Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 xxii PREFACE

look at the term (or question) on one side of the card and then read the
definition (or answer) on the other. As you study, you will find that you
need to turn the cards over less and less often. Once you can supply the
answer or definition on the back of the card without looking, you’ll know
that you understand the material. Electronic flash cards are available at
the publisher’s website that accompanies the book.
■ Always study in a location that is reasonably free from distractions or
interruptions.
■ Always begin studying for a test at least a few days in advance. Give your-
self more days to study as more chapters are included on the test.

The following websites provide a range of valuable information about different aspects of behavior modification or applied behavior
analysis.

http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1938-3703 Journal of Applied Behavior Analysis

http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1938-3711 Journal of the Experimental Analysis of Behavior
http://www.abainternational.org The Association for Behavior Analysis
http://www.apbahome.net/ Association of Professional Behavior Analysts
http://www.apa.org/about/division/div25.aspx/ APA Division 25 (Behavior Analysis)
http://www.abct.org Association for Behavioral and Cognitive Therapy
http://fabaworld.org Florida Association for Behavior Analysis
http://www.calaba.org/ California Association for Behavior Analysis
http://www.txaba.org/ Texas Association for Behavior Analysis
http://www.babat.org/ Berkshire Association for Behavior Analysis and Therapy
http://www.baojournal.com/ The Behavior Analyst Online
www.autismspeaks.org Autism Speaks
http://www.behavior.org Cambridge Center for Behavioral Studies
http://www.bfskinner.org/ B.F. Skinner Foundation
http://www.bacb.com/ Behavior Analyst Certification Board

Raymond G. Miltenberger

Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 1

Introduction to Behavior
Modification
■ How is human behavior defined?
■ What are the defining features of behavior modification?
■ What are the historical roots of behavior modification?
■ In what ways has behavior modification improved people’s lives?

I n this textbook you will learn about behavior modification, the principles and
procedures used to understand and change human behavior. Behavior modifi-
cation procedures come in many forms. Consider the following examples.
Ted and Jane were having some difficulties in their marriage because of fre-
quent arguments. Their marriage counselor arranged a behavioral contract with
them in which they agreed to do several nice things for each other every day. As
a result of this contract, their positive interactions increased and their negative
interactions (arguments) decreased.

1
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Other documents randomly have
different content
Om en honungstass jag vore,
Ej på detta vis jag lefde,
Städse uti qvinnors fötter;
Du har kotte-fält att vandra,
Stiga på med dina tassar.
Spring med skyndsamhet en sträcka,
Ila fram uppå en gångstig
Hän till skogen i Manala
Eller bort till Kalmas moar.
Der är Kirjos, der är Karjos
Uti jernbesmidda remmar,
Uti tiotal af klafband;
Der bli magra äfven feta,
Frodas de, som ben blott äro.

Mina kor till sten må bytas,

Må de sköna blifva stubbar,
Vid det Kuusiainen färdas,
Mausiainen är på vandring.

Om till dessa fält du kommer,

Råkar gå till dessa öknar,
Qvinnor kunniga här finnas,
Finnas åldriga värdinnor,
Hvilka nog din väg förderfva
Och så illa dig behandla,
Att ej någonsin du skadar,
Ej ens i din grymma vildhet,
Tvertemot den högstes vilja,
Utan tillstånd af den sälle.
 Blidkens skogar, blidkens lunder,
Var mig blid, du dunkla öken,
Fred åt hjordarna förunna,
Lef med mina kor i endrägt,
Under denna långa sommar,
Denna Skaparns varma sommar.
Kuippana, du skogens konung,
Hongatar, du öknens drottning!
Tagen vård om edra hundar,
Edra rackor väl bevaren,
Döljen hundarna i grottan,
Binden fast de onda rackor
Uti guldbesmidda halsband,
Uti sköna silfver-remmar.
Gömmen klorna inom håret,
Betarna i deras tandkött.
Drifven sedan in en gullstång
Genom benuppfyllda käften,
Så att käftens ben ej rubbas,
Tänderna i munnen skiljas.
Binden än ett band af rönnen
Rundt omkring den platta nosen;
Om ej rönnen skulle hålla,
Gjuten då ett band af koppar;
Vore kopparn icke stadig,
Utaf jern då bandet reden;
Om de jernet sönderslita,
Ännu detta band förderfva,
Må då eld i munnen bringas,
Lempos lås för käften sättas,
Att ej deras käftben vidgas,
Att ej tänderna må skiljas."

