Behavioral ModificationBehavioral Modification

Presented by:Presented by:

Molly Blum, Abram Figueroa,Molly Blum, Abram Figueroa,

Joseph Wettstein, Emily YenJoseph Wettstein, Emily Yen

What are common problematic What are common problematic behaviors that effect college students?behaviors that effect college students?

- - Poor DietPoor Diet

- - Leg Shaking & Nail bitingLeg Shaking & Nail biting

- CaffeineCaffeine- Drinking & SmokingDrinking & Smoking- ProcrastinationProcrastination

What is Behavior Modification?What is Behavior Modification?Behavior modification is based on the Behavior modification is based on the principles of operant conditioningprinciples of operant conditioning A technique to improve one’s behavior A technique to improve one’s behavior By Altering an individuals behaviors & reactions to By Altering an individuals behaviors & reactions to

stimuli through positive and negative reinforcementstimuli through positive and negative reinforcement

In ResultIn Result:: it replaces undesirable behaviors are it replaces undesirable behaviors are replaced more desirable ones replaced more desirable ones

Focus on lifestyle improvementsFocus on lifestyle improvements (stress prone personalities, addiction, behavioral addiction, etc.) (stress prone personalities, addiction, behavioral addiction, etc.)

BehaviorBehaviorPersonality is made from 3 factors:Personality is made from 3 factors: Values: (Core)Values: (Core)

Abstract constructs of importanceAbstract constructs of importance Attitudes: Attitudes:

perceptions based on valuesperceptions based on values Behaviors: Behaviors:

Conscious & unconscious actions based on Conscious & unconscious actions based on perceptionperception

Background on Behavioral Background on Behavioral ModificationModification

Classical Conditioning- Ivan Pavlov Classical Conditioning- Ivan Pavlov behavior can come from deep roots, which behavior can come from deep roots, which

may take years to unlearnmay take years to unlearn Stimulus coupled with Stimulus coupled with

physiological response: physiological response: Research w/ dogs= Research w/ dogs=

animals were conditioned animals were conditioned

to certain stimuli (bells)to certain stimuli (bells)

Operant Conditioning- B.F. SkinnerOperant Conditioning- B.F. Skinner Behaviors are made from conscious decisionBehaviors are made from conscious decision through rewards and punishment: through rewards and punishment: - Positive behavior is reinforced= repeatedPositive behavior is reinforced= repeated- Bad behavior is disciplined= not favoredBad behavior is disciplined= not favored

A child imitates their A child imitates their parentsparents

- differs from other - differs from other models because there models because there is no direct is no direct reinforcement reinforcement involvedinvolved

Modeling: a behavior learned through Modeling: a behavior learned through imitationimitation

Does it work?Does it work?How many of you How many of you guys think that it is guys think that it is possible to be trained possible to be trained by your girlfriends?by your girlfriends?

How many girls think How many girls think they can train their they can train their boyfriends?boyfriends?

Yes it is possible, although both sexes can Yes it is possible, although both sexes can do both. This is called Operant do both. This is called Operant ConditioningConditioning

Operate conditioning: is simply reinforcing Operate conditioning: is simply reinforcing behavior with positive or negative behavior with positive or negative reinforcement.reinforcement.

Evidence (Research)Evidence (Research)

Journal Article:Journal Article:

““Eliminating Stealing:Eliminating Stealing:

Use of Stimulus control with an Use of Stimulus control with an Elementary Student”Elementary Student”

By: Howard S. Rosen, Alison RosenBy: Howard S. Rosen, Alison Rosen

The StudyThe StudyPurpose of the Study- Purpose of the Study- to stop stealing behavior of a 7yr. old boyto stop stealing behavior of a 7yr. old boy

Participants- Participants- 1 boy 7yrs old1 boy 7yrs old

How study was conducted- How study was conducted-

Baseline:Baseline: all boy’s objects were marked with a green all boy’s objects were marked with a green

circlecircle He was checked up on every 15 min for He was checked up on every 15 min for

unmarked itemsunmarked items No feedback given during baselineNo feedback given during baseline

Points and Fines1Points and Fines1What did the participant do? What did the participant do? A stealing problemA stealing problem

What was found- What was found- boy stole less and lessboy stole less and less

What are the limitations of the studyWhat are the limitations of the study highly controlled areahighly controlled area Only positive reinforcementOnly positive reinforcement Single subject & ageSingle subject & age

What do the implications of the What do the implications of the study mean to you?study mean to you?

Effectiveness of behavior modificationEffectiveness of behavior modification Using positive/ negative reinforcementUsing positive/ negative reinforcement

The Behavior Modification Model The Behavior Modification Model Precursor: DenialPrecursor: Denial

AwarenessAwareness You realize that you actually think or behave in a way that is You realize that you actually think or behave in a way that is

unhealthy or less than idealunhealthy or less than ideal Desire to ChangeDesire to Change

No change will occur without a desire to stop or change a bad No change will occur without a desire to stop or change a bad behavior, even when it become obvious how damaging it behavior, even when it become obvious how damaging it might be.might be.

