Behavior Modification
What It Is and How To Do It
10th Edition
Published on 14. June 2014
Book
Paperback/Softback
384 pages
978-0-205-99210-2 (ISBN)
Description
A balanced presentation of the principles and tactics of behavior modification
Behavior Modification: What It Is and How to Do It, 10/e assumes no specific prior knowledge about psychology or behavior modification on the part of the reader. The authors begin with basic principles and procedures of behavior modification and then provide readers with how-to-skills such as observing and recording. Next, the authors provide advanced discussion and references to acquaint readers with some of the empirical and theoretical underpinnings of the field. Readers will emerge with a thorough understanding of behavior modification in a wide variety of populations and settings.
Behavior Modification: What It Is and How to Do It, 10/e assumes no specific prior knowledge about psychology or behavior modification on the part of the reader. The authors begin with basic principles and procedures of behavior modification and then provide readers with how-to-skills such as observing and recording. Next, the authors provide advanced discussion and references to acquaint readers with some of the empirical and theoretical underpinnings of the field. Readers will emerge with a thorough understanding of behavior modification in a wide variety of populations and settings.
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Garry Martin | Joseph J. Pear
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Persons
Garry Martin, a native Manitoban, attended Colorado College on a hockey scholarship, where he received the BA degree. He then attended Arizona State University for the MA and PhD degrees. Garry returned to Manitoba in 1966 and taught in the Department of Psychology at the University of Manitoba until his retirement at the end of 2008. He is currently a Distinguished Professor Emeritus at the U of M, and he continues to supervise graduate students, teach part-time, and write and publish. He has co-authored or co-edited 8 books and over 150 journal articles on various areas in behavioral psychology. His book, Behavior Modification: What It Is and How to Do It, with Dr. Joseph Pear, first published in 1978, is used as a primary text at many universities in 14 countries and various editions have been translated into Spanish, Italian, Portuguese, Chinese, and Korean. His research on behavioral training technologies for improving the quality of life of people with developmental disabilities and children with autism has been supported continuously by the Medical Research Council of Canada, and now the Canadian Institutes of Health Research for the past 32 years. He has been an invited speaker at numerous national and international conferences around the world. He has supervised 38 Masters theses, and 32 PhD theses at the University of Manitoba, and has received numerous honors and awards, including induction into the Royal Society of Canada. At the 2010 Annual Convention of the Canadian Psychological Association, Garry received the CPA Education and Training Award, the most prestigious education and training award the discipline confers in Canada.
Dr. Joseph J. Pear, Professor of Psychology at the University of Manitoba, received the B.S. degree from the University of Maryland and the M.A. and Ph.D. degrees from The Ohio State University. A fellow of Division 6 (Behavioral Neuroscience and Comparative Psychology) and Division 25 (Behavior Analysis) of the American Psychological Association, Dr. Pear has done both basic and applied research. His early applied work was with children with developmental disabilities at the St. Amant Centre, where he founded the Behaviour Modification Unit (now the Psychology Department) in the early 1970s. More recently, he developed Computer-Aided Personal System of Instruction (CAPSI), an instructional program based on the Keller Plan. CAPSI is an award winning program that is being used to teach a number of courses at University of Manitoba and at several other universities in Canada and the United States. It is also a research tool that Dr. Pear and his graduate students use to research the teaching and learning dimensions of university education. Dr. Pear has also done basic research with pigeons and fish using a tracking system that he developed. In addition to Behavior Modification: What It Is and How to Do It with Dr. Garry Martin, Dr. Pear has written two other books: The Science of Learning and A Historical and Contemporary Look at Psychological Systems. He has also written numerous research articles and two encyclopedia articles: "Psychological Systems" in The Corsini Encyclopedia of Psychology (Fourth Edition) and "Physiological Homeostasis and Learning" in Encyclopedia of the Sciences of Learning. He has received awards for Outstanding Contribution to Behaviour Analysis in Manitoba and for Innovative Excellence in Teaching, Learning, and Technology. He also received the Fred S. Keller Behavioral Education Award for Distinguished Contributions to Education.