Dermed Ilmaris värdinna

Sände korna ut på bete,
De behornade på aspfält,
Hade herden att dem valla.

Kullervo, Kalevas ättling,

Drifver korna fram längs mossan,
Sjelf på torra heden springer,
Sätter sig på kullens tufva,
På en plats för solen öppen,
Qväder der och säger detta:
"Gå nu ned, du sol, i granskog,
Rulla dig till hvete-landet,
Ibland enrisbuskar hasta,
Herden släpp till hemmet åter."

Men från hemmet qvad värdinnan,

Yttrade ett ord och sade:
"Det är tid för nya trälen,
För den köpta att sig mätta."

Nu Kalevas sköna ättling

Tager brödet fram ur barmen,
Drar ifrån sin gördel knifven
För att sönderskära brödet.
Skar så med sin knif i stenen,
Ristade mot hårda klippan,
Vred sin mun, sitt hufvud rörde,
Skakade det svarta håret,
Tog till ordet sjelf och sade:
"Hur skall qvinnans hån jag gälda,
Gälda qvinnans spott och löje,
Min värdinnas usla fägnad?
Så jag gäldar, som jag mäktar:
Korna skingrar jag i skogen,
Kör i kärret krökta benen,
Jagar driften uppå svedjan,
Drifver björnar hem till gården,
Binder vargar fast med klafve."

Solen sjunker ned i granskog,

Rullar sig till hvete-landet,
Ibland enrisbuskar hastar;
Korna han i granskog skingrar,
Kör i kärret krökta benen,
Jagar driften uppå svedjan,
Drifver björnar så till hemmet,
Jagar vargar uppå gården.
Undervisar sina björnar,
Talar så till sina vargar:
"Sliten låret af värdinnan,
Biten af den halfva vaden."

Gjorde så en lur af koben,

Utaf oxens horn en pipa,
Herda-flöjt utaf en kalffot.
Och han spelar dermed skickligt,
Låter luren vackert ljuda
Uppå hemmets berg tre gånger,
Gånger sex vid tågets ända.
 Sade Ilmaris värdinna:
"Nu, o Gud, du prisad vare,
Luren ljuder, hjorden kommer,
Men hvar fick väl trälen hornet,
Hvar fick smeden släta luren?
Öronhinnorna den spränger,
Rister tvert igenom hufvet."

Nu Kalevas sköna ättling

Sjelf till orda tog och sade:
"Trälen tog sin lur från kärret,
Från den häggbevuxna skogen,
Gå värdinna nu att mjölka,
Gå att mätta boskapshjorden."

Derpå Ilmaris värdinna

Beder gamla mor att mjölka:
"Gå du, gamla mor, att mjölka,
Gå att mätta boskapshjorden."

Hon till orda tog och sade:

"Städse sjelf en god värdinna
Fordom sina kor ju mjölkat,
Sjelf hon skött om boskapshjorden."

Derpå Ilmaris värdinna

Sig beger att korna mjölka,
Går att mätta boskapshjorden:
"Ve dock mina kor, de sköna,
Alla varglons hull de hafva,
De med villdjurs hår betäckas,
Bära fjun af skogens tacka.
Stinda äro deras jufrar,
Deras spenar ymnigt svällda."

Lutade sig ned att mjölka,

Böjde sig för att beskåda,
Björnen hugger uti hälen,
Vargen griper i med munnen,
Rifver låret af värdinnan,
Alla hälens senor sliter.

Kullervo, Kalevas ättling,

Dermed qvinnans hån nu gäldar,
Gäldar hennes spott och löje,
Onda qvinnans lön betalar,
Sticker piporna i säcken,
Sig med spel till krig begifver,
Vandrar tutande till härnad.

Derpå Ilmaris värdinna

Sänder upp en bön till Ukko:
"O du Ukko, högst bland Gudar!
Tag Kalevas son af daga,
Sargad utaf jerntungt hagel,
Nålars stålbesmidda spetsar,
Uppå fasansfulla stridsfält.
Vid de svåra härnads-tågen."

Men Kalevas sköna ättling

Råkade förnimma detta,
Sände då en bön till Ukko:
"O du Ukko, högst bland Gudar!
Döda Ilmaris värdinna,
Sargad utaf jerntungt hagel,
Nålars stålbesmidda spetsar,
Uppå hennes trånga gårdar,
Framför hennes egen stuga."