Cognitive RestructuringCognitive Restructuring You catch yourself in the act of an undersirable behavior and You catch yourself in the act of an undersirable behavior and

think of a new and suitable alternative.think of a new and suitable alternative. Behavioral SubstitutionBehavioral Substitution

An undesirable behavior is consciously replaced with a An undesirable behavior is consciously replaced with a healthy or stress-reducing behavior.healthy or stress-reducing behavior.

EvaluationEvaluation Analyze whether or not the new behavior worked and figure Analyze whether or not the new behavior worked and figure

out what can be done to fine-tune this process when the out what can be done to fine-tune this process when the occasion arises againoccasion arises again

Individual ActivityIndividual ActivityFollow steps to initiate Behavior ModificationFollow steps to initiate Behavior Modification

1.1. What is one undesirable behavior that What is one undesirable behavior that you are aware that you do?you are aware that you do?

2.2. Ask yourself how motivated you are to Ask yourself how motivated you are to change this behavior. (As with any change this behavior. (As with any change there will be sacrifice involved.) change there will be sacrifice involved.) Ask yourself if the costs will outweigh the Ask yourself if the costs will outweigh the benefits.benefits.

3. What changes in your perceptions and attitudes 3. What changes in your perceptions and attitudes must accompany this behavioral change?must accompany this behavioral change?

4. What new behavior do you wish to adopt to 4. What new behavior do you wish to adopt to replace the old behavior? (It is best to think replace the old behavior? (It is best to think positively for example “I would like to show up positively for example “I would like to show up on time” on time”

Instead of negatively “I don’t want to be late”.Instead of negatively “I don’t want to be late”.

5. After trying the new behavior, ask yourself how 5. After trying the new behavior, ask yourself how you did. Was your first or second attempt you did. Was your first or second attempt successful? Why or why not? If not, what other successful? Why or why not? If not, what other approach can you take to accomplish your goal?approach can you take to accomplish your goal?

How to Measure Success?How to Measure Success?Ask yourself these question:Ask yourself these question:

Commitment Success:Commitment Success: Did I address the problematic behavior Did I address the problematic behavior

directly?directly? Did I stick to the program? Did I stick to the program? Did I make excuses for myself? Did I make excuses for myself? Did I let myself slide?Did I let myself slide?

How to Measure Success?How to Measure Success?Ask yourself these question:Ask yourself these question:

Program Design Success:Program Design Success: Did I follow the BM Model?Did I follow the BM Model? Did my restructuring alternatives work? Did my restructuring alternatives work? Were they simple enough?Were they simple enough? Was I able to curb the non-negative behavior?Was I able to curb the non-negative behavior?

How to Measure Success?How to Measure Success?Ask yourself these question:Ask yourself these question:

Lasting Success:Lasting Success: Was I able to change my patterns of behavior Was I able to change my patterns of behavior

from a negative to a positive one?from a negative to a positive one? Will my behaviors resume once I am exposed Will my behaviors resume once I am exposed

to the same stimuli or once I stop actively to the same stimuli or once I stop actively suppress it?suppress it?

Do I understand the causes of my unhealthy Do I understand the causes of my unhealthy behaviors?behaviors?

BM Tips and TricksBM Tips and Tricks

Define the unhealthy behavior in as clear Define the unhealthy behavior in as clear terms as possible.terms as possible.

Keep It Simple.Keep It Simple.

Be Committed…Be Prepared for Difficulty.Be Committed…Be Prepared for Difficulty.

Positive vs Negative Conditioning.Positive vs Negative Conditioning.

Behavioral Substitution: A step not to be Behavioral Substitution: A step not to be forgotten.forgotten.

BM Tips and TricksBM Tips and Tricks

Limit your expectations.Limit your expectations.

Observe Yourself Properly…Record your Observe Yourself Properly…Record your Observations.Observations.

Note the Contributing Factors to Behavior: Note the Contributing Factors to Behavior: What Leads Up to It.What Leads Up to It.

Use in Conjunction with other PS’s and Use in Conjunction with other PS’s and SMT’s SMT’s

In Conclusion:In Conclusion:***Behavior Modification Model******Behavior Modification Model***

Precursor: Denial Precursor: Denial

1. Awareness1. Awareness

2. Desire to Change2. Desire to Change

3. Cognitive Restructuring 3. Cognitive Restructuring

4. Behavior Substitution4. Behavior Substitution

5. Evaluation5. Evaluation

Behavior Modification ModelBehavior Modification ModelAn Easy Way to Remember…An Easy Way to Remember…

AAll ll DDisciplined isciplined CChildren hildren BBehave ehave EExcellently!xcellently!

AAwarenesswareness

DDesire to Changeesire to Change

CCognitive Restructuringognitive Restructuring

BBehavioral Substitutionehavioral Substitution

EEvaluationvaluation