Dr. Joseph J. Pear, Professor of Psychology at the University of Manitoba, received the B.S. degree from the University of Maryland and the M.A. and Ph.D. degrees from The Ohio State University. A fellow of Division 6 (Behavioral Neuroscience and Comparative Psychology) and Division 25 (Behavior Analysis) of the American Psychological Association, Dr. Pear has done both basic and applied research. His early applied work was with children with developmental disabilities at the St. Amant Centre, where he founded the Behaviour Modification Unit (now the Psychology Department) in the early 1970s. More recently, he developed Computer-Aided Personal System of Instruction (CAPSI), an instructional program based on the Keller Plan. CAPSI is an award winning program that is being used to teach a number of courses at University of Manitoba and at several other universities in Canada and the United States. It is also a research tool that Dr. Pear and his graduate students use to research the teaching and learning dimensions of university education. Dr. Pear has also done basic research with pigeons and fish using a tracking system that he developed. In addition to Behavior Modification: What It Is and How to Do It with Dr. Garry Martin, Dr. Pear has written two other books: The Science of Learning and A Historical and Contemporary Look at Psychological Systems. He has also written numerous research articles and two encyclopedia articles: "Psychological Systems" in The Corsini Encyclopedia of Psychology (Fourth Edition) and "Physiological Homeostasis and Learning" in Encyclopedia of the Sciences of Learning. He has received awards for Outstanding Contribution to Behaviour Analysis in Manitoba and for Innovative Excellence in Teaching, Learning, and Technology. He also received the Fred S. Keller Behavioral Education Award for Distinguished Contributions to Education.
Content
In this Section:
1. Brief Table of Contents
2. Full Table of Contents
1. Brief Table of Contents:
Part I : The Behavior Modification Approach
Chapter 1: Introduction
Chapter 2: Areas of Application: An Overview
Part II : Basic Behavioral Principles and Procedures
Chapter 3: Respondent (Classical, Pavlovian) Conditioning of Reflexive Behavior
Chapter 4: Increasing a Behavior with Positive Reinforcement
Chapter 5: Increasing Behavior with Conditioned Reinforcement
Chapter 6: Decreasing a Behavior with Extinction
Chapter 7: Getting a New Behavior to Occur with Shaping
Chapter 8: Developing Behavioral Persistence With Schedules of Reinforcement
Chapter 9: Responding at the Right Time and Place: Stimulus Discrimination and Stimulus Generalization
Chapter 10: Changing the Control of a Behavior with Fading
Chapter 11: Getting a New Sequence of Behaviors to Occur with Behavior Chaining
Chapter 12: Differential Reinforcement Procedures to Decrease Behavior Decreasing Tommy's Talking Out
Chapter 13: Decreasing Behavior With Punishment
Chapter 14: Establishing Behavior by Escape and Avoidance Conditioning
Chapter 15: Respondent and Operant Conditioning Together
Chapter 16: Transferring Behavior to New Settings and Making It Last: Generality of Behavioral Change
Part III:Capitalizing on Antecedent Control Procedures
Chapter 17: Antecedent Control: Rules and Goals
Chapter 18: Antecedent Control: Modeling, Physical Guidance, and Situational Inducement
Chapter 19: Antecedent Control: Motivation
Chapter 20: Behavioral Assessment: Initial Considerations
Chapter 21: Direct Behavioral Assessment: What to Record and How
Chapter 22: Doing Behavior Modification Research
Part V: Putting It All Together to Develop Effective Behavioral Programs
Chapter 23: Functional Assessment of Problem Behavior
Chapter 24: Planning, Applying, and Evaluating a Behavioral Program
Chapter 25: Token Economies
Chapter 26: Helping an Individual to Develop Self-Control
Part VI: Behavior Therapy for Psychological Disorders
Chapter 27: Approaches to Behavior Therapy: Cognitive Restructuring, Self-Directed
Chapter 28: Psychological Disorders Treated by Behavioral and Cognitive-Behavioral Therapies
Part VII: A Historical Perspective and Ethical Issues
Chapter 29: Giving It All Some Perspective: A Brief History
Chapter 30: Ethical Issues
2. Full Table of Contents
Part I :The Behavior Modification Approach
Chapter 1: Introduction
What Is Behavior?
What Is Behavior Modification?