Och han drager nu till örlig,

Spelar vid sin färd på kärret,
Tutar uppå svedje-fältet,
Blåser i sin lur på heden.
Kärret skakas, marken dånar,
Genljud skallar ifrån heden.

Bud man efter honom sände:

"Hemma dog din kära moder,
Skynda dit, att du får skåda,
Hur den döda läggs i grafven."

Men Kalevas sköna ättling

Svarar straxt och yttrar detta:
"Om hon dog, min kära moder,
Finnes väl ett sto der hemma,
Hvarmed hon till grafven föres,
Sänkes ned i jordens sköte."

Spelar vid sin färd på kärret,

Blåser i sin lur på heden;
Bud man efter honom sände:
"Hemma dog din kära fader.
Skynda dit, att du får skåda,
Hur den döda förs i jorden."
 Men Kalevas sköna ättling
Svarar straxt och yttrar detta:
"Om han dog, min kära fader,
Finns en vallak väl der hemma,
Hvarmed han i grafven föres,
Sänkes ned i jordens sköte."

Spelar vid sin färd på kärret,

Tutar vandrande på heden;
Bud man efter honom sände:
"Nu din hustru dött der hemma,
Skynda dit, att du får skåda,
Huru hon i mullen lägges."

Men Kalevas sköna ättling

Yttrade ett ord och sade:
"Om min hustru dött i hemmet,
Har en häst der hemma funnits,
Hvarmed hon kan fås i jorden,
Sänkas ned i Kalmas boning."

Och han drar med spel till örlig,

Färdas tutande till härnad,
Spelar uppå svedje-fältet,
Blåser i sin lur på heden.

Tjugonde Runan.
 Gret så smeden Ilmarinen,
Gret och sörjde hvarje afton,
Ännu mer han gret om natten,
Suckade till ljusa dagen,
Då hans maka var försvunnen
Och i mullen lagd den sköna.
Icke rördes uti handen
Hammarns skaft, det kopparsmidda,
Icke alls den första dagen,
Ej den första, ej den andra.
Sade smeden Ilmarinen:
"Ve mig arme man! jag vet ej,
Hur att vara, hur att lefva;
Natten ligger jag och vakar,
Ringa är min kraft, min insigt
Svag och mödosamt mitt arbet'."

Går att plocka guld ur hafvet,

Silfver ifrån djupa böljan,
Samlar träd i stora högar,
Fulla tretti' lass han släpar,
Bränner så till kol dem alla
Och i essjan vräker kolen.
Föser sedan guld i elden,
Silfver ibland brända kolen,
Med ett får om hösten lika,
Lika med en vinter-hare.

Tar så trälar till att pusta,

Lönta drängar till att trycka.
Trälar pusta oförtrutet,
Raskt de lönta drängar trycka —
Utan handskar uppå handen,
Utan hattar öfver hjessan,
Under kalla vinter-himmeln.
Sjelf han, smeden Ilmarinen,
Smider sig af guld en hustru,
Vill en brud af silfver bilda.

Men nu pusta trälar dåligt,

Kraftlöst trycka lönta drängar.
Sjelf han tar sig för att pusta,
Hurtigt pustar Ilmarinen,
Pustar en gång, pustar tvenne,
Redan efter tredje gången
Skådar han i essjans botten,
Synar långsåt bälgens bräddar.

Spratt ur elden fram en klinga,

Gyllne klinga utur glöden.
Skön är klingan till att skåda,
Men den har dock onda seder:
Dödar en man alla dagar,
Dödar tvenne på de bästa.
Trälarne åt klingan gladdes,
* Men af harm greps smedens sinne.

Sjelf han, smeden Ilmarinen,

Stack sitt svärd i elden åter,
Gyllne klingan uti glöden,
Bragte mera guld i elden —
Guld, så mycket mössan rymde
Och hattkupan full af silfver.
Tog så trälar till att pusta,
Lönta drängar till att trycka.
Trälar pusta oförtrutet,
Raskt de lönta drängar trycka —
Utan handskar uppå handen,
Utan hattar öfver hjessan,
Under kalla vinter-himmeln.
Sjelf han, smeden Ilmarinen,
Smider sig af guld en hustru,
Vill en brud af silfver bilda.

