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Behavior Modification Principles and Procedures 7Th Edition Raymond G Miltenberger Online Ebook Texxtbook Full Chapter PDF
Behavior Modification Principles and Procedures 7Th Edition Raymond G Miltenberger Online Ebook Texxtbook Full Chapter PDF
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Behavior Modification
Principles and Procedures
S e v enth Edition
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Behavior Modification: Principles and Last three editions, as applicable: © 2016, © 2012
Procedures, Seventh Edition Copyright © 2024 Cengage Learning, Inc. ALL RIGHTS RESERVED.
Raymond G. Miltenberger
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To my wife, Nasrin, and my kids, Ryan, Roxanne, and Steven
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About the Author
Raymond G. Miltenberger received his Ph.D. in clinical psychology in 1985 from
Western Michigan University. He is currently a professor and director of the Applied
Behavior Analysis Program at the University of South Florida. Dr. Miltenberger teaches
courses in the applied behavior analysis master’s and doctoral programs. He conducts
applied behavior analysis research with his students and publishes widely in the areas of
sports and fitness, child safety skills training, habit disorders, and functional assessment
and treatment of behavioral disorders. In addition to spending time with his family, he
Raymond G. Miltenberger
iv
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Brief Contents
1 / Introduction to Behavior Modification 1
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Contents
Preface xvi
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Contents vii
4 Reinforcement 51
4-3 Escape and Avoidance Behaviors 57 4-7 Reinforcing Different Dimensions of Behavior 65
4-5 Factors That Influence the Effectiveness of 4-9 Multiple Schedules of Reinforcement 65
Reinforcement 58 Chapter Summary 66
Immediacy 58 Key Terms 67
Contingency 59 Practice Quiz 1 67
Motivating Operations 59 Practice Quiz 2 67
Individual Differences 60
Practice Quiz 3 68
Magnitude 61
Practice Test 68
4-6 Schedules of Reinforcement 61
Appendix A 69
Fixed Ratio 62
Appendix B 70
5 Extinction 71
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viii Contents
6 Punishment 82
8-1 Examples of Respondent Conditioning 112 8-6 Extinction of Conditioned Responses 117
8-2 Defining Respondent Conditioning 113 Spontaneous Recovery 117
8-3 Timing of the Neutral Stimulus and Unconditioned 8-7 Discrimination and Generalization of Respondent
Stimulus 114 Behavior 117
8-4 Higher-Order Conditioning 115 8-8 Factors That Influence Respondent
Conditioning 118
8-5 Conditioned Emotional Responses 115
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Contents ix
The Nature of the Neutral Stimulus and 8-10 Respondent Conditioning and Behavior
Unconditioned Stimulus 118 Modification 121
The Temporal Relationship between the Neutral Chapter Summary 121
Stimulus and Unconditioned Stimulus 118
Key Terms 121
Contingency between the Neutral Stimulus and
Unconditioned Stimulus 118 Practice Quiz 1 122
The Number of Pairings 118 Practice Quiz 2 122
Previous Exposure to the Neutral Stimulus 118 Practice Quiz 3 122
8-9 Distinguishing between Operant and Respondent Practice Test 123
Conditioning 119
9 Shaping 124
9-1 An Example of Shaping: Teaching a Child to Talk 124 Chapter Summary 134
9-2 Defining Shaping 124 Key Terms 134
9-3 Applications of Shaping 126 Practice Quiz 1 134
Getting Mrs. F to Walk Again 126 Practice Quiz 2 134
Getting Mrs. S to Increase the Time between Practice Quiz 3 135
Bathroom Visits 126
Practice Test 135
9-4 Research on Shaping 127
Applications 136
9-5 How to Use Shaping 131
Misapplications 136
9-6 Shaping of Problem Behaviors 132
10-6 How to Use Prompting and Transfer of Stimulus Practice Quiz 3 152
Control 146 Practice Test 152
10-7 Prompting and Transfer of Stimulus Control in Applications 153
Autism Treatment 147 Misapplications 153
10-8 Verbal Behavior 148
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x Contents
11 Chaining 154
12-1 Examples of Behavioral Skills Training 12-6 Behavioral Skills Training and the Three-Term
Procedures 169 Contingency 174
Teaching Marcia to Say “No” to the Professors 169 12-7 Behavioral Skills Training in Groups 175
Teaching Children to Protect Themselves from 12-8 Applications of Behavioral Skills Training
Abduction 170
Procedures 175
12-2 Components of the Behavioral Skills Training
12-9 How to Use Behavioral Skills Training
Procedure 170
Procedures 178
Instructions 170
Chapter Summary 179
Modeling 172
Key Terms 180
Rehearsal 172
Feedback 173 Practice Quiz 1 180
13-1 Examples of Functional Assessment 183 13-3 Functions of Problem Behaviors 185
Jacob 183 Social Positive Reinforcement 186
Anna 184 Social Negative Reinforcement 186
13-2 Defining Functional Assessment 185 Automatic Positive Reinforcement 186
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Contents xi
14-1 The Case of Willy 205 14-6 Research Evaluating the Use of Extinction 214
14-2 Using Extinction to Decrease a Problem Chapter Summary 216
Behavior 206 Key Terms 216
Collecting Data to Assess Treatment Effects 207 Practice Quiz 1 216
Identifying the Reinforcer for the Problem Behavior
Practice Quiz 2 217
through Functional Assessment 207
Eliminating the Reinforcer after Each Instance of the Practice Quiz 3 217
Problem Behavior 208 Practice Test 218
14-3 Taking Account of the Schedule of Reinforcement Applications 218
before Extinction 211 Misapplications 218
14-4 Reinforcing Alternative Behaviors 212 Appendix A 219
14-5 Promoting Generalization and Maintenance 213 Appendix B 219
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xii Contents
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Contents xiii
20 Self-Management 305
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xiv Contents
21-1 Examples of Habit Behaviors 318 21-6 Other Treatment Procedures for Habit
21-2 Defining Habit Behaviors 319 Disorders 324
Nervous Habits 319 Chapter Summary 325
Motor and Vocal Tics 319 Key Terms 326
Stuttering 319 Practice Quiz 1 326
21-3 Habit Reversal Procedures 320 Practice Quiz 2 326
21-4 Applications of Habit Reversal 320 Practice Quiz 3 326
Nervous Habits 320 Practice Test 327
Motor and Vocal Tics 321
Applications 327
Stuttering 322
Misapplications 328
21-5 Why Do Habit Reversal Procedures Work? 322
23-1 Examples of Behavioral Contracting 345 23-3 Components of a Behavioral Contract 347
Getting Stavros to Complete His Dissertation 345 23-4 Types of Behavioral Contracts 349
Helping Dan and His Parents Get Along Better 346 One-Party Contracts 349
23-2 Defining the Behavioral Contract 347 Two-Party Contracts 349
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Contents xv
24-1 Examples of Fear and Anxiety Reduction 359 Chapter Summary 370
Overcoming Trisha’s Fear of Public Speaking 359 Key Terms 371
Overcoming Allison’s Fear of Spiders 360 Practice Quiz 1 371
24-2 Defining Fear and Anxiety Problems 360 Practice Quiz 2 371
24-3 Procedures to Reduce Fear and Anxiety 362 Practice Quiz 3 372
Relaxation Training 362
Practice Test 372
Fear Reduction Procedures 364
Applications 372
24-4 Clinical Problems 370
Misapplications 373
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Preface
I am gratified that the first six editions of Behavior Modifica- Principles and Procedures The various procedures for changing
tion: Principles and Procedures received positive reviews from behavior are based on the fundamental principles of behavior
students and professors. The seventh edition has kept the established in experimental research over the past 90 years. In the
positive features of the first six editions, has been revised to belief that the student will better understand the procedures after
address the suggestions of reviewers, and has been updated first learning the fundamental principles, the principles under-
to reflect the latest research in behavior modification. lying operant and respondent behavior are reviewed in Chapters
The goal of this seventh edition (as with the earlier 4–8; the application of the principles in the behavior modifica-
editions) is to describe basic principles of behavior so that the tion procedures is described in Chapters 9–25.
student learns how environmental events influence human
behavior and to describe behavior modification procedures so Examples from Everyday Life Each chapter uses a variety of
that the student learns the strategies by which human behav- real-life examples—some relevant to college students, some
ior may be changed. The text is divided into 25 relatively short chosen from the author’s clinical and research experience—to
chapters, each covering a manageable amount of information bring the principles and procedures to life.
(for example, one principle or procedure). This text can be
used in a standard one-semester course in behavior modifi- Examples from Research In addition, both classic studies and
cation, applied behavior analysis, behavior management, or the most up-to-date research on behavior modification
behavior change. principles and procedures are integrated into the text.
The material in the text is discussed at an introductory
Practice Quizzes Three fill-in-the-blank quizzes with 10
level so that it may be understood by students with no prior
questions are provided at the end of each of the 25 chapters.
knowledge of the subject. This text is intended for undergrad-
The practice quizzes provide students with further exercises for
uate students or beginning graduate students. It would also
self-assessment of their knowledge of the chapters’ content.
be valuable for individuals working in human services, edu-
cation, or rehabilitation who must use behavior modification Practice Tests Practice tests at the end of each chapter have
procedures to manage the behavior of the individuals in their short-answer essay questions and include page numbers where
care. the answers can be found.
I have made a concerted effort in this text to ensure
examples reflect the fullness of human diversity with respect Application Exercises At the end of each chapter where proce-
to ability, language, culture, gender, age, socioeconomics, and dures are taught (Chapters 2, 3, and 9–25), several application
other forms of human difference that students may bring to exercises are provided. In each exercise, a real-life case is described
the classroom. and then the student is asked to apply the procedure described in
the chapter. These exercises give students an opportunity to think
Features of the Text Continued about how the procedures are applied in real life.
from the First Six Editions Misapplication Exercises The application exercises are followed
by misapplication exercises. In each one, a case example is
The following features of the text are intended to help the provided, and the procedure from the chapter is applied to the
reader learn easily. case in an incorrect or inappropriate manner. The student is asked
to analyze the case example and to describe what is wrong with
Organization of the Text Following a general introduction to
the application of the procedure in that case. These misapplication
the field in Chapter 1, Chapters 2 and 3 present information on
exercises require the student to think critically about the applica-
behavior recording, graphing, and measuring change. This infor-
tion of the procedure. Answers to the applications and misappli-
mation will be used in each subsequent chapter. Next, Chapters
cations are in the Solution and Answer Guide; these are valuable
4–8 focus on the basic principles of operant and respondent
tools for instructors, as they assess their students’ abilities to apply
behavior. The application of these principles forms the subject of
the information provided in the chapter.
the remaining 17 chapters. Procedures to establish new behav-
iors are described in Chapters 9–12, and procedures to increase Step-by-Step Approach In each chapter in which a particular
desirable behaviors and decrease undesirable behaviors are con- behavior modification procedure is taught, the implementa-
sidered in Chapters 13–19. Finally, Chapters 20–25 present a tion of the procedure is outlined in a step-by-step fashion, for
survey of other important behavior modification procedures. ease of comprehension.
xvi
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Preface xvii
Summary Boxes Periodically throughout the text, information Cultural Diversity Added a discussion of cultural diversity to
from a chapter is summarized in a box that has been set off Chapters 1 and 13. The names that appear in all chapters are
from the text. These boxes are intended to help the student now more culturally diverse.
organize the material in the chapter.