Some Historical Highlights of Behavior Modification
Some Misconceptions About Behavior Modification
The Approach of This Book
The Structure of This Book
Chapter 2: Areas of Application: An Overview
Parenting and Child Management
Education: From Preschool to University
Developmental Disabilities
Schizophrenia
Behavior Therapy in Clinical Settings
Self-Management of Personal Problems
Medical and Health Care
Gerontology
Community Behavioral Analysis
Business, Industry, and Government
Behavioral Sport Psychology
Behavior Modification with Diverse Populations
Conclusion
Part II : Basic Behavioral Principles and Procedures
Chapter 3: Respondent (Classical, Pavlovian) Conditioning of Reflexive Behavior
Making words "unpleasant"
Behavioral Principles and Procedures
Principle of Respondent Conditioning
Higher-Order Conditioning
Common Respondently Conditioned Responses
Procedures for Eliminating a Conditioned Reflex
Generalization and Discrimination of Respondent Behavior
Applications of Respondent Conditioning and Extinction
An Introduction to Operant Conditioning: Another Type of Learning
Chapter 4: Increasing a Behavior with Positive Reinforcement
Reinforcing Darren's Cooperative Behavior
Positive Reinforcement
Factors Influencing the Effectiveness of Positive Reinforcement
Pitfalls of Positive Reinforcement
Guidelines for the Effective Application of Positive Reinforcement
Chapter 5: Increasing Behavior with Conditioned Reinforcement
Erin's Points Program
Unconditioned and Conditioned Reinforcers
Factors Influencing the Effectiveness of Conditioned Reinforcement
Pitfalls of Conditioned Reinforcement
Guidelines for the Effective Use of Conditioned Reinforcement
Chapter 6: Decreasing a Behavior with Extinction
Louise's Case
Operant Extinction
Factors Influencing the Effectiveness of Operant Extinction
Pitfalls of Operant Extinction
Guidelines for the Effective Application of Operant Extinction
Chapter 7: Getting a New Behavior to Occur with Shaping
Improving Frank's Exercising
Shaping
Factors Influencing the Effectiveness of Shaping
Pitfalls of Shaping
Guidelines for the Effective Application of Shaping
Chapter 8: Developing Behavioral Persistence With Schedules of Reinforcement
Improving Jan's Work Rate in Math Class
Some Definitions
Ratio Schedules
Simple Interval Schedules
Schedules with a Limited Hold
Duration Schedules
Overview of Six Commonly Used Schedules for Increasing and Maintaining Behavior
Concurrent Schedules of Reinforcement
Pitfalls of Intermittent Reinforcement
Guidelines for the Effective Use of Intermittent Reinforcement
Chapter 9: Responding at the Right Time and Place: Stimulus Discrimination and Stimulus Generalization
Learning to Follow Teacher's Instructions
Learning to Respond at the Right Time and Place
Types of Controlling Stimuli: SDs and SDs
Stimulus Discrimination
Stimulus Generalization
Factors Determining the Effectiveness of Stimulus Discrimination Training
Pitfalls of Stimulus Discrimination Training
Guidelines for Effective Stimulus Discrimination Training
Chapter 10: Changing the Control of a Behavior with Fading
Teaching Peter His Name
Fading
Dimensions of Stimuli for Fading
Factors Influencing the Effectiveness of Fading
Fading Versus Shaping
Pitfalls of Fading
Guidelines for the Effective Application of Fading
Chapter 11: Getting a New Sequence of Behaviors to Occur with Behavior Chaining
Teaching Steve to Follow a Consistent Preputt Routine
Behavior Chaining
Methods for Teaching a Behavior Chain
Chaining Compared with Fading and Shaping
Factors Influencing the Effectiveness of Behavior Chaining
Pitfalls of Behavior Chaining
Guidelines for the Effective Use of Behavioral Chaining
Chapter 12: Differential Reinforcement Procedures to Decrease Behavior
Decreasing Tommy's Talking Out
Decreasing Operant Behavior
Differential Reinforcement of Low Rates
Differential Reinforcement of Zero Responding
Differential Reinforcement of Incompatible Behavior
Differential Reinforcement of Alternative Behavior
Pitfalls of Schedules for Decreasing Behavior
Guidelines for the Effective Use of Differential Reinforcement Procedures to Decrease Behavior
Chapter 13: Decreasing Behavior With Punishment
Eliminating Ben's Aggressiveness
The Principle of Punishment
Types of Punishers
Factors Influencing the Effectiveness of Punishment
Some Examples of Therapeutic Punishment
Potential Harmful Side Effects of Punishment
Should Punishment Be Used?