Men nu pusta trälar dåligt,

Kraftlöst trycka lönta drängar;
Sjelf han tar sig för att pusta,
Hurtigt pustar Ilmarinen,
Pustar en gång, pustar tvenne,
Redan efter tredje gången
Skådar han i essjans botten,
Synar långsåt bälgens bräddar.

Spratt ur elden fram en fåle,

Hingst med gyllne man ur glöden;
Skön är hingsten till att skåda,
Ilskefullt dock är dess sinne:
Dödar ett sto alla dagar,
Dödar tvenne på de bästa.
Trälarne åt hingsten gladdes,
* Men af harm greps smedens sinne.
 Det var smeden Ilmarinen,
Körde hingsten uti elden,
Den guldmanige i glödet.
Bragte mera guld i elden —
Guld, så mycket mossan rymde.
Ock hattkupan full af silfver.
Tog så trälar till att pusta,
Lönta drängar till att trycka.
Trälar pusta oförtrutet,
Raskt de lönta drängar trycka —
Utan handskar uppå handen,
Utan hattar öfver hjessan,
Under kalla vinter-himmeln.
Sjelf han, smeden Ilmarinen,
Smider sig af guld en hustru,
Vill en brud af silfver bilda.

Trälar pusta oförtrutet,

Pusta dagar, hvila nätter;
Ej blir gyllne bilden färdig,
Silfver-bruden ej fullbordad.
Derpå smeden Ilmarinen
Sjelf sig tager för att pusta.
Pustar dagar, rastar icke,
Pustar nätter, hvilar icke,
Pustar en dag, pustar tvenne,
Men uppå den tredje dagen

Skådar han i essjans botten,

Synar långsåt bälgens bräddar.
 Spratt ur elden fram en jungfru,
Mö med gyllne hår ur glöden;
Flickan gladde smedens sinne,
Men af harm de andre grepos.

Vänder henne, skådar henne,

Ser ej mun och ser ej ögon,
Ej de qvinliga behagen;
Smider mun och smider ögon,
Smider qvinliga behagen,
Ordet kan han icke gifva.

Skön är jungfrun till att skåda,

Hennes seder han ej känner.
Tog så smeden Ilmarinen
Jungfrun på sin bädd till natten;
Kyla sprider röda guldet,
Kyla sprider hvita silfret.
Sade smeden Ilmarinen:
"Åt hvem månde guldmön duga?
Åt den gamle Wäinämöinen
Till en maka för hans lifstid."

Sjelf den gamle Wäinämöinen

Hvilar straxt den första natten —
Uppå sköna hufvud-kuddar,
Uppå mjuka fjäder-dynor —
Vid den unga jungfruns sida,
Hvilken utaf guld var formad,
Som var tecknad utaf silfver.
 Der nu gamle Wäinämöinen
Skyddar sig med ull-betäckning,
Sveper sig i tjocka pelsen,
Täcken breder öfver kroppen —
Tvenne, trenne björnars hudar,
Dertill fem, sex ylle-täcken.

Lagom varm var ena sidan.

Den som låg i täcket insvept,
Uti mjuka ylle-klädet.
Den åt jungfrun vända sidan
Så när hade blifvit frusen,
Stelnat till en snöig massa,
Sig till hafvets is förvandlat
Och till stenens hårdhet styfnat.

Då nu gamle Wäinämöinen
Blott en enda natt sig hvilat
Invid gyllne jungfruns sida,
Bredvid bruden utaf silfver,
Höjde han sin röst och talte,
Yttrade med orden detta:
"Aldrig må du, unga slägte,
Aldrig J, dess söners söner!
Ej så länge tiden varar,
Klara månen ännu lyser,
Utaf guld en qvinna bilda,
Vilja brud af silfver smida.
Kyla sprider röda guldet,
Kyla sprider hvita silfret,
Lagom varm var ena sidan,
Den i gamla täcket svepta,
Men till is den ville stelna,
Som var vänd åt unga jungfrun."

Sorgsen och med nedsänkt hufvud,

Med åt sidan lutad mössa,
For nu smeden Ilmarinen
Fjerran hän till Pohja-gården,
For med hopp om annan flicka,
Hänförd af en jungfrus fägring.

Kom så in i Pohja-stugan,
Yttrade ett ord och sade:
"Gumma gif åt mig din dotter,
Gif åt mig en fager fästmö,
Den bland dina döttrar yngre,
Den bland barnen allrabästa."