Graphing and Functional Relationships Added a discussion
Chapter Summaries Chapter summaries provide information of level, trend, and variability in evaluating data in a graph in
that is consistent with the major headings in each chapter. Chapter 3. Made the distinction between graphs to evaluate
behavior change (A–B design) versus graphs to demonstrate a
Examples for Self-Assessment In the early chapters on basic functional relationship (research designs).
principles (Chapters 4–7), there are tables with examples of
the principle discussed within that chapter. Later in the Reinforcement Added information in Chapter 4 to include
chapter (or in a subsequent chapter), the student is directed to more information on concurrent schedules, a description
return to a specific table and, using the new information being of the matching law, a description of multiple schedules
presented in the chapter, to analyze specific aspects of the of reinforcement, and a description of behavioral contrast.
examples provided in that table. Also added a discussion of decision rules for analyzing
reinforcement.
Self-Assessment Questions At intervals throughout the text,
students are presented with self-assessment questions. To answer Resurgence Described the concept of resurgence in the
these questions, students will need to use the information already discussion of reinforcement of functionally equivalent
presented in the chapter. These questions will help students assess responses when using extinction in Chapter 5.
their understanding of the material. In most cases, answers are
presented in the text immediately following the question. Self-Assessment Exercises Added self-assessment exercises in
more chapters to help students understand concepts and
Figures Most of the chapters include figures from the research distinguish among concepts presented in the chapters.
literature to illustrate important principles or procedures. Students
must use information from earlier chapters on behavior recording, Stimulus Equivalence Added a section in Chapter 7 on
graphing, and measuring change to analyze the graphs. stimulus equivalence, with new figures to help explain the
concepts.
For Further Reading Each of the chapters includes a For
Further Reading box. In this feature, interesting articles that Verbal Behavior Added a section on verbal behavior in
are relevant to the content of the chapter are identified and Chapter 10. Explained the different verbal operants, discussed
briefly described. Citations for these articles have also been multiple control, and discussed training verbal behavior.
provided. These articles are from major behavioral journals, so
Functional Assessment Added information in Chapter 13
they can be easily accessed online by students. Instructors can
on using the functional assessment interview, the importance
assign these articles for extra credit or as reading assignments
of multiple informants and having experts in behavior anal-
for when more advanced students use the textbook.
ysis conduct the interview, using the interview to build rap-
List of Key Terms After each Chapter Summary section, there port with caregivers, and assessing factors related to cultural
is a list of the new terms that were used in the chapter. The list diversity. Provided more information on test versus control
of key terms shows the page number on which each term was conditions in conducting a functional analysis. Discussed the
introduced. Although these terms are all found in the Glossary interview informed synthesized contingency analysis as a type
at the end of the text, having the new terms, and their page of hypothesis testing functional analysis. Discussed functional
numbers, listed at the end of each chapter will allow the stu- assessment in research versus practice.
dent to have an easy reference to the terms when reading the
Antecedent Interventions Added information in Chapter
chapter or when studying for a test or quiz.
16 on the high-p instructional sequence as an antecedent
Glossary At the end of the text is a glossary of the important intervention, described behavioral momentum theory as an
behavior modification terms used in the text. Each term is fol- explanation for its effectiveness, and described noncontingent
lowed by a succinct and precise definition. reinforcement.
Learning Objectives Added new learning objectives at the New References Added 178 new references to reflect recent
beginning of each chapter to guide students’ attention to the research and provide the scientific support for the principles
most important topics in each chapter. and procedures presented in the text.
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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.
xviii Preface
Other New Features Harnish, Rochester Institute of Technology; Gerald Harris, The
University of Houston; Robert Heffer, Texas A&M Univer-
• Discussed telehealth as a new direction in behavior sity; Stephen W. Holborn, University of Manitoba; Dorothea
modification in Chapter 1. Lerman, Louisiana State University; Tom Lombardo,
University of Mississippi; John Malouff, Nova Southern East-
• Introduced the term sampling methods to categorize inter- ern University; Guenn Martin, Cumberland University; Kay
val recording and time sample recording in Chapter 2. McIntyre, University of Missouri–St. Louis; Ronald Miller,
• Added a “For Further Reading” box to discuss the choice Brigham Young University–Hawaii; Robert W. Montgom-
of continuous versus discontinuous recording methods in ery, Georgia State University; Charles S. Peyser, University
Chapter 2. of the South; Brady Phelps, South Dakota State University;
• Added more information to help students distinguish Joseph J. Plaud, University of North Dakota; Robyn Rogers,
between positive and negative reinforcement and positive Southwest Texas State University; Johannes Rojahn, George
and negative punishment in Chapters 4 and 6. Mason University; Paul Romanowich, Mesa College; Alison
• Added new information on momentary DRO in Chapter 15. Thomas Cottingham, Rider University; J. Kevin Thompson,
University of Southern Florida; Bruce Thyer, University of
• Added more information on the function of habits in Georgia; James T. Todd, Eastern Michigan University; Sharon
Chapter 21. Van Leer, Delaware State University; Timothy Vollmer, Uni-
• Introduced comprehensive behavioral intervention for tics versity of Florida; Robert W. Wildblood, Northern Virginia
in Chapter 21. Community College; Kenneth N. Wildman, Ohio Northern
• Discussed new research on treatment for habits during University; Douglas Woods, University of Wisconsin–
public speaking in Chapter 21. Milwaukee; and Todd Zakrajsek, Southern Oregon State
• Added new information on behavioral contracting for College. I especially want to thank Marianne Taflinger, for-
parents in Chapter 23. mer senior editor at Wadsworth, for her guidance and support
throughout the initial development of the text.
• Restructured information to emphasize relaxation procedures
and fear reduction procedures in Chapter 24.
For the Behavior Modification
Instructor Resources Student
Additional instructor resources for this product are available To get the most out of this text and out of your behavior
online. Instructor assets include an Instructor’s Manual, Solu- modification course, you are encouraged to consider the
tion and Answer Guide, PowerPoint® slides, and a test bank following recommendations.
powered by Cognero®. Sign up or sign in at www.cengage.com 1. Read the assigned chapters before the class meeting at
to search for and access this product and its online resources. which the chapter is to be discussed. You will benefit
more from the class if you have first read the material.
Acknowledgments 2. Answer each of the self-assessment questions in the chapter
I want to thank the anonymous reviewers for their construc- to check if you understand the material just covered.
tive comments on this manuscript and the first six editions: 3. Complete the end-of-chapter practice quizzes to assess
Stacie Curtis, Zane State College; Alan H. Teich, University your knowledge of the chapter content.
of Pittsburgh-Johnstown; Sheri Narin, Wake Tech Commu- 4. Answer the practice test questions at the end of each
nity College; Samantha Bergmann, University of North Texas; chapter. If you can answer each question, you know that
Dera Johnson, Mayville State University; Judith Rauenzahb, you understand the material in the chapter.
Kutztown University of Pennsylvania; Paul Ginnetty, St.
Joseph’s College, Patchogue; Veda Charlton, University of 5. Complete the application and misapplication exercises at
Central Arkansas; Robert W. Allan, Lafayette College; Viviette the end of the procedure chapters. In that way, you will
Allen, Fayetteville State University; Cynthia Anderson, West understand the material in the chapter well enough to
Virginia University; Jennifer Austin, Florida State University; apply it or to identify how it is applied incorrectly.
Charles Blose, MacMurray College; Kristine Brady, California 6. The best way to study for a test is to test yourself. After
School of Professional Psychology; James Carr, Western Mich- reading and rereading the chapter and your class notes,
igan University; Carl Cheney, Utah State University; Darlene test yourself in the following ways.
Crone-Todd, Delta State University; Paula Davis, Southern Illi-
nois University; Richard N. Feil, Mansfield University; Deirdre • Review the key terms in the chapter and check if you
Beebe Fitzgerald, Eastern Connecticut State University; Stephan can define them without looking at the definitions in
Flanagan, The University of North Carolina at Chapel Hill; Roger the text.
Copyright 2024 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 xix
• Review each practice test question at the end of the you study, you will find that you need to turn the
chapter and check if you can give the correct answer cards over less and less often. Once you can supply
without searching for the answer in the text or in the answer or definition on the back of the card with-
your notes. out looking, you’ll know that you understand the
material.
• Come up with novel examples of each principle or
procedure in the chapter. • Always study in a location that is reasonably free
from distractions or interruptions.
• Make flash cards with a term or question on one side
and the definition of the term or the answer to the • Always begin studying for a test at least a few days in
question on the other side. While studying, look at advance. Give yourself more days to study as more
the term (or question) on one side of the card and chapters are included on the test.
then read the definition (or answer) on the other. As
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/ Journal of Applied Behavior Analysis
(ISSN)1938-3703
http://onlinelibrary.wiley.com/journal/10.1002/ Journal of the Experimental Analysis of Behavior
(ISSN)1938-3711
http://www.abainternational.org The Association for Behavior Analysis International
http://www.apbahome.net/ Association of Professional Behavior Analysts
https://www.apa.org/about/division/div25http://www. APA Division 25 (Behavior Analysis)
abct.org
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://babat.org/ Berkshire Association for Behavior Analysis and Therapy
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
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Introduction to
Behavior Modification 1
L e a r n i n g O bjectives
1-1 Define human behavior
1-2 Describe the defining features of behavior modification
1-3 Describe the historical roots of behavior modification
1-4 Describe the ways behavior modification has improved people’s lives
In this textbook, you will learn about behavior modification, You will notice that each of these examples focuses on
the principles, and procedures used to understand and change some aspect of human behavior and describes ways to change
human behavior. Behavior modification procedures come in the behavior. Because behavior modification focuses on behav-
many forms. Consider the following examples. ior and behavior change, it is appropriate to begin with a dis-
Ted and Jane were having some difficulties in their mar- cussion of behavior.
riage because of frequent 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 1-1 Defining Human Behavior
of this contract, their positive interactions increased and their
Human behavior is the subject matter of behavior modifica-
negative interactions (arguments) decreased.
tion. Behavior is what people do and say. The characteristics
Tanisha pulled her hair incessantly and as a result created
that define behavior are as follows.