Pitfalls of Punishment
Guidelines for the Effective Application of Punishment
Chapter 14:Establishing Behavior by Escape and Avoidance Conditioning
Curing Joanne's Slouching
Escape Conditioning (Negative Reinforcement)
Avoidance Conditioning
Pitfalls of Escape and Avoidance Conditioning
Guidelines for the Effective Application of Escape and Avoidance Conditioning
Chapter 15: Respondent and Operant Conditioning Together
Responding to Meet Deadlines
Respondent and Operant Conditioning Compared
Operant-Respondent Interactions
Respondent and Operant Components of Emotions
Respondent and Operant Components of Thinking
Private Thoughts and Feelings: More Respondent-Operant Interactions
Chapter 16: Transferring Behavior to New Settings and Making It Last: Generality of Behavioral Change
Helping Carole Have a Successful Class Presentation
Generality
Programming Generality of Operant Behavior
Programming Generality of Respondent Behavior
Pitfalls of Generality
Guidelines for Programming Generality of Operant Behavior
Part III: Capitalizing on Antecedent Control Procedures
Chapter 17: Antecedent Control: Rules and Goals
Helping Susan to Skate Well
Antecedent Control
Rules
Goals
Chapter 18: Antecedent Control: Modeling, Physical Guidance, and Situational Inducement
A Mindfulness-Based Intervention for Aggression
Capitalizing on Existing Stimulus Control
Modeling
Physical Guidance
Situational Inducement
Chapter 19: Antecedent Control: Motivation
Coach Dawson's Motivation Program
A Traditional View of Motivation
A Behavioral View of Motivation
Some Applications of Motivating Operations
Motivating Operations and Behavior Modification
Chapter 20: Behavioral Assessment: Initial Considerations
Minimal Phases of a Program
Sources of Information for Preprogram Assessment
Data! Data! Data! Why Bother?
Behavioral Assessment Compared to Traditional Assessment
Chapter 21: Direct Behavioral Assessment: What to Record and How
Characteristics of Behavior to Be Recorded
Strategies for Recording Behavior
Assessment of the Accuracy of Observations
Chapter 22: Doing Behavior Modification Research
The Reversal-Replication (ABAB) Design
Multiple-Baseline Designs
The Changing-Criterion Design
Alternating-Treatments (or Multielement) Design
Data Analysis and Interpretation
Part V: Putting It All Together to Develop Effective Behavioral Programs
Chapter 23: Functional Assessment of Problem Behavior
Functional Assessment Procedures
Major Causes of Problem Behaviors
Medical Causes of Problem Behaviors
Guidelines for Conducting a Functional Assessment
Chapter 24: Planning, Applying, and Evaluating a Behavioral Program
Deciding Whether to Design a Program Following a Referral
Selection and Implemention of a Preprogram Assessment Procedure
Strategies of Program Design and Implementation
Program Maintenance and Evaluation
Chapter 25: Token Economies
Setting Up and Managing a Token Economy
Generality Programming to the Natural Environment
Ethical Considerations
A Summary of Considerations Necessary in Designing a Token Economy
Chapter 26:Helping an Individual to Develop Self-Control
Causes of Self-Control Problems
A Behavioral Model for Self-Control
Steps in a Self-Control Program
Circumvention of the Therapist
Part VI: Behavior Therapy for Psychological Disorders
Chapter 27: Approaches to Behavior Therapy: Cognitive Restructuring, Self-Directed Coping Methods, and Mindfulness and Acceptance Procedures
Cognitive Restructuring Methods