Louhi, Pohjolas värdinna,

Tog till orda nu och sade:
"Här är ingen flicka vaggad,
Ingen dotter närd och fostrad
För din släde, o du vräkling,
För din bädd, du glupske blodhund,
Du som fräter kött med benen,
Slukar i dig råa bloden.
Hellre lemnar jag min dotter,
Slungad till Förderfvets munsbit,
Uti gapet på en springvarg,
Uti bistra björnens käftar."
 Dädan fick han ingen flicka,
Ingen ung och fager fästmö.
Vred sin mun, sitt hufvud rörde,
Skakade det svarta håret,
For så bort från Pohja-gården,
Färdades till egna nejder.

Gamle trygge Wäinämöinen

Möter honom uppå vägen,
Yttrar så ett ord och säger:
"Hör mig smed, du Ilmarinen,
Frände, barn af samma moder!
Hvarför är du så bedröfvad,
Låter snedt din mössa hänga,
När från Pohjola du kommer?
Säg, hur lefver man i Pohja."

Sade smeden Ilmarinen:

"Lätt i Pohja är att lefva,
Då der Sampo finns, som maler,
Granna locket, som sig rullar;
Mol på en dag säd att ätas,
På den andra till att säljas,
På den tredje att förvaras.

Ja, det säger jag i sanning:

Lätt i Pohja är att lefva,
Då i Pohja Sampo finnes;
Der är plöjning, der är såning,
Der är all slags växt och gröda,
Der, just der en evig lycka."
Tjuguförsta Runan.

Gamle trygge Wäinämöinen

Sjelf till orda tog och sade:
"Hör mig, broder Ilmarinen!
Låt oss nu till Pohja fara
För att taga goda Sampo,
För att skåda granna locket."

Sade smeden Ilmarinen:

"Svårt det blir att Sampo taga,
Svårt att få det granna locket
Ifrån Pohjola det mörka.
Der är Sampo förd att gömmas,
Granna locket att förvaras,
In i Pohja-gårdens stenberg,
Inom kopparbergets gömmor,
Bakom nio lås och riglar,
Och dess rötter har man fästat
På ett djup af nio famnar;
En är fästad ned i jorden,
Invid vattnets rand den andra
Och i hemmets berg den tredje."

Sade gamle Wäinämöinen:

"Kom blott du att Sampo taga,
Hem det granna locket föra
Ifrån Pohja-gårdens stenberg,
Ifrån kopparbergets gömmor,
Från de nio låsens stängsel.
Först dock hamra mig en klinga,
Ett eldeggadt svärd mig bilda,
Hvarmed hundarna jag tuktar,
Jagar Pohja-skaran undan,
När vi gå att taga Sampo,
När till kalla byn vi komma,
Bort till Pohjola det mörka,
Till det mulna Sariola."

Det var smeden Ilmarinen,

Den evärdelige hamrarn,
Föste skyndsamt jern i elden,
Bragte hastigt kol i essjan,
Tog så trälar till att pusta,
Lönta drängar till att trycka.
Trälar pusta oförtrutet,
Raskt de lönta drängar trycka;
Såsom välling vidgas jernet,
Såsom jernslagg fräser stålet.

Derpå smeden Ilmarinen,

Den evärdelige hamrarn,
Ned uti sin essja skådar,
Synar långsåt bälgens bräddar.
Spratt nu fram ett svärd ur elden,
Sprang en klinga upp ur glöden.

Sjelf nu smeden Ilmarinen,

Den evärdelige hamrarn,
Bildade af guld dess fäste,
Gjorde handtag utaf silfver;
Såsom deg sig guldet töjde,
Silfret såsom hafvets fradga,
Uti essjan, uppå städet,
Under slagen utaf hammarn.

Nu är svärdet färdigbildadt,
Och den gamle Wäinämöinen
Griper i eldeggad klinga,
Fattar tag med högra handen,
Yttrar så ett ord och säger:
"Passar klingan ock för mannen,
Skickar svärdet sig för bärarn?"

Klingan passade för mannen,

Skickade sig väl för bärarn,
Månen lyste uppå spetsen,
På dess fäste glänste solen,
Hästen gnäggade på bettet,
Katten gnällde uppå knappen
Och i slidan låg en hundvalp.

