Behaviour modification with children in a natural environment

1978 ◽  
Vol 3 (2) ◽  
pp. 8-13 ◽  
Author(s):  
Michael W. Griffin
Keyword(s):  
Family Therapy ◽  
Behavior Change ◽  
Problem Behaviors ◽  
Natural Environment ◽  
Clinical Setting ◽  
Social Withdrawal ◽  
Reading Difficulties ◽  
Specific Behavior ◽  
Behaviour Modification

Traditionally, when children were seen by their parents or teachers as exhibiting “problem” behaviors (e.g. tantrums, disobedience, stealing, reading difficulties, social withdrawal, incontinence) they were brought to the notice of a professional (often a psychologist) who proceeded to carry out “therapy” in a clinic or hospital. The child was seen as primarily the person with whom one should work, and the clinic as the setting where therapy should take place. Even in those cases where some form of “family therapy” was undertaken the emphasis remained on seeing the child in a clinical setting and rarely it seems was the parent or teacher taught specific behavior change skills.

Behavior Contracts

2019 ◽  
pp. 387-399
Author(s):  
Heather S. Davis ◽  
Rovi Hidalgo
Keyword(s):  
Special Education ◽  
Behavior Change ◽  
Problem Behaviors ◽  
Individual Behavior ◽  
Educational Settings ◽  
Specific Behavior ◽  
Behavior Contracts ◽  
Academic Responding ◽  
Effective Behavior

In schools, behavior contracts typically specify a contingency of reinforcement that is satisfied if students meet specific behavior goals. Behavior contracts, also called contingency contracts, are supported by over forty years of research documenting their effectiveness in promoting individual behavior change across a variety of educational settings. The use of behavior contracts in schools often focuses on decreasing problem behaviors and increasing academic responding for students in general and special education settings. Contingencies developed within behavior contracts outline an expected behavior or completion of a task contingent upon a reward. This chapter provides information on behavior contract components, supporting behavioral principles, student populations for which contracts might be most effective, how to develop an effective behavior contract, and guidelines and considerations from research on implementing behavior contracts in applied settings.

scholarly journals Cross-Lagged Associations Between Problem Behaviors and Teacher-Student Relationships in Early Adolescence

2017 ◽  
Vol 38 (8) ◽  
pp. 1100-1141 ◽  
Author(s):  
Eija Pakarinen ◽  
Gintautas Silinskas ◽  
Bridget K. Hamre ◽  
Riitta-Leena Metsäpelto ◽  
Marja-Kristiina Lerkkanen ◽  
...  
Keyword(s):  
Problem Behaviors ◽  
Early Adolescence ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Parental Education ◽  
Reading Difficulties ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Performance Risk

This study investigated the cross-lagged associations between teacher-student relationships and problem behaviors in a sample of 440 Finnish students (half of them identified as being at risk of reading difficulties). The degree to which these associations were moderated by a child’s gender, academic performance, risk for reading difficulties, parental education, and having the same teacher over 2 years was examined. The teachers evaluated the students’ problem behaviors and reported closeness and conflict with a particular student. The results showed that the higher the students scored on externalizing problems in Grade 4, the more conflict teachers reported 2 years later. Moderator analyses revealed that internalizing problems predicted higher levels of closeness for boys only. Conflict predicted internalizing problems among students who had the same teacher across the 2 years. The results emphasize the importance of investigating the transactional links in different subgroups.

Problems in Measuring the Success of Family Therapy in a Common Clinical Setting: Impasse and Solutions

1976 ◽  
Vol 15 (2) ◽  
pp. 225-233 ◽  
Author(s):  
JOHN J. SIGAL ◽  
CAROL B. BARRS ◽  
ANDREA L. DOUBILET
Keyword(s):  
Family Therapy ◽  
Clinical Setting

scholarly journals Triadic Model - Dynamics of Behavior Change

1984 ◽  
Vol 10 (1) ◽  
pp. 7-17
Author(s):  
R Tharp ◽  
R Wetzel
Keyword(s):  
Behavior Change ◽  
Behavior Modification ◽  
Natural Environment ◽  
Contingency Management ◽  
Academic Press ◽  
Basic Technique ◽  
Model Dynamics ◽  
Principles Of Learning ◽  
Present Section ◽  
Desirable Behavior

Summary: In the present section, we have suggested a model by which the principles of learning may be systemati­cally applied to the natural environment. The basic technique is contingency management; that is to say, a positively reinforcing event must follow desirable behavior, and must not follow undesirable behavior. A positively reinforcing event is defined as that outcome in which the resolved sign of all sources of reinforcement is + . The task of the consultant is to select mediators and behaviors which will maximize the posi­tive resolution. The task can be facilitated by attending to the role positions and the specific available reinforcers for each individual in the chain. Each individual in the chain must attend to the primary task of modifying the behavior of the next individual in the chain, not the target's behavior. That behavior should be chosen for the next individual, which will then ultimately maximize the behavior correction of the target. [Reprinted from <i>Behavior Modification in the Natural Environment,</i> Academic Press, 1969]

scholarly journals Knowledge and Will: An Explorative Study on the Implementation of School-Wide Positive Behavior Support in Sweden