a bald spot on the top of her head. Although she was embar-
rassed by the bald spot, which measured 1 inch in diameter, 1. Behavior involves a person’s actions (what people do
she continued to pull her hair. Her psychologist implemented a or say); it is described with action verbs. Behavior is
treatment in which Tanisha was to engage in a competing activ- not a static characteristic of the person. If you say that
ity with her hands (e.g., needlepoint) each time she started to a person is angry, you have not identified the person’s
pull her hair or had the urge to pull. Over time, the hair pull- behavior; you have simply labeled the person. If you
ing stopped and her hair grew back in. identify what the person says or does when angry,
Francisco joined a fitness group. At each group meeting, then you have identified behavior. For example,
Francisco deposited a sum of money, set a goal for daily exer- “Jennifer screamed at her mother, ran upstairs, and
cise, and earned points for meeting his exercise goals each slammed the door to her room.” This is a description
week. If he earned a specified number of points, he got his of behavior that might be labeled as anger.
deposit back. If he did not earn enough points, he lost part 2. Behaviors have dimensions that can be measured.
of his deposit money. Francisco began to exercise regularly You can measure the frequency of a behavior; that
and lost weight as a result of his participation in the group. is, you can count the number of times a behavior
Dr. Crosland had a research meeting with her gradu- occurs (e.g., Shane bit his fingernails 12 times in
ate students every Wednesday at 8:00 a.m. She noticed that the class period). You can measure the duration of
many students arrived a few minutes late each time. Dr. a behavior, or the time from when an instance of the
Crosland began giving every student who showed up by behavior starts until it stops (e.g., Shih jogged for 25
8:00 a.m. a ticket and requiring every student who showed minutes). You can measure the intensity of a behav-
up late to put a dollar in a jar. She randomly chose one ior or the physical force involved in the behavior
ticket each week and gave that student the dollars in the jar. (e.g., Hamid bench pressed 220 pounds). You can
After she put this plan in place, students rarely showed up measure the speed of behavior, or the latency from
late again. some event to the start of a behavior. Frequency,
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2 Chapter 1
Percentage of Intervals of
in which it occurs. Sometimes the effect on the envi- 75
•
Disruptive Behavior
ronment is obvious. You turn on the light switch,
and the light goes on (an effect on the physical
•
environment). You raise your hand in class, and your 50 • •
professor calls on you (an effect on other people).
• •
You recite a phone number from a website, and you
25
are more likely to remember it and to dial the correct
number (an effect on yourself ). Sometimes the effect
of a behavior on the environment is not obvious. 0 • • • • • • • • 15•
Sometimes it has an effect only on the person who 0 5 10
engages in the behavior. However, all human behav- Sessions
ior operates on the physical or social environment in
some way, regardless of whether we are aware of its
impact.
An overt behavior is an action that can be observed and
5. Behavior is lawful; that is, its occurrence is system-
recorded by a person other than the one engaging in the
atically influenced by environmental events. Basic
behavior. Even if no one else is present when the behavior
behavioral principles describe the functional rela-
occurs, it is overt behavior if it could have been recorded if
tionships between our behavior and environmental
someone were there to observe it. However, some behaviors are
events. These principles describe how our behavior is
covert. Covert behaviors, also called private events (Skinner,
influenced by, or occurs as a function of, environmen-
1974), are not observable by others. For example, thinking is a
tal events (refer to Chapters 4–8). These basic behav-
covert behavior; it cannot be observed and recorded by another
ioral principles are the building blocks of behavior
person. Thinking can be observed only by the person engaging
modification procedures. Once you understand the
in the behavior. The field of behavior modification focuses
environmental events that cause behaviors to occur,
primarily on overt or observable behaviors, as does this textbook.
you can change the events in the environment to alter
However, Chapters 8, 24, and 25 discuss covert behaviors and
behavior. Consider the graph in Figure 1-1, which
behavior modification procedures applied to them.
shows the disruptive behavior of a child with autism
in the classroom. When the child receives high levels
of attention from the teacher, his disruptive behav-
ior rarely occurs. When the child receives low levels Characteristics of Behavior
of attention from the teacher, his disruptive behavior
occurs more frequently. We conclude that the dis- • Behavior is what people do and say.
ruptive behavior is functionally related to the level of • Behaviors have dimensions that can be measured.
teacher attention. • Behaviors can be observed, described, and recorded.
These defining characteristics of behavior apply to behaviors • Behaviors have an impact on the environment.
that are overt or covert. Most often, behavior modification • Behavior is lawful.
procedures are used to understand and change overt behaviors.
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Introduction to Behavior Modification 3
1-2 Examples of Behavior ? Identify each of the five characteristics of Samantha’s behavior.
Now let’s illustrate the defining characteristics of behavior with
some examples. The following examples include both common Samantha’s head banging is a behavior. It is an action that
behaviors and problematic behaviors for which behavior modi- she repeats a number of times each day. The teacher could
fication procedures might be used. observe and record the number of occurrences each day. The
head banging produces an effect on the social environment:
Kumiko sits at her computer and types an email to her parents. the teacher provides attention each time the behavior occurs.
Finally, the behavior is lawful: it continues to occur because
This is behavior: pressing the keys on the keyboard there is a functional relationship between the head-banging
while typing is an action, has physical dimensions (frequency behavior and the outcome of teacher attention.
of pressing keys, duration of typing), can be observed and
recorded, has an impact on the environment (produces letters
on the screen), and is lawful (occurs because of previous 1-3 Defining Behavior Modification
learning that pressing the keys produces letters on the screen). Behavior modification is the applied science and profes-
sional practice concerned with analyzing and modifying human
Mandy lies in her crib and cries loudly. Her mother picks her up behavior.
and feeds her.
• Analyzing means identifying the functional relationship
between environmental events and a particular behavior to
This behavior has all five of the characteristics described understand the reasons for the behavior or to determine why
in the previous example (an action that has measurable dimen- a person behaved as they did.
sions, can be observed and recorded, produces an effect on the
environment, and is lawful). One difference is that the effect of • Modifying means developing and implementing procedures
crying is on the social environment: her mother responds to her to help people change their behavior. It involves altering
crying by picking her up and feeding her. Each past instance environmental events to influence behavior. Behavior modifi-
of crying has resulted in Mandy’s mother feeding her, so the cation procedures are developed by professionals (e.g., board
crying continues to occur when Mandy is hungry. There is a certified behavior analysts) and used to change socially sig-
functional relationship between Mandy’s crying and the moth- nificant behaviors, with the goal of improving some aspect of
er’s behavior of feeding her. a person’s life. Following are some characteristics that define
behavior modification (Gambrill, 1977; Kazdin, 1994).
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4 Chapter 1
lawful and controlled by environmental events occurring in related to the behavior. For the procedures to be effective
close temporal relation to the behavior (refer also to Baum, each time they are used, the specific changes in environ-
1994; Chiesa, 1994; Skinner, 1953a, 1974). mental events must occur each time. By describing proce-
• Procedures based on behavioral principles. Behavior modifica- dures precisely, researchers and other professionals make it
tion is the application of basic principles originally derived more likely that the procedures will be used correctly each
from experimental research with laboratory animals (Skin- time.
ner, 1938) and humans. The scientific study of behavior is • Treatment implemented by people in everyday life (Kazdin,
called the experimental analysis of behavior, or behavior 1994). Behavior modification procedures are developed
analysis (Skinner, 1953b, 1966). The scientific study of by professionals (board certified behavior analysts; board
human behavior to help people change behavior in mean- certified assistant behavior analysts; or other professionals,
ingful ways is called applied behavior analysis (Baer et al., such as licensed psychologists specifically trained in
1968, 1987). Behavior modification procedures are based behavior modification). However, behavior modification
on research in applied behavior analysis that has been con- procedures often are implemented by people such as
ducted for more than 60 years (Ullmann & Krasner, 1965; teachers, parents, job supervisors, or others to help
Ulrich et al., 1966). people change their behavior. People who implement
• Emphasis on current environmental events. Behavior modifi- behavior modification procedures should do so only after
cation involves assessing and modifying the current environ- sufficient training by a professional. Precise descriptions
mental events that are functionally related to the behavior. of procedures and professional supervision make it more
Human behavior is controlled by events in the immediate likely that parents, teachers, and others will implement
environment, and the goal of behavior modification is to procedures correctly.
identify those events. Once these controlling variables • Measurement of behavior change. One of the hallmarks of
have been identified, they are altered to modify the behavior. behavior modification is its emphasis on measuring the
Successful behavior modification procedures alter the behavior before and after intervention to document the
functional relationships between the behavior and the con- behavior change resulting from the behavior modification
trolling variables in the environment to produce a desired procedures. In addition, ongoing assessment of the behavior
change in the behavior. Sometimes labels are mistakenly is done well beyond the point of intervention to determine
identified as the causes of behavior. For example, a person whether the behavior change is maintained in the long run.
might say that a child with autism engages in problem If a supervisor is using behavior modification procedures
behaviors (such as screaming, hitting himself, and refusal to increase work productivity (to increase the number of
to follow instructions) because the child is autistic. In other units assembled each day), the supervisor would record the
words, the person is suggesting that autism causes the child workers’ behavior for a period before implementing the pro-
to engage in the behavior. However, autism is simply a label cedures. The supervisor would then implement the behavior
that describes the pattern of behaviors the child engages in. modification procedures and continue to record the behav-
The label cannot be the cause of the behavior because the ior. This recording would establish whether the number of
label does not exist as a physical entity or event. The causes units assembled increased. If the workers’ behavior changed
of the behavior must be found in the environment (includ- after the supervisor’s intervention, they would continue to
ing the biology of the child). record the behavior for a further period. Such long-term
• Precise description of behavior modification procedures (Baer observation would demonstrate whether the workers
et al., 1968). Behavior modification procedures involve spe- continued to assemble units at the increased rate or whether
cific changes in environmental events that are functionally further intervention was necessary.