Self-Directed Coping Methods
Mindfulness and Acceptance Strategies
A Behavioral Interpretation of Aspects of the Therapies in This Chapter
Concluding Comments
Chapter 28: Psychological Disorders Treated by Behavioral and Cognitive-Behavioral Therapies
Specific Phobias
Other Anxiety Disorders
Depression
Alcohol and Other Substance-Use Disorders
Eating Disorders
Couple Distress
Sexual Dysfunction
Habit Disorders
Part VII: A Historical Perspective and Ethical Issues
Chapter 29: Giving It All Some Perspective: A Brief History
The Pavlovian and Wolpean Orientation
The Operant-Conditioning Orientation: Applied Behavior Analysis
Mixtures and Offshoots of the Two Major Orientations
The Terms Behavior Modification, Behavior Therapy, Cognitive Behavior Modification and Applied Behavior Analysis
The Future of Behavior Modification
Notes for Further Learning
Chapter 30: Ethical Issues
A Behavioral View of Ethics
Arguments Against Deliberately Controlling Behavior
Ethical Guidelines
Conclusions
1. Brief Table of Contents
2. Full Table of Contents
1. Brief Table of Contents:
Part I : The Behavior Modification Approach
Chapter 1: Introduction
Chapter 2: Areas of Application: An Overview
Part II : Basic Behavioral Principles and Procedures
Chapter 3: Respondent (Classical, Pavlovian) Conditioning of Reflexive Behavior
Chapter 4: Increasing a Behavior with Positive Reinforcement
Chapter 5: Increasing Behavior with Conditioned Reinforcement
Chapter 6: Decreasing a Behavior with Extinction
Chapter 7: Getting a New Behavior to Occur with Shaping
Chapter 8: Developing Behavioral Persistence With Schedules of Reinforcement
Chapter 9: Responding at the Right Time and Place: Stimulus Discrimination and Stimulus Generalization
Chapter 10: Changing the Control of a Behavior with Fading
Chapter 11: Getting a New Sequence of Behaviors to Occur with Behavior Chaining
Chapter 12: Differential Reinforcement Procedures to Decrease Behavior Decreasing Tommy's Talking Out
Chapter 13: Decreasing Behavior With Punishment
Chapter 14: Establishing Behavior by Escape and Avoidance Conditioning
Chapter 15: Respondent and Operant Conditioning Together
Chapter 16: Transferring Behavior to New Settings and Making It Last: Generality of Behavioral Change
Part III:Capitalizing on Antecedent Control Procedures
Chapter 17: Antecedent Control: Rules and Goals
Chapter 18: Antecedent Control: Modeling, Physical Guidance, and Situational Inducement
Chapter 19: Antecedent Control: Motivation
Chapter 20: Behavioral Assessment: Initial Considerations
Chapter 21: Direct Behavioral Assessment: What to Record and How
Chapter 22: Doing Behavior Modification Research
Part V: Putting It All Together to Develop Effective Behavioral Programs
Chapter 23: Functional Assessment of Problem Behavior
Chapter 24: Planning, Applying, and Evaluating a Behavioral Program
Chapter 25: Token Economies
Chapter 26: Helping an Individual to Develop Self-Control
Part VI: Behavior Therapy for Psychological Disorders
Chapter 27: Approaches to Behavior Therapy: Cognitive Restructuring, Self-Directed
Chapter 28: Psychological Disorders Treated by Behavioral and Cognitive-Behavioral Therapies
Part VII: A Historical Perspective and Ethical Issues
Chapter 29: Giving It All Some Perspective: A Brief History
Chapter 30: Ethical Issues
2. Full Table of Contents
Part I :The Behavior Modification Approach
Chapter 1: Introduction
What Is Behavior?
What Is Behavior Modification?