Derpå smeden Ilmarinen

Väpnar sig och sig omgjordar,
Kläder sig i jernsmidd skjorta,
Stålsmidt bälte på sig spänner,
Yttrar så ett ord och säger:
"Mannen är i pansar bättre,
Starkare i jernsmidd skjorta,
Fastare i stålsmidt bälte."

Tiden nalkas nu att fara,

Vandrings-stunden är förhanden.
En var gamle Wäinämöinen,
Ilmarinen var den andre,
Gingo nu att hästen söka,
Söka ett års gamla fålen,
Buro betslet invid gördeln,
Fålens seldon uppå ryggen.
Stigande längsefter vägen,
Kring den dunkla ökenskogen,
Hörde de ett fartyg gråta
Och en båt vid stranden klaga.

Gamle trygge Wäinämöinen

Sjelf till orda tog och sade:
"Der ett fartyg höres gråta,
Der en båt vid stranden klagar.
Kanske att vi fara sjöleds,
Färdas fram med båt på vattnet,
Eller monn till lands vi resa,
Ridande på hafvets stränder?"

Sade smeden Ilmarinen:

"Säkrare till lands är färden,
Döden gånge ut på hafvet,
Der oss skulle stormen skaka.
Vädrets ilar våldsamt kasta,
Våra fingrar blefve åror,
Våra flata händer styren."

Sade gamle Wäinämöinen:

"Säkrare till lands är färden,
Säkrare, men mer besvärlig,
Ännu vida mera krokig,
Och det är en fröjd för båten,
När den flyter uppå vattnet,
Stryker fram på vida hafvet,
Följer åt de störa fjärdar,
När den vaggas utaf blåsten,
Gungas utaf vestan vinden,
Föres fram af sunnanfläkten."

Slängde grimman ned på marken,

Hingstens betsel uppå mossan,
Fålens seldon uti lunden.
Vandrar sedan till sin trädbåt,
Båten, som vid stranden gråter,
Talar och af båten spörjer:
"Hvarför gråter du, min trädbåt,
Jemrar dig, du årfästrika?
Smärtar dig, att tung du gjordes,
Att så grof du blifvit timrad?"

Svarade nu trädstams-skeppet,
Årfästrika båten talte:
"Båtens håg är ut på böljan
Äfven ifrån smorda rullar,
Flickans håg till mannens boning
Äfven ifrån höga hemmet.
För min tyngds skull jag ej gråter,
Ej för det, att grof jag gjordes;
Derför gråter jag, ett trädskepp,
Klagar båt af tallar timrad:
Sades nog, då man mig gjorde,
Att jag till en stridsbåt reddes,
Rustades till örlogsfartyg,
Att med gods och skatter lastad
Jag till hemmet skulle vända;
Men ej kom jag ut till striden,
Fördes ej på hafvets böljor.
Andra båtar, sämsta fartyg,
Färdas städse uti örlig,
Vilda fejders stråt beträda
Och förskaffa mera medel,
Än en konung får på sex år,
På sju somrar smeden vinner.
Jag, som är till farkost bilad,
Redd af gamle Wäinämöinen,
Ruttnar jemt på mina spånor,
Vräkes här på timmer-platsen.
Markens allrasämsta maskar
Bo inunder mina vränger,
De bland luftens foglar värsta
Bygga på mig sina nästen.
Tvåfaldt vackrare det vore,
Vore två- och trefaldt bättre,
Att en tall på backen vara,
Stå på heden som en fura,
På hvars qvistar ekorn springer,
Barrträdsfågeln vingen flaxar."

Sade gamle Wäinämöinen:

"Är du Wäinämöinens fartyg,
Må du löpa ifrån stapeln,
Utan att af händer röras,
Utan att med armar skjutas."
 Skickligt svarar trädstams-skeppet,
Årfästrika båten talar:
"Löper ej mitt hela slägte,
Ej de andra brödra-båtar,
Utan att af händer röras,
Utan att med armar skjutas."

Sade gamle Wäinämöinen:

"Om jag dig på böljan skjuter,
Monne utan rodd du löper,
Utan årors tillhjelp skrider,
Stryker fram förutan myndning,
Utan vind, som seglet fyller?"

Skickligt svarar trädstams-skeppet,

Årfästrika båten talar:
"Löper ej mitt hela slägte,
Ej de andra brödra-båtar,
Om man dem med rodd ej drifver,
Bringar fram med årors tillhjelp,
Myndar med de smärre åror,
Och om vind ej seglet fyller."