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Introduction to Behavior Modification 5
• De-emphasis on past events as causes of behavior. As stated In his experiments, Pavlov presented the neutral stimulus
earlier, behavior modification places emphasis on recent (the sound of a metronome) at the same time that he presented
environmental events as the causes of behavior. However, food to a dog. Later, the dog salivated in response to the sound
knowledge of the past also provides useful information about of the metronome alone. Pavlov called this a conditioned reflex
environmental events related to the current behavior. For (Pavlov, 1927).
example, previous learning experiences have been shown to
influence current behavior. Therefore, understanding these
learning experiences can be valuable in analyzing current Figure 1–2
behavior and choosing behavior modification procedures. Four major figures who were instrumental in developing the scien-
Although information on past events is useful, knowledge of tific principles on which behavior modification is based. Clockwise
current controlling variables is most relevant to developing from top left: Ivan P. Pavlov, Edward L. Thorndike, B. F. Skinner,
effective behavior modification interventions because those John B. Watson. (Photo credits: SOV; Archives of the History of
variables, unlike past events, can still be changed. American Psychology, Center for the History of Psychology—The
• Rejection of hypothetical underlying causes of behavior. University of Akron; Courtesy of the B. F. Skinner Foundation;
Archives of the History of American Psychology, Center for the
Although some fields of psychology, such as Freudian
History of Psychology—The University of Akron.)
psychoanalytic approaches, might be interested in
hypothesized underlying causes of behavior, such as an
unresolved Oedipus complex, behavior modification
rejects such hypothetical explanations of behavior. Skinner
(1974) has called such explanations “explanatory fictions”
because they can never be proved or disproved and are thus
unscientific. These supposed underlying causes can never
be measured or manipulated to demonstrate a functional
relationship to the behavior they are intended to explain.
Major Figures
Following are some of the major figures who were instrumental
in developing the scientific principles on which behavior modi-
fication is based (Figure 1-2) (Michael, 1993a).
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6 Chapter 1
Edward L. Thorndike (1874–1949) Thorndike’s major conditioning, in which the consequence of behavior controls
contribution was the description of the law of effect. The law the future occurrence of the behavior (as in Thorndike’s law
of effect states that a behavior that produces a favorable effect of effect). Skinner’s research elaborated the basic principles of
on the environment is more likely to be repeated in the future. operant behavior (refer to Chapters 4–7). In addition to his
In Thorndike’s famous experiment, he put a cat in a cage and laboratory research demonstrating basic behavioral principles,
set food outside the cage where the cat could see it. To open Skinner wrote a number of books in which he applied the prin-
the cage door, the cat had to hit a lever with its paw. Thorndike ciples of behavior analysis to human behavior. Skinner’s work
showed that the cat learned to hit the lever and open the cage is the foundation of behavior modification (Skinner, 1938,
door. Each time the cat was put into the cage, it hit the lever 1953a).
more quickly because that behavior—hitting the lever—pro-
duced a favorable effect on the environment: it allowed the cat Early Behavior Modification Researchers
to reach the food (Thorndike, 1911). After Skinner laid out the principles of operant conditioning,
researchers continued to study operant behavior in the
John B. Watson (1878–1958) In his 1913 article laboratory (Catania, 1968; Honig, 1966). In addition, in
“Psychology as the Behaviorist Views It,” Watson asserted that the 1950s, researchers began demonstrating behavioral
observable behavior was the proper subject matter of psychology principles and evaluating behavior modification procedures
and that all behavior was controlled by environmental events. with people. These early researchers studied the behavior
In particular, Watson described a stimulus-response psychology of children (Azrin & Lindsley, 1956; Baer, 1960; Bijou,
in which environmental events (stimuli) elicited responses. 1957), adults (Goldiamond, 1965; Verplanck, 1955; Wolpe,
Watson started the movement in psychology called behaviorism 1958), patients with mental illness (Ayllon & Azrin, 1964;
(Watson, 1913, 1924). Ayllon & Michael, 1959), and individuals with intellectual
disabilities (Ferster, 1961; Fuller, 1949; Wolf et al., 1964).
B. F. Skinner (1904–1990) Skinner expanded the field of Since the beginning of behavior modification research with
behaviorism originally described by Watson. Skinner explained humans in the 1950s, thousands of studies have established
the distinction between respondent conditioning (the condi- the effectiveness of behavior modification principles and
tioned reflexes described by Pavlov and Watson) and operant procedures.
Figure 1–3
This timeline shows the major events in the development of behavior modification. Starting in the 1930s with Skinner’s basic research on the
principles of behavior, the timeline includes major books, journals, and professional organizations. SEAB, Society for the Experimental Analysis
of Behavior; JEAB, Journal of the Experimental Analysis of Behavior, AABT, Association for Advancement of Behavior Therapy; JABA, Journal
of Applied Behavior Analysis.
Skinner's
basic research Skinner, SEAB Behaviour
on principles Skinner, Science and Research and
of behavior Walden Two Human Behavior JEAB Therapy
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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.
Introduction to Behavior Modification 7
Major Publications and Events modification has been used to teach a variety of functional skills
to overcome these deficits (Repp, 1983). For example, behav-
A number of books heavily influenced the development of the
ior modification/applied behavior analysis procedures have
behavior modification field. In addition, scientific journals
been successful for teaching verbal behavior to children with
were developed to publish research in behavior analysis and
autism who have limited language abilities (e.g., Tincani et
behavior modification, and professional organizations were
al., 2021). In addition, people with developmental disabil-
started to support research and professional activity in behavior
ities may exhibit serious problem behaviors, such as self-in-
analysis and behavior modification. These books, journals, and
jurious, aggressive, and/or destructive behaviors. A wealth of
organizations are listed in the timeline in Figure 1-3. (For a more
research in behavior modification demonstrates that these
complete description of these publications and organizations,
behaviors often can be controlled or eliminated with behav-
refer to Cooper et al., 1987, 2007, 2020; and Michael, 1993a.)
ioral interventions (Barrett, 1986; Beavers et al., 2013; Repp &
1-6 Areas of Application Horner, 1999; Van Houten & Axelrod, 1993; Whitman et al.,
1983; Williams, 2004). Behavior modification procedures also
Behavior modification procedures have been used in many are used widely in staff training and staff management in the field
areas to help people change a vast array of problematic behav- of developmental disabilities (Reid et al., 1989, 2012, 2021).
iors (Carr & Austin, 2001; Fisher et al., 2021; Gambrill, 1977;
Lutzker & Martin, 1981; Vollmer et al., 2001). This section Mental Illness
briefly reviews these areas of application. Some of the earliest research in behavior modification demon-
strated its effectiveness in helping people with mental illness
Developmental Disabilities and Autism in psychiatric hospitals (Ayllon, 1963; Ayllon & Michael,
Spectrum Disorder 1959). Behavior modification has been used with patients with
More behavior modification research has been conducted chronic mental illness to modify such behaviors as daily living
in the field of developmental disabilities and autism spec- skills, social behavior, aggressive behavior, treatment compli-
trum disorder than perhaps any other area (Iwata et al., 1997; ance, psychotic behaviors, and work skills (Dixon & Holcomb,
Kodak et al., 2021). People with developmental disabilities 2000; Scotti et al., 1993; Wilder et al., 2001). One particu-
and autism often have serious behavioral deficits, and behavior larly important contribution of behavior modification was the
Journal of Journal of
Skinner, Ayllon and Behavior Therapy Organizational
Technology Azrin, The and Experimental Behavior
of Teaching Token Economy Psychiatry Management Continued
research and
Skinner, publications
Behavior About Behavior in behavior
JABA Therapy Behaviorism Modification modification
1980s–
1968 1970 1974 1977 2000s
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8 Chapter 1
development of a motivational procedure for patients called a conducted by a psychologist. Behavior modification in clinical
token economy (Ayllon & Azrin, 1968). Token economies are psychology, often called behavior therapy, has been applied to
still widely used in a variety of treatment settings (Ivey et al., the treatment of a wide range of human problems (Hersen &
2017; Reitman et al., 2021). Bellack, 1985; Hersen & Rosqvist, 2005; Hersen & Van
Hasselt, 1987; Ortiz et al., 2022; Spiegler & Guevremont,
Education and Special Education 2010; Turner et al., 1981). Behavior modification procedures
Behavior modification procedures are used widely in have also been used to train clinical psychologists (Veltum &
education (Alberto & Troutman, 2003), and great strides Miltenberger, 1989).
have been made in the field of education because of behavior
modification research (Bijou & Ruiz, 1981; Martens et al., Business, Industry, and Human Services
2021). Researchers have analyzed student–teacher interactions The use of behavior modification in the field of business, industry,
in the classroom, improved teaching methods, and developed and human services is called organizational behavior modification
procedures for reducing problem behaviors in the classroom or organizational behavior management (Bailey & Burch, 2010;
(Bambara & Kern, 2005, 2021; Becker & Carnine, 1981; Daniels, 2000; Frederickson, 1982; Luthans & Kreitner, 1985;
Madsen et al., 1968; Martens et al., 2021; Sugai & Horner, Reid et al., 1989, 2012; Stajkovic & Luthans, 1997; Wilder &
2005; Thomas et al., 1968). Gravina, 2021). Behavior modification procedures have been used
Behavior modification procedures have also been used in to improve work performance and job safety and to decrease tardi-
higher education to improve instructional techniques and thus ness, absenteeism, and job-related accidents. In addition, behavior
improve student learning (Martens et al., 2021; Michael, 1991; modification procedures have been used to improve supervisors’
Saville & Zinn, 2009; Zayac et al., 2016). performances. The use of behavior modification in business and
In special education, that is, the education of people with industry has resulted in increased productivity and profits for orga-
developmental disabilities or other special needs, behavior nizations and increased job satisfaction for workers.
modification has played a major role (Rusch et al., 1988) in
developing teaching methods, controlling problem behaviors in Self-Management
the classroom, improving social behaviors and functional skills, People use behavior modification procedures to manage their
promoting self-management, and training teachers (DiGenna- own behaviors. They use self-management procedures to con-
ro-Reed et al., 2021). trol personal habits, health-related behaviors, professional
behaviors, and personal problems (Brigham, 1989; Epstein,
Rehabilitation 1996; Stuart, 1977; Watson & Tharp, 1993, 2007; Yates,
Rehabilitation is the process of helping people regain normal 1986). Chapter 20 discusses the application of behavior modi-
function after an injury or trauma, such as a head injury from an fication procedures for self-management.
accident or brain damage from a stroke. Behavior modification
is used in rehabilitation to promote compliance with rehabilita- Child Behavior Management
tion routines such as physical therapy, teach new skills that can There are numerous applications of behavior modification to
replace skills lost through the injury or trauma, decrease problem the management of child behavior (Durand & Hieneman,
behaviors, help manage chronic pain, and improve memory per- 2008; Friman, 2021; Hieneman et al., 2006; Miller, 1975;
formance (Bakke et al., 1994; Davis & Chittum, 1994; Heinicke, Patterson, 1975; Miltenberger & Crosland, 2014; Schaeffer
et al., 2009; O’Neill & Gardner, 1983; Tasky et al., 2008). & Millman, 1981). Parents, caregivers, and teachers can learn
to use behavior modification procedures to help children over-
Community Psychology come bed-wetting, nail-biting, temper tantrums, noncompli-
Within community psychology, behavioral interventions are ance, aggressive behaviors, bad manners, stuttering, and other
designed to influence the behavior of large numbers of people common problems (Christophersen & Mortweet, 2001; Gross
in ways that benefit everybody. Some targets of behavioral & Drabman, 2005; Watson & Gresham, 1998).
community interventions include reducing littering, increasing
recycling, reducing energy consumption, reducing unsafe driving, Prevention
reducing illegal drug use, increasing the use of seat belts, decreasing Behavior modification procedures have been applied to pre-
illegal parking in spaces for people with disabilities, and reducing venting problems in childhood (Roberts & Peterson, 1984).
speeding (Cope & Allred, 1991; Cox & Geller, 2010; Geller & Other applications of behavior modification include prevent-
Hahn, 1984; Ludwig & Geller, 1991; Silverman et al., 2021; Van ing child sexual abuse, child abduction, accidents in the home,
Houten & Nau, 1981; Van Houten et al., 2007). child abuse and neglect, poisoning, infections, and sexually
transmitted diseases (Beck & Miltenberger, 2009; Carroll et al.,
Clinical Psychology 1992; Dancho et al., 2008; Miltenberger et al., 2013, 2021;
In clinical psychology, psychological principles and proce- Montesinos et al., 1990; Poche et al., 1988). Using behavior
dures are applied to help people with personal problems. Typ- modification to prevent problems in the community is one
ically, clinical psychology involves individual or group therapy aspect of community psychology.