Some Historical Highlights of Behavior Modification
Some Misconceptions About Behavior Modification
The Approach of This Book
The Structure of This Book
Chapter 2: Areas of Application: An Overview
Parenting and Child Management
Education: From Preschool to University
Developmental Disabilities
Schizophrenia
Behavior Therapy in Clinical Settings
Self-Management of Personal Problems
Medical and Health Care
Gerontology
Community Behavioral Analysis
Business, Industry, and Government
Behavioral Sport Psychology
Behavior Modification with Diverse Populations
Conclusion
Part II : Basic Behavioral Principles and Procedures
Chapter 3: Respondent (Classical, Pavlovian) Conditioning of Reflexive Behavior
Making words "unpleasant"
Behavioral Principles and Procedures
Principle of Respondent Conditioning
Higher-Order Conditioning
Common Respondently Conditioned Responses
Procedures for Eliminating a Conditioned Reflex
Generalization and Discrimination of Respondent Behavior
Applications of Respondent Conditioning and Extinction
An Introduction to Operant Conditioning: Another Type of Learning
Chapter 4: Increasing a Behavior with Positive Reinforcement
Reinforcing Darren's Cooperative Behavior
Positive Reinforcement
Factors Influencing the Effectiveness of Positive Reinforcement
Pitfalls of Positive Reinforcement
Guidelines for the Effective Application of Positive Reinforcement
Chapter 5: Increasing Behavior with Conditioned Reinforcement
Erin's Points Program
Unconditioned and Conditioned Reinforcers
Factors Influencing the Effectiveness of Conditioned Reinforcement
Pitfalls of Conditioned Reinforcement
Guidelines for the Effective Use of Conditioned Reinforcement
Chapter 6: Decreasing a Behavior with Extinction
Louise's Case
Operant Extinction
Factors Influencing the Effectiveness of Operant Extinction
Pitfalls of Operant Extinction
Guidelines for the Effective Application of Operant Extinction
Chapter 7: Getting a New Behavior to Occur with Shaping
Improving Frank's Exercising
Shaping
Factors Influencing the Effectiveness of Shaping
Pitfalls of Shaping
Guidelines for the Effective Application of Shaping
Chapter 8: Developing Behavioral Persistence With Schedules of Reinforcement
Improving Jan's Work Rate in Math Class
Some Definitions
Ratio Schedules
Simple Interval Schedules
Schedules with a Limited Hold
Duration Schedules
Overview of Six Commonly Used Schedules for Increasing and Maintaining Behavior
Concurrent Schedules of Reinforcement
Pitfalls of Intermittent Reinforcement
Guidelines for the Effective Use of Intermittent Reinforcement
Chapter 9: Responding at the Right Time and Place: Stimulus Discrimination and Stimulus Generalization
Learning to Follow Teacher's Instructions
Learning to Respond at the Right Time and Place
Types of Controlling Stimuli: SDs and SDs
Stimulus Discrimination
Stimulus Generalization
Factors Determining the Effectiveness of Stimulus Discrimination Training
Pitfalls of Stimulus Discrimination Training
Guidelines for Effective Stimulus Discrimination Training
Chapter 10: Changing the Control of a Behavior with Fading
Teaching Peter His Name
Fading
Dimensions of Stimuli for Fading
Factors Influencing the Effectiveness of Fading
Fading Versus Shaping
Pitfalls of Fading
Guidelines for the Effective Application of Fading
Chapter 11: Getting a New Sequence of Behaviors to Occur with Behavior Chaining
Teaching Steve to Follow a Consistent Preputt Routine
Behavior Chaining
Methods for Teaching a Behavior Chain
Chaining Compared with Fading and Shaping
Factors Influencing the Effectiveness of Behavior Chaining
Pitfalls of Behavior Chaining
Guidelines for the Effective Use of Behavioral Chaining
Chapter 12: Differential Reinforcement Procedures to Decrease Behavior
Decreasing Tommy's Talking Out
Decreasing Operant Behavior
Differential Reinforcement of Low Rates
Differential Reinforcement of Zero Responding
Differential Reinforcement of Incompatible Behavior
Differential Reinforcement of Alternative Behavior
Pitfalls of Schedules for Decreasing Behavior
Guidelines for the Effective Use of Differential Reinforcement Procedures to Decrease Behavior
Chapter 13: Decreasing Behavior With Punishment
Eliminating Ben's Aggressiveness
The Principle of Punishment
Types of Punishers
Factors Influencing the Effectiveness of Punishment
Some Examples of Therapeutic Punishment
Potential Harmful Side Effects of Punishment
Should Punishment Be Used?