Sade gamle Wäinämöinen:

"Löper du med rodd då drifven,
Om man hjelper till med åror,
Med de smärre åror myndar,
Och om vinden seglet fyller?"

Skickligt svarar trädstams-skeppet,

Årfästrika båten talar:
"Löper ju mitt hela slägte,
Löpa alla brödra-båtar,
Om med rodd de framåt drifvas,
Om man hjelper till med åror,
Med de smärre åror myndar,
Och om vinden seglet fyller."

Gamle trygge Wäinämöinen

Sköt nu båten ut på vattnet,
Qvad sin farkost uppå böljan.
Qvad en sida full med flickor,
Fagra tennbriskprydda flickor,
Unga mör med messingsgördlar,
Ringbeprydda, nätta jungfrur;
Qvad den andra full med fästmän,
Unge män med sträfva lockar,
Sträfva lockar, hårda händer,
Sporrbeprydde, stolte karlar.

Ännu qväder Wäinämöinen

Tofterna i båten fulla
Med en ålderstigen skara,
Med ett slägte, tärdt af tiden; —
Ringa rum för det var öfrigt,
Då han först de unga qvädit.

Sjelf han sätter sig vid rodret.

Ställer sig att styra båten
Uti björkens höjda bakstam,
Stödd emot det krökta styret.
Höjde då sin röst och sade,
Talade med dessa orden:
 "Flyt i trädlös trakt, du fartyg,
Lägg till rygga vida fjärdar,
Flyt på hafvet som en bläddra,
Som ett näckrosblad på böljan."

Ordnade till rodd de gamle,

Gamle ro och hufvun darra,
Glädjen sämjes ej med glädje.
Rodden sig till rodd ej fogar.

Ordnade till rodd de unga,

Ställde dem att åror sköta,
Unge ro och fingren knaka,
Glädjen sämjes ej med glädje,
Rodden sig till rodd ej fogar.

Sjelf nu smeden Ilmarinen

Tog sin plats på roddar-bänken,
Satte sig att åror sköta;
Nu med glädje glädjen sämjes
Och till rodd sig rodden fogar.
Rodde smeden Ilmarinen,
Rodde med de hårda fingrar;
Nu sig svänger trädstams-skeppet,
Furu-båtens bräder böjas,
Tofter skakas, åror knaka,
Årors skaft som hjerpar pipa,
Årors blad som orrar kuttra,
Fören susar liksom svanen,
Aktern skränar till likt korpen,
Såsom gäss rodd-hakar ljuda.
Sjelf den gamle Wäinämöinen
Styr sin farkost genom svallet
Vid den dimomhöljda udden,
Vid den skogbeväxta holmen.

Ahti bodde uppå holmen,

Kauko uti uddens krökning.
Han sitt usla läge sörjer,
Han sin ringa lott begråter,
Trånga boden honom grämer.

Kastade sin blick åt vester,

Vände hufvudet åt söder;
Ut åt fjerran ser den sköne,
Kämpen skådar öfver hafvet,
Långe mannen bortom molnen.
Ser en ganska liten molnsky,
Ser i skyn en vattendroppe,
Ser en liten sjö i droppen
Och på sjön en liten ökstock,
Varsnar litet folk i stocken,
Ser i båtens stam en hjelte,
Annan kämpe vid dess åror.

Sade muntre Lemminkäinen:

"Ej jag känner detta fartyg,
Känner ej den goda båten,
Som med rodd från Suomi kommer,
Drifs med årslag ifrån öster,
Har sitt styre vändt mot vester."
 Nu han höjde upp sin stämma,
Hof ett mäktigt skri vid udden,
Sporde ropande bak kullen:
"Hvems är båten uppå vattnet,
Skeppet, som på böljan flyter?"

Männerna från båten tala,

Qvinnorna det gensvar gifva:
"Hvem är du, som står bak kullen,
Kämpe der i ödemarken,
Här du Skaparns båt ej känner,
Sjelfva Wäinö-gårdens farkost,
Känner icke båtens styrman,
Har om roddaren ej kunskap?"

Sade muntre Lemminkäinen:

"Redan styrmannen jag känner,
Känner roddaren i båten:
Gamle trygge Wäinämöinen
Sjelf vid båtens styre sitter,
Roddaren är Ilmarinen.
Hvart, J männer, gäller resan,
Hvart är kosan ställd, J hjeltar?"