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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.
Introduction to Behavior Modification 9
Sports Performance (Bailey & Burch, 2011, 2016; Carr et al., 2021; Shook,
Behavior modification is used widely to enhance sports perfor- 1993; Starin et al., 1993). The Behavior Analyst Certification
mance (Martin & Hrycaiko, 1983; Schenk & Miltenberger, Board™ (BACB) was established to provide certification for
2019). Behavior modification procedures have been used to individuals to practice behavior analysis as a profession. The
improve athletic performance in a wide variety of sports during BACB established education and training standards and
practice and in competition (Boyer et al., 2009; Brobst & developed an examination that individuals were required to
Ward, 2002; Hume & Crossman, 1992; Kendall et al., 1990; pass in order to become a board certified behavior analyst
Luiselli et al., 2011; Quinn et al., 2020; Wack et al., 2014; or board certified assistant behavior analyst (refer to BACB.
Wolko et al., 1993; Zeigler, 1994). Behavior modification com for complete details). In addition, the Association for
procedures have been shown to result in better athletic perfor- Behavior Analysis International™ developed a set of ethical
mance than do traditional coaching procedures. guidelines for the practice of behavior analysis (Bailey &
Burch, 2016). Often, individuals using behavior modification
Health-Related Behaviors procedures to help people change their behavior must be
certified by the BACB to assure that they are engaging in the
Behavior modification procedures are used to promote
competent and ethical practice of applied behavior analysis.
health-related behaviors by increasing healthy lifestyle behav-
iors (such as exercise and proper nutrition) and decreasing
unhealthy behaviors (such as smoking, drinking, and overeat-
ing). Behavior modification procedures are also used to promote 1-8 New Directions in Behavior
behaviors that have a positive influence on physical or med-
ical problems—such as decreasing frequency and intensity of
Modification
headaches, lowering blood pressure, and reducing gastrointes- In recent years, there have been two new developments in the
tinal disturbances (Blumenthal & McKee, 1987; Dallery et al., field of behavior modification and applied behavior analysis:
2008, 2013; Gentry, 1984; Heinicke et al., 2020; Reynolds 1) an evaluation of behavior modification procedures imple-
et al., 2008; Sivaraman et al., 2021; Van Camp & Hayes, 2012; mented via telehealth; and 2) a focus on diversity, equity, and
Van Wormer, 2004)—and to increase compliance with medi- inclusion.
cal regimens (Levy, 1987). Applying behavior modification to
health-related behaviors is also called behavioral medicine or Treatment Implementation Via Telehealth Telehealth
health psychology. describes a doctor visit conducted through videoconferenc-
ing in which the doctor and patient are in two different
Gerontology locations. In addition, telehealth has been used for service
Behavior modification procedures are applied in nursing homes delivery by other professionals, such as psychologists, social
and other care facilities to help manage the behavior of older workers, and behavior analysts. Although telehealth appli-
adults (Hussian, 1981; Hussian & Davis, 1985). Behavior cations of behavior modification procedures are not new
modification procedures are used to help older adults deal with (Shieltz & Wacker, 2020; Wacker et al., 2013), with the
their declining physical abilities, help them adjust to nursing onset of the COVID-19 pandemic in 2020, more research
home environments, promote health-related behaviors and has emerged evaluating the remote implementation of behav-
appropriate social interactions, and decrease problem behaviors ioral assessment and intervention procedures (e.g., Anderson
that may arise from Alzheimer’s disease, other types of demen- et al., 2021; Bergman et al., 2021; Nohelty et al., 2021). A
tia, or institutional demands (Baker et al., 2021; Carstensen & number of researchers showed that behavior modification
Erickson, 1986; Dwyer-Moore & Dixon, 2007; Moore et al., assessment and intervention procedures could be imple-
2007; Stock & Milan, 1993). mented with fidelity through video conferencing and that
the procedures resulted in positive outcomes for clients (e.g.,
Awasthi et al., 2021; Belisle et al., 2021; Bloomfield et al.,
1-7 Professional Practice, 2021; Yi & Dixon, 2021). Researchers also demonstrated
that supervisors could conduct remote supervision effectively
Certification, and Ethics through video conferencing technology (e.g., Ninci et al.,
As more research was published over the years establishing the 2021; Simmons et al., 2021).
effectiveness of behavior modification procedures to change
a wide range of socially significant behaviors, the practice Diversity, Equity, and Inclusion A greater focus on
of behavior modification became more widespread and diversity, equity, and inclusion (DEI) of individuals with varied
synonymous with the discipline of applied behavior analysis racial and ethnic backgrounds as well as LGBTQIA+ individ-
(Baer et al., 1968; Fisher et al., 2021). With more and more uals has also occurred in recent years in behavior modification
individuals working as applied behavior analysts, the field and applied behavior analysis. This focus on DEI is valuable
began to focus on professional practice, certification, and for the field, as it results in a greater diversity of practitioners
ethics to regulate the use of behavior modification procedures and practitioners who can work more effectively with diverse
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10 Chapter 1
clients. Researchers focusing on DEI have discussed a variety of research in behavior analysis. The behavior modification pro-
topics, including ways to talk with children with autism about cedures discussed in the remainder of the book are based on
racism (Melendez et al., 2021), how to create more antiracist the basic behavioral principles reviewed in this section, which
and multicultural graduate training programs in applied behav- include reinforcement, extinction, punishment, stimulus
ior analysis (Najdowski et al., 2021), the role that non-Black control, and respondent conditioning. Once you understand
people can take in promoting racial equity (Li, 2021), and these basic principles, it will be easier to understand and
the importance of leadership in creating inclusive and equita- apply the behavior modification procedures described in later
ble cultural practices (Esquierdo-Leal & Houmanfor, 2021). sections.
Researchers are also evaluating cultural variables when design-
ing assessment and intervention approaches (e.g., Banerjee Procedures to Establish New Behaviors
et al., 2022; Beaulieu et al., 2019; Dennison et al., 2019). In
addition, researchers are beginning to focus more on the ethical One goal of behavior modification is to establish desirable new
practice of behavior modification with LGBTQIA+ individu- behaviors or skills. The four chapters in Part 3 of this textbook
als and with sexual and gender minority issues (Capriotti & discuss behavior modification procedures used to establish new
Donaldson, 2022; Conine et al., 2022; Morris et al., 2021) behaviors: shaping, prompting and transfer of stimulus control,
chaining, and behavioral skills training procedures.
Chapter Summary
1. Human behavior is defined as what people say and do. It is 2. Behavior modification procedures involve analyzing and manipu-
characterized by an individual’s actions that have one or more lating current environmental events to change behavior. A behav-
dimensions that can be observed and recorded. Behaviors have ioral excess or behavioral deficit may be targeted for change
an impact on the physical or social environment. Behavior is with behavior modification procedures. Behavior modification
lawful; its occurrence is influenced by environmental events. A procedures are based on behavioral principles derived from
behavior may be overt or covert. scientific research. B. F. Skinner conducted the early scientific
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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.
Introduction to Behavior Modification 11
research that laid the foundation for behavior modification. He Skinner, who identified a number of basic principles of behavior
also published a number of books demonstrating the application and wrote about applying the principles of behavior analysis to
of behavioral principles to everyday life. Behavior modification human behavior.
procedures often are implemented by people in everyday life.
4. Behavior modification procedures have been applied success-
Behavior is measured before and after the behavior modification
fully to all aspects of human behavior, including developmental
procedures are applied to document the effectiveness of the pro-
disabilities; mental illness; education and special education;
cedures. Behavior modification de-emphasizes past events and
rehabilitation; community psychology; clinical psychology;
rejects hypothetical underlying causes of behavior.
business, industry, and human services; self-management;
3. The historical roots of behavior modification can be found in child behavior management; prevention; sports performance;
the work of Pavlov, Thorndike, Watson, and especially B. F. health-related behaviors; and gerontology.
Key Terms
applied behavior analysis, 4 controlling variable, 4 intensity, 1
behavior, 1 covert behavior, 2 latency, 1
behavior modification, 3 dimension, 1 law of effect, 6
behavioral deficit, 3 duration, 1 overt behavior, 2
behavioral excess, 3 experimental analysis of behavior, 4 target behavior, 3
behaviorism, 3 frequency, 1
Practice Quiz 1
1. Behavior is defined as what people ______________ and ______________.
2. Behavior has an impact on the ______________ and/or ____________ environment.
3. Behavior modification is the field of psychology concerned with the ___________ and ___________ of human behavior.
4. Too much of a particular behavior is called a behavioral ___________.
5. Too little of a particular behavior is called a behavioral ___________.
6. Frequency, duration, intensity, and latency are called ___________ of behavior.
7. Match the following individuals with their contribution to behavior modification.
a. Skinner b. Watson c. Pavlov d. Thorndike
___________ First to describe the conditioned reflex
___________ Demonstrated the law of effect
___________ Conducted research on basic principles of operant behavior and laid the foundation for behavior modification
8. ________________ started the movement in psychology called behaviorism.
9. A(n) ______________ behavior is a behavior that can be observed and recorded by another person.
10. A(n) ________________ behavior is not observable by others.
Practice Quiz 2
1. ________________ is what people say and do.
2. Four dimensions of behavior that can be measured include _______________, _______________, _______________, and
_______________.
3. ___________ is the field of psychology concerned with analyzing and modifying human behavior.
4. Charlie drinks too many cups of coffee each day. This behavior would be considered a behavioral ___________ (deficit/excess).
5. Claire does not eat enough fruits and vegetables each day. This behavior would be considered a behavioral ___________ (deficit/excess).