Pitfalls of Punishment
Guidelines for the Effective Application of Punishment
Chapter 14:Establishing Behavior by Escape and Avoidance Conditioning
Curing Joanne's Slouching
Escape Conditioning (Negative Reinforcement)
Avoidance Conditioning
Pitfalls of Escape and Avoidance Conditioning
Guidelines for the Effective Application of Escape and Avoidance Conditioning
Chapter 15: Respondent and Operant Conditioning Together
Responding to Meet Deadlines
Respondent and Operant Conditioning Compared
Operant-Respondent Interactions
Respondent and Operant Components of Emotions
Respondent and Operant Components of Thinking
Private Thoughts and Feelings: More Respondent-Operant Interactions
Chapter 16: Transferring Behavior to New Settings and Making It Last: Generality of Behavioral Change
Helping Carole Have a Successful Class Presentation
Generality
Programming Generality of Operant Behavior
Programming Generality of Respondent Behavior
Pitfalls of Generality
Guidelines for Programming Generality of Operant Behavior
Part III: Capitalizing on Antecedent Control Procedures
Chapter 17: Antecedent Control: Rules and Goals
Helping Susan to Skate Well
Antecedent Control
Rules
Goals
Chapter 18: Antecedent Control: Modeling, Physical Guidance, and Situational Inducement
A Mindfulness-Based Intervention for Aggression
Capitalizing on Existing Stimulus Control
Modeling
Physical Guidance
Situational Inducement
Chapter 19: Antecedent Control: Motivation
Coach Dawson's Motivation Program
A Traditional View of Motivation
A Behavioral View of Motivation
Some Applications of Motivating Operations
Motivating Operations and Behavior Modification
Chapter 20: Behavioral Assessment: Initial Considerations
Minimal Phases of a Program
Sources of Information for Preprogram Assessment
Data! Data! Data! Why Bother?
Behavioral Assessment Compared to Traditional Assessment
Chapter 21: Direct Behavioral Assessment: What to Record and How
Characteristics of Behavior to Be Recorded
Strategies for Recording Behavior
Assessment of the Accuracy of Observations
Chapter 22: Doing Behavior Modification Research
The Reversal-Replication (ABAB) Design
Multiple-Baseline Designs
The Changing-Criterion Design
Alternating-Treatments (or Multielement) Design
Data Analysis and Interpretation
Part V: Putting It All Together to Develop Effective Behavioral Programs
Chapter 23: Functional Assessment of Problem Behavior
Functional Assessment Procedures
Major Causes of Problem Behaviors
Medical Causes of Problem Behaviors
Guidelines for Conducting a Functional Assessment
Chapter 24: Planning, Applying, and Evaluating a Behavioral Program
Deciding Whether to Design a Program Following a Referral
Selection and Implemention of a Preprogram Assessment Procedure
Strategies of Program Design and Implementation
Program Maintenance and Evaluation
Chapter 25: Token Economies
Setting Up and Managing a Token Economy
Generality Programming to the Natural Environment
Ethical Considerations
A Summary of Considerations Necessary in Designing a Token Economy
Chapter 26:Helping an Individual to Develop Self-Control
Causes of Self-Control Problems
A Behavioral Model for Self-Control
Steps in a Self-Control Program
Circumvention of the Therapist
Part VI: Behavior Therapy for Psychological Disorders
Chapter 27: Approaches to Behavior Therapy: Cognitive Restructuring, Self-Directed Coping Methods, and Mindfulness and Acceptance Procedures
Cognitive Restructuring Methods
Self-Directed Coping Methods
Mindfulness and Acceptance Strategies
A Behavioral Interpretation of Aspects of the Therapies in This Chapter
Concluding Comments
Chapter 28: Psychological Disorders Treated by Behavioral and Cognitive-Behavioral Therapies
Specific Phobias
Other Anxiety Disorders
Depression
Alcohol and Other Substance-Use Disorders
Eating Disorders
Couple Distress
Sexual Dysfunction
Habit Disorders
Part VII: A Historical Perspective and Ethical Issues
Chapter 29: Giving It All Some Perspective: A Brief History
The Pavlovian and Wolpean Orientation
The Operant-Conditioning Orientation: Applied Behavior Analysis
Mixtures and Offshoots of the Two Major Orientations
The Terms Behavior Modification, Behavior Therapy, Cognitive Behavior Modification and Applied Behavior Analysis
The Future of Behavior Modification
Notes for Further Learning
Chapter 30: Ethical Issues
A Behavioral View of Ethics
Arguments Against Deliberately Controlling Behavior
Ethical Guidelines
Conclusions