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Behavior Modification

The document outlines effective strategies for managing children's behavior, emphasizing the importance of operant conditioning, reinforcement, and punishment. It discusses various types of reinforcers, including positive, social, activity, and edible reinforcers, and introduces techniques like planned ignoring and shaping to reduce problematic behaviors. Additionally, it highlights the need for thorough assessment and tailored intervention plans to address individual children's needs and promote positive behavior change.

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Maha Khan
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17 views20 pages

Behavior Modification

The document outlines effective strategies for managing children's behavior, emphasizing the importance of operant conditioning, reinforcement, and punishment. It discusses various types of reinforcers, including positive, social, activity, and edible reinforcers, and introduces techniques like planned ignoring and shaping to reduce problematic behaviors. Additionally, it highlights the need for thorough assessment and tailored intervention plans to address individual children's needs and promote positive behavior change.

Uploaded by

Maha Khan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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KHUSHBOO

OCCUPATIONAL THERAPIST
Your behavior is a way through which
you acts in various situations
One of The greatest Challenges,
Confronting pediatricians in
developmental behavioral pediatrics is
actually helping parents to bring about
appropriate changes in their Children’s
behavior.
The basic elements of an effective child
behavior management program comprises
of Operant Conditioning.
Infants act on environment ,
stimuli that follow their behavior change ,
the probability that behavior will occur
gain.
A stimuli that increases the occurrence of
a response is called a Reinforcer
For example ;
Sweet Liquid reinforces the sucking
response in newborn babies.
Removing a desirable stimulus or
presenting an unpleasant one to decrease
the occurrence of response is called
Punishment.
Applied behavior analysis focuses on
human behavior and the biological and
environmental influences on such behavior,
It concludes that behavior is a function of
its antecedents and consequences.
Antecedents are those events that coincide
or precede with a behavior, Consequences
are those events that occur subsequent to
the behavior.
Effective management Requires;
1. Accurate identification of biological and
Environmental variables that instigate and
maintain problematic behavior.
2.Alteration of these variables to facilitate
learning of alternative behaviors.
Positive reinforcement is a process whereby
consequences following a behavior result in an
increase in that behavior overall time (Martina
and Pear 1996).
For Example;
Allowing a child to view her preferred video tape if
and only if the child accepts her prescribed
medication may increase the probability that she
accepts the modification in the future.
The consequences are referred to as Positive
Reinforcers, which may include preferred social
exchanges, Activities, Objects or Edibles.
Social Reinforcers: Affection (e.g. hug, kiss, pat on
back, smile), Allowing child to have her way,
Arranging for demonstration by child of a mastered or
preferred activity, Casual Conversation, Descriptive
Praise, Offering assistance upon child’s request.
Activity Reinforcers; Assembling Model, Painting,
Drawing , Going to a birthday party, Playing games,
Reading storybooks, Singing, Visiting Grandparents.
Manipulating Reinforcers: Bicycle, Computer,
Crayons, Magazine, Money, musical Instrument, Toys.
Edible Reinforcers; Carrots, Celery, Cookies, Dry
Cereal, Fruit, Ice cream, Juice, Raisins.
It is important to select positive reinforcers consistent
with child’s chronologic age,
For Instance an Adolescent may be provided with age
appropriate opportunities to listen to music, look at age
appropriate magazines or to enjoy private time with
peers.
Selection of natural positive reinforcers , that is, those
items or activities that are likely to be available routinely
to the child, is essential to behavior change.
For Example; When the child plays by the rules, a
preferred game is continued.
Or when teaching a child to say ‘Juice’ , juice is provided
as a Reinforcer, rather than some arbitrary reinforcer
such as a Toy.
If the child has previously received Positive
reinforcement of misbehavior, the child’s poor conduct
will continue, Or possibly intensify. In these situations a
Procedure termed Planned Ignorance has been
demonstrated to be effected, overtime, in decreasing
problem behavior.
Planned Ignoring is based on the process of Extinction.
Extinction is achieved via consistent withholding of
positive reinforcement (adult attention) of non-
dangerous , non-destructive problem behavior.(e.g;
nagging, crying, complaining, noise making.)
Negative Reinforcement is a process whereby avoidance,
cessation, or removal of an Aversive Stimulus contingent
on the occurrence of another behavior results in an
increase in the frequency of that behavior in the future.
(Iwata 1987)
For example; A situation in which a teacher Consistently
requires any student who does not complete assigned
seatwork accurately and on time during morning work
periods to participate in a remedial study period
scheduled each school day afternoon.
The student may learn that satisfactory completion of
assigned seatwork serves to avoid study hall. In this
manner , effective work completion is reinforced
negatively via the avoidance of study hall.
Punishment is a process whereby a penalty is
imposed or a positive reinforce is withdrawn
contingent on the occurrence of a behavior.
For Instance: Issuance of a oral reprimand in response
to misbehave may result in a decrease in that
behavior over tie and thereby be a punisher.
Like wise , removal of a privilege when an
infraction occurs may result in a similar decrease in
problem behavior.
Before some children can benefit from
instructional and imitation training, they first need
to learn how to follow simple instructions.

When a Child learns how to follow directions, and


to complete requested action independently, co-
operative learning is facilitated. In fact, routine
instruction following has been found to prevent or
significantly reduce the occurrence of problem
behaviors, even in the absence of interventions
designed to ameliorate problem behaviors.
 Often the child Exhibits Troubling behavior merely because he or
she has not learned how to behave appropriately. Through a
Systematic procedure termed Shaping, new prosocial behaviors
can be acquired by the child.
 Gradual development of new behavior is facilitated by reinforcing
the small improvements in the child’s repertoire. Child receives
positive reinforcement as each step of targeted skill is
demonstrated, As steps are performed in sequence, while
increasing consistency, delivery of positive reinforcement is faded.
Long term use of Prompts and Positive
reinforcement is time and labor intensive
and may engender the child’s excessive
dependency on external cues.
Fading is a process whereby prompts and
positive reinforcers are withdrawn slowly,
the child learns to continue participation in a
targeted activity while becoming less reliant
on systematic cues and consequences.
Punishment by contingent stimulation

Statements Of Disapproval

Punishment by Contingent
(dependent)withdrawal

Time in and time out


 Background Information:
a) Child family identifying data
b) Reason (s) for referral
c) Referral Source
d) Person (s) present for interview
 Checklist of Common problem behavior
 Detailed analysis of priority concerns
(a) Definition of Problem Behavior ( b) Estimated
frequency and duration (c) Onset (d) Trend (e)
Settings (f) Antecedents (g) Consequences (h)
Previous management strategies (i) Management
Goals (j) initial monitoring plan (k) Initial
management plan
 Other relevent Information
a) Prior professionals contacts to resolve reported
concerns
b) Medical information
c) School information
d) Child’s strength
e) Child’s reinforcers
 Caretaker information
a) Daily routine
b) Potential obstacles to delivery of indicated services
 Other information
 Initial impressions
 Initial recommendations
 Case disposition
The basic elements of an effective Child
behavior management program include
a.Differential Diagnosis,
b.Treatment Planning,
c. Intervention
d.follow up assessment and care.
ThankYou!
!!!

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