6. John Watson started the movement in psychology called ___________________
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12 Chapter 1
7. Edward Thorndike’s major contribution to psychology was the description of the _________________________.
8. _________________ conducted laboratory research demonstrating basic behavioral principles.
9. An overt behavior is defined as _________________________________________.
10. A covert behavior is defined as _________________________________________.
Practice Quiz 3
1. Behavior is defined as ________________________________.
2. Raul eats too much candy each day. Is this an example of a behavioral deficit or behavioral excess? __________________
3. Asha does not exercise enough. Is this an example of a behavioral excess or behavioral deficit? ____________________
4. Match the term to the definition.
a. Frequency b. Duration c. Intensity d. Latency
_______________ How long a behavior lasts
_______________ How many times a behavior occurs
_______________ How much physical force is involved in the behavior
5. An example of an overt behavior is ________________________________________.
6. An example of a covert behavior is ________________________________________.
7. ___________________ discovered the law of effect.
8. ___________________ conducted research on respondent conditioning.
9. Behavior modification is guided by the theory and philosophy of _______________.
10. Behavior modification emphasizes _______ (current/past) environmental events.
Practice Test
1. What is behavior? (p. 1) 10. Why is it important to describe behavior modification
procedures precisely? (p. 4)
2. Provide an example of a description of behavior and the label
applied to that behavior. (p. 1) 11. Who implements behavior modification procedures? (p. 4)
3. Identify and describe the four dimensions of behavior that can 12. Why is it important to measure behavior before and after
be observed and recorded. (p. 1) behavior modification procedures are used? (p. 4)
4. Provide an example of how a behavior has an impact on the 13. Why doesn’t behavior modification focus on the past as the
physical environment. Provide an example of how a behavior cause of the behavior? (p. 5)
has an impact on the social environment. (p. 2)
14. Identify nine defining characteristics of behavior modification.
5. What does it mean to say that behavior is lawful? What is a (p. 5)
functional relationship? (p. 2)
15. Briefly describe the contributions of Pavlov, Thorndike,
6. Describe the distinction between overt behavior and covert Watson, and Skinner to the development of behavior
behavior. Provide an example of each. Which type of behavior modification. (pp. 5, 6)
is the focus of this book? (p. 2)
16. Identify at least one way in which behavior modification has
7. Identify the five characteristics of human behavior. (p. 2) been applied in each of the following areas: developmental
disabilities; education; community psychology; business,
8. What does it mean to say that behavior modification
industry, and human services; self-management; prevention;
procedures are based on behavioral principles? (p. 4)
health-related behaviors; mental illness; rehabilitation; clinical
9. What causes human behavior? Describe how a label might be psychology; child management; sports performance; and
mistakenly identified as a cause of a behavior. (p. 4) gerontology. (pp. 7-9)
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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.
Observing and Recording
Behavior 2
L e a r n i n g O bjectives
2-1 Describe how you define a target behavior in a behavior modification program
2-2 Describe different methods you can use to record a target behavior
2-3 Describe how continuous recording differs from interval and time sample recording
2-4 Describe reactivity of behavior recording and how can you minimize it
2-5 Describe interobserver agreement and why it is important
One fundamental aspect of behavior modification is measuring • Measuring the target behavior before and after treatment
the behavior that is targeted for change. Measurement of the allows you to determine whether the behavior changed after
target behavior (or behaviors) in behavior modification is called the treatment was implemented.
behavioral assessment. Behavioral assessment is important for
Consider the following example.
a number of reasons.
A supervisor in a manufacturing plant believed the
• Measuring the behavior before treatment provides information company had a problem with workers showing up late for
that can help you determine whether treatment is necessary. work. Before taking any remedial action, the supervisor
• Behavioral assessment can provide information that helps recorded the arrival times of the workers for a number of
you choose the best treatment. days (Figure 2-1). The assessment showed that there were
Figure 2–1
The supervisor collects data on the number of workers who arrive late.
13
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14 Chapter 2
few instances of tardiness. In this case, behavioral assess- The remainder of this chapter discusses direct assessment
ment demonstrated that there was not a problem and that methods for observing and recording the target behavior in a
intervention was not necessary. behavior modification program, specifically the steps needed
If the measurement of the workers’ arrival times showed that to develop a behavior recording plan. These steps include the
there was a problem, the supervisor would develop a behavior following:
modification plan to help the workers arrive on time more
1. Defining the target behavior
consistently. The supervisor would continue to record arrival
2. Determining the logistics of recording
times as the intervention was implemented. The measurement of
3. Choosing a recording method
the workers’ arrival times before, during, and after intervention
4. Choosing a recording instrument
would demonstrate whether the workers arrived on time more
consistently once intervention had been implemented.
2-2 Defining the Target Behavior
2-1 Direct and Indirect The first step in developing a behavior recording plan is to define
the target behavior you want to record. To define the target
Assessment behavior for a particular person, you must identify exactly what
There are two types of behavioral assessment: direct and indi- the person says or does that constitutes the behavioral excess or
rect (Iwata et al., 1990; Martin & Pear, 1999; O’Neill et al., deficit targeted for change. A behavioral definition includes
1997). Indirect assessment involves using interviews, ques- active verbs describing specific behaviors that a person exhibits.
tionnaires, and rating scales to obtain information on the A behavioral definition is objective and unambiguous. As an
target behavior from the person exhibiting the behavior or from example of defining a target behavior, poor sporting behavior for
others (e.g., parents, teachers, or staff ). Indirect assessment a particular baseball player may be defined as yelling obscenities,
does not occur when the target behavior occurs but relies on an throwing the bat or batting helmet, and kicking the dirt while
individual’s recall of the target behavior (Gadaire et al., 2021). walking back to the bench after striking out.
With direct assessment, a person observes and records the Note that the example does not refer to any internal states,
target behavior as it occurs (Thompson & Borrero, 2021). To such as being angry, upset, or sad. Such internal states cannot
observe the target behavior, the observer (or a video camera, in be observed and recorded by another person. The behavioral
some cases) must be in close proximity to the person exhibiting definition does not make inferences about a person’s intentions.
the behavior so that the target behavior can be seen (or heard). Intentions cannot be observed, and inferences about intentions
In addition, the observer must have a precise definition of the often are incorrect. Finally, a label (“a bad sport”) is not used to
target behavior so that its occurrence can be distinguished from define the behavior because labels do not identify the person’s
occurrences of other behaviors. To record the target behavior, actions.
the observer must register the occurrence of the behavior when Labels are not behavior. Labels for behaviors are
it is observed; various methods of recording are described later ambiguous; they can mean different things to different people.
in this chapter. When a school psychologist observes a socially For example, to one person, poor sporting behavior might mean
withdrawn child on the playground and records each social fighting with a member of the other team, whereas another
interaction with another child, the psychologist is using direct person considers it to mean cursing, throwing a bat, and kick-
assessment. When the psychologist interviews the student’s ing dirt. Specific behaviors can be observed and recorded; labels
teacher and asks the teacher how many times the child usually for the behavior cannot. In addition, labels can be used incor-
interacts with other children on the playground, the psycholo- rectly as explanations of a behavior. For example, if a person
gist is using indirect assessment. is observed to repeat syllables or words when they talk, we
Direct assessment is preferred. Direct assessment is might label them a stutterer. To then say that the person repeats
usually more accurate than indirect assessment. This is because syllables or words because they are a stutterer is an incorrect use
in direct assessment, the observer is trained specifically to of the label as a cause of the behavior. Repeating words or sylla-
observe the target behavior and record its occurrence immedi- bles is not caused by stuttering; it is a behavior called stuttering.
ately. In indirect assessment, information on the target behavior The main value of labels is that they may be used as convenient
depends on people’s memories. In addition, the people provid- shorthand when referring to a target behavior. However, the
ing information may not have been trained to observe the target behavior must always be defined before it can be observed and
behavior and may not have noticed all the occurrences of the recorded.
behavior. Furthermore, an individual may be biased in present- Will two observers agree? One characteristic of a good
ing information (e.g., trying to present the problem as worse behavioral definition is that after seeing the definition, differ-
than it actually is or to make the problem appear less severe). ent people can observe the same behavior and agree that the
As a result, indirect assessment may be based on incomplete behavior is occurring. When two people independently observe
or inaccurate information about the target behavior. Therefore, the same behavior and both record that the behavior occurred,
most research and application in behavior modification relies it is called interobserver agreement (IOA), interobserver
on direct assessment (Miltenberger & Cook, 2021). reliability, or interrater reliability (Bailey, 1977; Bailey
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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.
Observing and Recording Behavior 15
& Burch, 2002, 2018). IOA, which is reported in behavior a stationary object (e.g., desk, floor, wall)” (p. 13). In another
modification research, is discussed in more detail later in this example, Rogers-Warren and colleagues (1977) used behav-
chapter. ior modification procedures to increase sharing in preschool
Table 2-1 lists behavioral definitions for common target children. They defined sharing as occurring “when one subject
behaviors and the labels associated with those behaviors. The passed or handed a material to a second subject, when subjects
behaviors that are described could be observed and agreed on exchanged materials, or when two or more subjects simultane-
by two independent observers. The labels, in contrast, are gen- ously used the same material (e.g., two subjects coloring on the
eral names that are commonly used for these types of behaviors. same piece of paper)” (p. 311).
Labels such as these may also be used to refer to behaviors other
than those defined here. For example, in contrast with the defini- 2-3 The Logistics of Recording
tion given for Bobby in Table 2-1, a tantrum could be a label for
the behavior of screaming, cursing at parents, slamming doors, The Observer
and throwing toys on the floor. You must develop a specific We have defined the target behavior to be recorded for a client,
behavioral definition that fits the target behavior of the person that is, a person who exhibits the target behavior and with whom
you are observing. the behavior modification program will be implemented. The
Researchers in behavior modification carefully define the next step is to identify who will observe and record the behavior.
target behaviors of people for whom they provide treatment. In a behavior modification program, the target behavior typi-
For example, Iwata and his colleagues (1990) used behavior cally is observed and recorded by a person other than the one
modification procedures to decrease self-injurious behavior in exhibiting the target behavior (i.e., an independent observer).
children with intellectual disabilities. Their definitions for three The observer may be a professional, such as a behavior analyst
types of self-injurious behavior were as follows: “arm biting— or a psychologist, or a person routinely associated with the client
closure of upper and lower teeth on any portion of the skin in the client’s natural environment, such as a teacher, parent,
extending from fingers to elbow; face hitting—audible contact staff member, or supervisor. The observer must have proxim-
of an open or closed hand against the face or head; and head ity to the client to observe the target behavior when it occurs.
banging—audible contact of any portion of the head against The exception would be when the target behavior is observed
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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.