2021 ◽  
Vol 12 ◽  
Author(s):  
Kata Nylén ◽  
Martin Karlberg ◽  
Nina Klang ◽  
Terje Ogden
Keyword(s):  
Behavior Change ◽  
Problem Behaviors ◽  
Positive Behavior Support ◽  
Program Implementation ◽  
Positive Behavior ◽  
Behavior Support ◽  
Implementation Team ◽  
Implementation Model ◽  
Swedish Model ◽  
Initial Implementation

School-wide positive behavior support (SWPBIS) is a well-evaluated school approach to promoting a positive school climate and decreasing problem behaviors. Initial implementation is one of the most critical stages of program implementation. In this qualitative study, the initial implementation of SWPBIS in Swedish schools was studied using an implementation model of behavior change as guidance for interviews and analyses. The study makes significant contributions to previous research as little is known of the implementation of SWPBIS in Swedish context. Focus-group interviews were conducted with 59 professionals on implementation teams from nine schools. Themes were extracted according to implementation team members' perceptions and descriptions of how the initial implementation was carried out. The results of this study revealed relevant themes within the three domains of Capability, Opportunity, and Motivation. Core features were found under the themes of knowledge and experience of similar evidence-based programs, process or result orientation, time, manual content, organizational prerequisites, team functioning, implementation leadership, program as a unifying factor, program aligning with staff beliefs, plausible expectations, and emotional reinforcement. Results are discussed in terms of how they can be used in continuing to develop the Swedish model of SWPBIS. Implications regarding implementation in Swedish schools are discussed, as is the applicability of the model of behavior change for studying implementation in schools.

scholarly journals Choosing Effective Behavior Change Tools

2014 ◽  
Vol 20 (1) ◽  
pp. 35-46 ◽  
Author(s):  
Doug McKenzie-Mohr ◽  
P. Wesley Schultz
Keyword(s):  
Behavior Change ◽  
Goal Setting ◽  
Water Consumption ◽  
Selection Process ◽  
Seafood Consumption ◽  
Community Based ◽  
Specific Behavior ◽  
Basic Approach ◽  
Sustainable Seafood ◽  
Sustainable Behavior

Achieving a sustainable future will require that people do things differently. Community-based social marketing (CBSM) provides a framework for fostering sustainable behavior, and the approach is being increasingly utilized across a range of domains including energy conservation, recycling, reducing water consumption, promoting sustainable seafood consumption, and many others. This article provides guidance to practitioners about the optimal use of specific behavior change tools. The article summarizes commitment strategies, social diffusion, goal setting, social norms, prompts, incentives, feedback, and convenience as effective tools for encouraging changes in behavior. For each, we summarize the basic approach and provide recommendations regarding when each tool is most appropriate, depending on the existing levels of barriers and benefits associated with the target behavior. The article concludes with three examples of CBSM to illustrate this selection process.

Common Problem Behaviors of Children and Adolescents in General Education Classrooms in the United States

2012 ◽  
Vol 20 (1) ◽  
pp. 55-64 ◽  
Author(s):  
Judith R. Harrison ◽  
Kimberly Vannest ◽  
John Davis ◽  
Cecil Reynolds
Keyword(s):  
United States ◽  
Behavior Problems ◽  
General Education ◽  
Children And Adolescents ◽  
Problem Behaviors ◽  
Behavioral Problems ◽  
Teacher Educators ◽  
Rating Scale ◽  
The United States ◽  
Specific Behavior

The majority of incidence and prevalence studies on childhood behavioral problems report the occurrence of mental health disorders under diagnostic categories. A few studies report prevalence of specific behavior problems identified through direct observation, teacher surveys, or analyses of office discipline referrals. However, each possesses limitations that may be informed by data that report the occurrence of specific behavior problems at the classroom level. The rapidly increasing use of multitiered models of prevention and intervention will benefit from data of prevalence of problem behaviors. The purpose of this study was to identify the “most common” problem behaviors in classrooms in the United States as reported by teachers on a broadband rating scale with a demographically representative sample of 3,600 children and adolescents. Results indicate 17 common problem behaviors of children and adolescents, each in four behavioral domains. Interesting findings include behaviors associated with anxiety, learning problems, and distractibility as the most commonly addressed by teachers in the classroom as opposed to the most frequently addressed by administrators, such as aggression. Implications are discussed for policy makers, teacher educators, administrators, and teachers.

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