Sade gamle Wäinämöinen:

"Rakt åt norr är kosan rigtad,
Gent emot de stora vågor,
Mot de skumbeklädda böljor
Fara vi att Sampo taga,
Att det granna locket hemta
Ifrån Pohja-gårdens stenberg,
Ifrån kopparbergets gömmor."

Sade muntre Lemminkäinen:

"O du gamle Wäinämöinen!
Tag ock mig på dina färder,
Äfven jag en man der vore,
Vore der en tredje hjelte,
När du går att lyfta Sampo,
Att det granna locket bära
Ifrån Pohja-gårdens stenberg,
Ifrån kopparbergets gömmor."

Gamle trygge Wäinämöinen

Tog så kämpen med på färden,
Tog i båten raske mannen.
Det är muntre Lemminkäinen,
Vandrar stigande med snabbhet,
Går med lätta steg till stranden,
Hemtar med sig sido-bräder
Uti Wäinämöinens farkost.

Sade gamle Wäinämöinen:

"Vore lagom träd i båten,
Sido-bräder i min farkost,
Vore äfven tyngd tillfyllest,
Hvarför bär du ifrån skogen
Ännu mera träd i båten?"

Sade muntre Lemminkäinen:

"Ej förrådet stjelper båten,
Stacken ej förstörs af stödet,
Ofta ju på Pohja-hafvet
Vinden pröfvar sido-bräder,
Motvind starka sqvättbord fordrar."

Sade gamle Wäinämöinen:

"Derför är ock smedens farkost
Redd med jernbeslagna sidor,
Att ej båten drifs af vinden,
Ej af vårens ilar kastas."

Tjuguandra Runan.

Gamle trygge Wäinämöinen

Styrde sedan fram sin farkost
Från den dimomhöljda udden,
Från den skogbeväxta holmen.
Styrde en dag längsmed floder,
Andra dagen längsmed sjöar
Och den tredje utför forssar.

Nu den gamle Wäinämöinen

Sjelf till orda tog och sade
Ofvan fallet af eldforssen,
Vid den helga flodens hvirfvel:
"Jungfru, du forsfallets granne,
Flicka invid strida strömmen!
Drag ditt snöre ut på vattnet,
Drag ditt blåa garn på böljan,
När den röda båten kommer,
Tjärubringan framåt stryker.
Midt i floden står en klippa,
Der som forssen starkast brusar,
Ligger framför röda båten,
Är i vägen för min farkost.
Vrid i klippan hål med borren,
Bryt den sönder med ditt huggjern,
Så att båten fritt kan löpa,
Tjärubringan framåt stryka.
Båtens bog till jern förvandla,
Byt till mossa stenens sida,
Då jag far i forssens brusning,
Färdas fram bland strida böljor.
Samla bränningar med näfven,
Vänd dem om med dina händer,
Vågor välf med famnen undan,
Att mot bröstet de ej fräsa,
Att mot mig de icke brusa.

O du Ukko, Gud i höjden!

Du som är mitt enda bistånd,
Sträck ditt blanka svärd i böljan,
Styr min farkost med din klinga,
Så att båten fritt kan löpa,
Furu-stocken framåt stryka."

Der dock stadnar trädstams-båten,

Fastnar Wäinö-gårdens farkost,
Hårdt sig fäster trädstams-skeppet,
Röda båten röres icke.
 Gamle trygge Wäinämöinen
Börjar tänka och begrunda:
"Hvarvid fäste sig nu båten,
Stadnade den röda stocken?
Monne vid en sten, en ruska,
Eller vid ett koppar-röse?"

Lutade sig ned att skåda:

"Icke vid en sten, en ruska,
Eller vid ett koppar-röse,
Men på stora gäddans skuldror,
Uppå vattenhundens refben."

Det var muntre Lemminkäinen,

Stack sitt svärd i flodens bölja,
Stafven ned inunder skeppet,
Båten börjar ej att löpa,

Svärdet splittrades i stycken,

Fisken var dock frisk och oskadd.

Derpå smeden Ilmarinen

Stack sitt svärd i flodens bölja,
Stafven ned inunder skeppet,
Båten börjar ej att löpa,
Löses icke ur sitt fängsel.
Svärdet splittrades i stycken,
Frisk och oskadd var dock fisken.

Nu den gamle Wäinämöinen

Drager svärdet från sin sida,
Grymma jernet utur slidan,