16 Chapter 2
via video. The observer must be trained to identify the occur- representative sample of the target behavior. The target behavior
rence of the target behavior and to record the behavior imme- may be influenced by the analogue setting, and observation in
diately. They also must have the time to observe and record the this setting may provide a sample that is not representative of
behavior and must be willing to function as an observer. For the behavior under normal circumstances. However, there are
example, a teacher may be asked to observe and record the tar- benefits of observing in an analogue setting: it is more con-
get behavior of one of their students but may not agree to do so trolled than a natural setting, and the variables that influence
because the demands of teaching do not allow them the time to the behavior are easier to manipulate.
function as an observer. In most cases, it is possible to develop Observation of the target behavior can be structured or
a behavior recording plan such that a person can observe and unstructured. When observations are structured, the observer
record the target behavior of the client without too much dis- arranges for specific events or activities to occur during the obser-
ruption of their normal routine. vation period. For example, when observing child behavior prob-
In some cases, the observer is the person exhibiting the lems, the observer may ask the parent to make specific requests
target behavior. When the client observes and records their own of the child during the observation period. During unstructured
target behavior, it is called self-monitoring. Self-monitoring is observations, no specific events or activities are arranged and no
valuable when it is not possible for another observer to record the instructions are given during the observation period.
target behavior, as when the target behavior occurs infrequently When self-monitoring is used, the client may be able to
or when it occurs only when no one else is present (Stickney & observe and record the target behavior throughout the day and
Miltenberger, 1999; Stickney et al., 1999). Self-monitoring may may not be constrained by a specific observation period. For
also be combined with direct observation by another observer. example, clients who are self-monitoring the number of cigarettes
For example, a psychologist might directly observe and record they smoke each day can record each cigarette smoked regard-
the behavior of a person who is receiving treatment for a nervous less of when they smoke it. However, some behaviors may occur
habit such as hair-pulling. In addition, the client might be asked with such frequency that the client could not record continuously
to self-monitor the target behavior outside the therapy sessions. throughout the day; for example, a client who stutters may engage
If self-monitoring is used in a behavior modification program, in stuttering hundreds of times throughout the day. In cases such
the client must be trained to record their own behavior in the as this, the client would be instructed to record the behavior during
same way that an observer would be trained. observation periods agreed on in advance with the psychologist.
In behavior modification research, the people observing
When and Where to Record and recording the target behaviors are trained research
The observer records the target behavior in a specific period called assistants. They study the behavioral definition of the target
the observation period. It is important to choose an observation behavior and then practice recording under the supervision of
period at the time when the target behavior is likely to occur. the researcher. When they can record the behavior reliably
Indirect assessment information from the client or others (e.g., during practice sessions (after they have good IOA with the
from an interview) may indicate the best times to schedule the researcher), they record the target behavior during actual
observation period. For example, if staff members report that a observation periods as part of the study. The observation
patient in a psychiatric wing of a hospital is most likely to engage periods used in behavior modification research often are brief
in disruptive behavior (defined as screaming, pacing, and curs- (say, 15–30 minutes). When observations occur in natural
ing at other residents) around mealtimes, the observation period settings, researchers usually choose observation periods that are
would be scheduled around meals. The timing of the observation representative of the usual occurrence of the target behavior.
periods is also determined by the availability of the observer(s) For example, observations may take place in a classroom, work-
and the constraints imposed by the client’s activities or prefer- place, hospital, or other setting in which the target behavior
ences. Note that the client or the client’s parent or guardian must usually occurs. In a study using behavior modification to
give consent before you can observe and record their behavior. improve children’s behavior during trips to the dentist, Allen
This is particularly important when observation occurs without and Stokes (1987) recorded children’s disruptive behavior
the client’s knowledge. In such cases, the client must provide con- (defined as head and body movements, crying, gagging, and
sent for observations to occur, with the understanding that some moaning) while they were in the dentist’s chair and the dentist
observations may occur at times unknown to them (e.g., Wright was performing dental procedures on them. In another study,
& Miltenberger, 1987). Durand and Mindell (1990) taught parents how to use behav-
Observation and recording of behavior take place in natural ior modification procedures to decrease nighttime tantrum
settings or in analogue settings. A natural setting consists of the behavior (defined as loud screaming and hitting furniture) in
places in which the target behavior typically occurs. Observing their young child. In this study, the parents recorded the target
and recording a target behavior in the classroom is an example behaviors for an hour before the child’s bedtime because this
of a natural setting for a student. Observing a target behavior in was the time when the tantrum behaviors occurred.
a physician’s waiting room is an analogue setting because being When observations occur in analogue settings, researchers
in the waiting room is not part of the child’s normal daily rou- often simulate events that are likely to occur in natural settings.
tine. Observation in a natural setting is likely to provide a more For example, Iwata et al. (1982) observed and recorded the
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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.
Observing and Recording Behavior 17
self-injurious behavior of children with intellectual disabili- sessions in the hospital. You will use a duration measure when
ties in therapy rooms in a hospital. During their observation the most important aspect of the behavior is how long it lasts.
periods, they simulated different events or activities that the Duration may be reported as percentage of time, which is dura-
children were likely to experience at home or at school. For tion divided by the time of the observation period (Miltenberger
example, the researchers observed the children as they played et al., 1999).
with toys, as teachers gave them instructions, and during times Some researchers use a real-time recording method in
they were receiving no attention from the teacher. Iwata and which the exact time of each onset and offset of the target
his colleagues also responded to each instance of the behav- behavior is recorded (Miltenberger et al., 1998, 1999).
ior in specific ways such as by providing attention or provid- With real-time recording, the researchers have a record of
ing a break from an academic task. They found that for each the frequency and duration of the target behavior, as well as
child, the self-injurious behavior occurred at different rates in the exact timing of each occurrence of the behavior. Real-time
observation periods that simulated different events or activities recording can be carried out after video recording the target
before and after the behavior. behavior in the observation period. The observer then plays
the video and records the time indicated on the timer at the
onset and offset of each occurrence of the behavior on a data
2-4 Choosing a Recording sheet developed for real-time recording (Rapp et al., 2001).
Method Alternatively, smart phones, tablets, or laptop computers with
software that permits recording of the exact timing of events
Different aspects of the target behavior may be measured using can be used for real-time recording (Kahng & Iwata, 1998;
different recording methods. These methods include continu- Miltenberger & Cook, 2021).
ous recording, product recording, interval recording, and time The intensity of a behavior is the amount of force, energy,
sample recording. Each method is described here. or exertion involved in the behavior. Intensity (also called
magnitude) is more difficult to measure than frequency or dura-
Continuous Recording tion because it does not involve simply counting the number
In continuous recording, the observer observes the client con- of times the behavior occurs or recording the amount of time
tinuously throughout the observation period and records each the behavior occurs. Intensity often is recorded with a measure-
occurrence of the behavior. To do so, the observer must be able ment instrument or by using a rating scale. For example, you
to identify the onset and the offset (or beginning and end) of each could use a decibel meter to measure the loudness of someone’s
instance of the behavior. In continuous recording, the observer can speech. A physical therapist might use an instrument to mea-
record various dimensions of the target behavior, particularly its sure the strength of a person’s grip to judge recovery from an
frequency, duration, intensity, and latency. Continuous record- injury. Parents might use a rating scale from 1 to 5 to measure
ing is also called event recording (Cooper et al., 2020) because the the intensity of a child’s tantrum. The parents would have to
observer records the occurrence of every behavioral event. define the behavior associated with each point on the rating
The frequency of a behavior is the number of times the scale so that their ratings were reliable; their ratings would be
behavior occurs in an observation period. You measure the reliable if they both observed a tantrum and recorded the same
frequency of a behavior simply by counting each time that it number on the rating scale. Intensity is not used as often as
occurs. One occurrence is defined as one onset and offset of frequency or duration, but it is a useful measure when you
the behavior. For example, you can count the number of ciga- are most interested in the force or magnitude of the behavior
rettes someone smokes. For this target behavior, the onset may (Bailey, 1977; Bailey & Burch, 2002; 2018).
be defined as lighting the cigarette and the offset as putting it The latency of the behavior is the time from some stimu-
out. In this same example, it would be a frequency measure lus or event to the onset of the behavior. You measure latency
if you recorded the number of times the individual inhaled by recording how long it takes the person to initiate the behav-
smoke when smoking the cigarette. You will use a frequency ior after a particular event occurs. For example, you could
measure when the number of times the behavior occurs is the record how long it takes a child to start putting toys away after
most important information about the behavior. Frequency being asked to do so. The shorter the latency, the sooner the
may be reported as rate, which is frequency divided by the time child initiates the behavior after the request. Another example
of the observation period. Rate is often reported as responses of latency is the time it takes a person to answer the phone after
per minute. it starts ringing.
The duration of a behavior is the total amount of time
occupied by the behavior from start to finish. You measure ? How does latency differ from duration?
the duration of a behavior by timing it from its onset to its
offset. For example, you might record the number of minutes Latency is the time from some stimulus or event to the onset
a student studies per day, the number of minutes a person of the behavior, whereas duration is the time from the onset of the
exercises, or the number of seconds a patient who has had a behavior to its offset. That is, latency is how long it takes to start
stroke stands up without assistance during rehabilitation the behavior and duration is how long the behavior lasts.
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18 Chapter 2
Consider the following example in which all four dimen- Figure 2–2a
sions of behavior can be measured. When Serena goes to the
weight room to do her bench presses (laying on a bench and The frequency of tantrums during baseline and treatment phases.
pushing a barbell of weights up from her chest), we could During the baseline phase, the target behavior is recorded, but
record frequency (number of times she pushed the barbell up), treatment is not yet implemented. Tantrums decreased from an
average of more than six per day during baseline to fewer than
duration (amount of time she spends doing bench presses),
two per day during treatment.
latency, (the time from when she lays on the bench until she
pushes up the barbell), and intensity (amount of weight on the Baseline Treatment
barbell that she is pushing up). 8 •
As referenced in the bench pressing example, when using
continuous recording, you can choose one or more dimensions •
to measure. The dimension you choose depends on which aspect 6 • •
of the behavior is most important and which dimension is most
Number of Tantrums
sensitive to change in the behavior after treatment. For exam- •
ple, if you want to record a person’s stuttering, frequency may be
4
the most important dimension because you are interested in the
number of stuttered words. You can then compare the number of •
stuttered words before, during, and after treatment. If treatment
is successful, there should be fewer stuttered words. However, 2 • •
duration may also be an important dimension of stuttering if
there are long speech blocks or prolongations of word sounds. In
• • • •
this case, you would expect the duration of stuttering to decrease 0
after treatment. 0 2 4 6 8 10 12
Days
? If you were recording a child’s tantrum behavior (screaming,
throwing toys, slamming doors), which dimension of the behavior
would you measure?
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Observing and Recording Behavior 19
treatment. This underscores the importance of measuring more problems). One drawback of product recording is that you
than one dimension of a target behavior because more than one cannot always determine who engaged in the behavior that led
dimension can change after treatment. to the product you recorded. For example, the teacher cannot
Note also that to demonstrate the effectiveness of treat- determine whether the students completed their own home-
ment, you must use established research methods and an exper- work, whether someone else helped them, or whether someone
imental design. Simply measuring the behavior before, during, did it for them.
and after treatment demonstrates whether the target behavior
changed but does not demonstrate that the treatment caused Sampling Methods
the behavior change. Chapter 3 discusses research methods and Unlike continuous recording in which you observe and record
experimental designs used to demonstrate that the treatment some dimension of every instance of the behavior, sampling
caused the behavior change. methods (also called discontinuous recording methods) do not
Percentage of opportunities (percentage of trials or require you to record every behavioral event. Rather you sample
percentage correct) is one final way in which event recording the behavior by recording its occurrence or nonoccurrence in
may be conducted. In this method, the observer records the consecutive intervals of time within the observation period. There
occurrence of a behavior in relation to some other event, such are two sampling methods: interval recording and time sample
as a learning trial or a response opportunity, and reports the recording.
results as the percentage of opportunities in which the behavior
occurred. To say that a student complied with a teacher’s Interval Recording Interval recording is a method for
requests 11 times during the observation period or got 13 words recording behavior in which you record whether the behavior
correct on a spelling test is inadequate information because occurred during consecutive time periods or intervals. To use
there is no mention of response opportunities. Reporting the interval recording, the observer divides the observation period
results as the number of times the behavior occurred divided by into a number of smaller time periods or intervals, observes the
the number of opportunities provides more useful information. client throughout each consecutive interval, and then records
If the teacher made 12 requests and the student complied with whether the behavior occurred in that interval. At the end of the
the teacher’s requests 11 times, the percentage of compliance is observation period, the observer reports the percentage of inter-
11/12, or 92%. However, if the teachers made 25 requests and vals in which the behavior was observed (the number of intervals
the student complied 11 times, the percentage is only 44%, in which behavior occurred divided by the number of intervals
a much less acceptable level of the behavior. Further, getting 13 in the observation period).
spelling words right out of 15 chances (or 87%) is far different There are two ways to conduct interval recording:
than getting 13 words right out of 50 (or 26%). partial-interval recording and whole-interval recording. With
partial-interval recording, the observer scores the interval
Product Recording as an occurrence if the behavior occurred during any part of
Another aspect of a behavior that may be recorded is its product. the interval. You are not interested in the number of times the
Product recording, also called permanent product recording behavior occurs (frequency) or how long it lasts (duration). You
(Cooper et al., 2020; Marholin & Steinman, 1977), is an indi- do not have to identify the onset and offset of the behavior;
rect assessment method that can be used when a behavior results rather, you simply record whether the behavior occurred at
in a certain tangible outcome that you are interested in. It is some time during each interval. It does not matter if the behav-
an indirect measure because you are not observing and record- ior occurred once or many times in the interval, you simply
ing the behavior as it occurs. For example, a supervisor could score the interval as an occurrence if you observed any occur-
count the number of units assembled in a factory as a product rence of the behavior at any time in the interval. The term
measure of a worker’s job performance, or a teacher could interval recording is synonymous with partial-interval recording.
record the number of correctly completed homework problems Suppose that a teacher is recording whether a child disrupts
or workbook pages as a product measure of students’ academic the class during each 15-minute interval in the class period. The
performance (Noell et al., 2000). In their research on student teacher sets a timer to vibrate every 15 minutes. When the dis-
behavior problems and academic performance, Marholin and ruptive behavior occurs, the teacher marks the corresponding
Steinman (1977) looked at the math worksheets of students and interval on a data sheet. Once an interval is marked, the teacher
recorded the number of math problems completed correctly as does not have to observe the child or record the behavior until
permanent products of the students’ academic performance. the next interval begins. If the behavior does not occur in an
One benefit of product recording is that the observer interval, the interval is left blank on the data sheet. Thus, one
does not have to be present when the behavior occurs. benefit of partial-interval recording is that it takes less time and
The teacher probably will not be present when students com- effort: the observer records the behavior only once during the
plete their homework assignments, but the teacher can still interval, regardless of how many times the behavior occurs or
measure the product of the behavior (completed homework how long it lasts.
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20 Chapter 2
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Observing and Recording Behavior 21
Figure 2–3
Comparison of Time Sample and Interval Recording
60 seconds
X X X X
Time sample recording: 4 intervals marked with occurrence divided by 10 intervals (4/10) = 40% of intervals
X X X X X X X X X
Interval recording: 9 intervals marked with occurrence divided by 10 intervals (9/10) = 90% of intervals
2-5 Choosing a Recording The data sheet in Figure 2-4 is used to record the
frequency of a target behavior. Each time the behavior occurs
Instrument on a particular day, the observer marks an X in one of the boxes
The final step in developing a behavior recording plan is to for that day. The number of boxes with Xs filled in for each day
choose a recording instrument. The recording instrument is what signifies the frequency (the number of times) that the behavior
the observer uses to register or make a permanent product of occurred on each day.
the occurrence of the behavior. Paper and pencil are used most The data sheet in Figure 2-5 is used to record the dura-
often to record behavior. Put simply, the observer makes a note on tion of a target behavior. On each day, there are places to
the paper each time they observe the behavior. To record behav- record the times the behavior started (onset) and ended
ior most effectively, the observer uses a data sheet prepared in (offset). By recording the onset and offset of each instance
advance for the particular behavior. The data sheet helps organize of a behavior, you end up with a recording of how long the
the recording process by making it clear what the observer is to behavior occurred (duration), as well as how often it occurred
write down when the behavior occurs. (frequency).
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22 Chapter 2
Figure 2–4
This data sheet is used to record the frequency of a behavior. You put an X into a box each time the behavior occurs. If more than 12 instances of
the behavior occur per day, continue recording on the next line.
Name:
Observer:
Definition of behavior being recorded:
Figure 2–5
This data sheet is used to record the duration of a behavior. You record the onset and offset time for each instance of the behavior. If there are
more than three instances of the behavior per day, continue recording on the next line.
Name:
Observer:
Definition of behavior being recorded:
An example of a data sheet used for 10-second interval listens to a recording that signals the start of each interval.
recording is shown in Figure 2-6. Notice that there are six boxes When the target behavior occurs, the observer puts a check
on each line and 15 lines of boxes. Each box represents one mark in the corresponding interval box. If the target behav-
10-second interval, for a total of 90 intervals in 15 minutes. ior does not occur during an interval, the observer leaves that
To use the 10-second interval recording method, the observer interval box blank. Alternatively, each interval box could have
Copyright 2024 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.
Observing and Recording Behavior 23
Figure 2–6
This is an interval recording data sheet. Each box corresponds to an interval, and a check mark is placed in a box when the behavior occurs
during that interval. When the behavior does not occur during an interval, the box is left blank.
Name:
Observer:
Date and time of observation:
Definition of behavior being recorded:
Ten-second intervals
1 2 3 4 5 6
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Minutes of observation
one or more codes. The observer circles or puts a check mark Not all instruments for recording behavior depend on
through the code that represents the behavior observed in that paper and pencil. Anything you can use to register each occur-
interval. For example, the codes AT and RP could be used to rence of a behavior can be considered a behavior recording
signify the behaviors of attention and reprimand, respectively, instrument. The following are some common examples.
when observing a parent’s behavior while interacting with a
• Use a golf stroke counter to record the frequency of a behavior.
child. If the parent pays attention to the child or reprimands
The golf stroke counter is worn on the wrist like a wristwatch.
the child in an interval, the observer would circle AT or RP,
Each time the behavior occurs, you push the button on the
respectively, for that interval.
counter (Lindsley, 1968). A small hand-held counter could be
Other procedures for recording behavior involve writing
used in a similar fashion.
the behavior down each time it occurs. For example, a person
who wants to count the number of cigarettes she smokes each • Use a stopwatch to record the cumulative duration of a
day may keep a note card tucked into the cellophane wrapper behavior. You start and stop the stopwatch each time the
on the cigarette pack. Each time she smokes a cigarette, she behavior starts and stops. Runners and joggers often wear
makes a check mark on the note card and counts the check watches with a stopwatch function that allows them to
marks at the end of each day. record the duration of their workouts.
Likewise, a person who is recording their rude behavior • Use a laptop, smartphone, or other handheld electronic
might keep a small note pad in their shirt pocket; every time devices with an app for data recording to record the fre-
the person makes a rude remark, they pull out the note pad and quency and duration of many behaviors at once. You push
make a note of it. different keys on the computer or handheld device each
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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.
Another random document with
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ovat sille yhtä tervetulleita, yhtä hyvin ahkera mehiläinen kuin
kevytmielinen sudenkorento.
18. Kiviaika.
19. Kameleontti.
Heti kun talo oli tullut valmiiksi, sai äiti Rautakala kohteliaan
käskyn käydä sisään, minkä tämä tekikin vähän aikaa kursailtuaan.
Se laski pesään mätimunansa — sieviä pikku hiukkasia, eivät
unikukan siemeniä isompia — ja sitten se koputti vastapäiseen
seinään aukon, josta ui tiehensä. "Hän ei joutanut hoitamaan munia",
sanoi se, "sillä hänellä oli yllin kyllin muutakin työtä; mutta jos isä
Rautakala ottaisi niistä huolehtiakseen — niin olkaa hyvä vain!"
Ensimmäinen ääni.
Toinen ääni:
Kolmas ääni:
25. Mammutti.
26. Kääpiöpuita.
Japanissa ja myöskin Kiinassa on tapana kasvattaa kaikenlaisia
kääpiöpuita keskeyttämällä mahlan juoksu nuorissa taimissa. Muuan
Japanissa matkustellut englantilainen kasvientutkija kertoo siitä:
"Koska japanilaisten talojen ja myymälöiden alakerta on avoin
edestä ja takaa, voin katuja kulkeissani tuon tuostakin vilkaista
heidän sieviin pikku puutarhoihinsa; ja huomatessani jonkun toisia
paremmaksi en suinkaan laiminlyönyt käydä sitä lähemmältä
tarkastamassa. Monet näistä puutarhoista ovat erittäin pienet, jotkut
tuskin europalaista ruokasalia suuremmat; mutta niiden pinta on
saatu vaihtelevaksi pienillä turvepenkereillä, joille on istutettu
omituisiin muotoihin leikeltyjä kääpiöpuita, sekä pienoislammikoilla,
joissa kulta- ja hopeakalat pulahtelevat."