Factors That Affect The Behavior Chain

The key concepts of a cognitive behavioral approach have been broken down into a four-stage process. According to Corey (2016), “the specific unique characteristics of behavior therapy include conducting a behavioral assessment, precisely spelling out collaborative treatment goals, formulating a specific treatment procedure appropriate to a particular problem, and objectively evaluating the outcomes of therapy” (p. 349). The behavioral assessment is aimed at gathering as much detailed information about the client’s problem. This part of the process will also focus on the client’s current functioning and life conditions and taking samples of his or her behaviors to provide information about how the client typically functions in various situations. Lastly, the behavioral assessment is narrowly focused and integrated with therapy.

Keeping in mind that identifying the variables that maintain problem behavior (reinforcement) is more affective for treatment selection (Mevers, Fisher, Kelley, and Fredrick, 2014), one common treatment for problem behavior is Noncontingent reinforcement. (Carr, Severston, & Lepper, 2009). NCR is used in combination with extinction for problem behavior and involves dense schedules of reinforcement that are decreased gradually (as cited in; Phillips, Iannaccone, Rooker, and Hagopian, 2017). The problem behavior may be replaced by an alternative behavior already existing in the individual repertoire, during NCR (Virues-Ortega, Iwata, Fahmie, and Harper, 2013). The American Psychological Association’s Division 12 criteria for empirically supported treatments established NCR and extinctions as an effective treatment for problem behavior (Chambless & Hollon, 1998). When the schedules of NCR are dense there is a reduction of the Motivating operation (MO) for problem behavior (as cited in; Phillips, Iannaccone, Rooker, and Hagopian, 2017). NCR is more effective when the same reinforcement maintaining the behavior (functional reinforcement) is used in the contingency instead of an alternative reinforcement (as cited in Phillips,iannaccone, Rooker, & Hagopian, 2017). Thus, the same reinforcement responsible for maintaining problem behavior should be used in an NCR contingency (Vollmer et al. 1993). In a study by Phillips, Iannaccone, Rooker, & Hagopian (2017), Non-contingent

Applied behavior analysis (ABA) can be applied to different settings, which may range from helping individuals with phobias to training a dog to sit. ABA is the process of scientifically applying interventions to complex or basic situations (Baer, Wolf, & Risley, 1968). ABA is founded on the values of learning theory in order to develop and comprehend specific target behaviors (Baer, Wolf, & Risley, 1968). Such work emphasizes the understanding of behavior. ABA aligns itself with natural sciences as opposed to the social sciences. ABA places its concentrations on observable behavior and its relationship to the environment (Baer, Wolf, & Risley, 1968). ABA can be used to learn what is causing the problem

In behavior therapy, the ABC model is used by the therapist to help clients identify the reasons of their behavior (A) the dimension of the problem behavior (B) the consequences (C) the problem. The purpose of this functional assessment is helping the client to understand the ABC sequence. This ABC model explains how one behavior leads to another behavior that prompts particular events which are followed by other actions of the event.

Applied Behavior Analysis analysts are required to know the steps that are needed and necessary for behavior modification. This type of modification requires a clear definition of the behavior needing modification (target behavior), how this will benefit the individual in need of the modification, a clear plan of modification, and consistent data gathering to determine the effectiveness of the proposed behavior modification plan. In order to achieve a successful modification plan, the ABA professional first needs to gather information about the individual either by direct or indirect means. The modification must always been in the best interest of the individual, or those closest to the individual, and it must be a functional modification that can be carried out in the absence of the analyst. The ABA professional needs to understand the needs of each client. In order to do this, the professional will have to assess the behavior, gather data, identify a target behavior, propose a hypothesis about an intervention, implement the modification program, gather more data about the effectiveness of the program, and report about the outcome.

To define the problem behavior, it is imperative that the behavior analyst defines the specified behavior in clear, observable and measurable terms. By defining the behavior in terms that are concise, the behavior is able to be viewed in the same manner and recorded properly by all who are involved. For example, when operationally defining a hitting behavior, the behavior analyst may describe a hit as the forward movement of one or both arms that are directed towards another person or object. As stated by Gresham, Gansle and Noell (1993), In terms of operationally defining behaviors, poorly or incompetently defined behaviors make repeatable measurement and evaluation of treatments

There are many different terms that are used when implementing the ABA process. One of them is task analysis which means to analyze a task into component parts so that those parts can be taught through the use of chaining. Chaining is a skill to be learned that is broken down into small units for easy learning. These skills will be skills that are written in the child’s behavior plan and IEP as skills that the child needs to improve on. They will start out with a very basic part of the skill and build up until the skill is able to be completed independently by the child. For example, a child that needs to learn how to brush his teeth will start by learning how to open the toothpaste cap, then would move on to squeezing the tube, and so on until he is able to brush his teeth himself. This process may be a slow one depending on how fast the child is able to catch on to the components of the activity. It is important that the skills are practiced consistently.

Recent research has examined the circumstances under which the usually positive big five trait of conscientiousness has led to higher levels of distress in individuals. Although these effects have been evident in severe forms of failure such as unemployment, this area of personality has yet to be sufficiently explored. The idea of whether the conscientiousness trait is also of hindrance in lower levels of failure is of interest. It is hypothesised that conscientious individuals will have a greater negative affect after a non-severe failure-task than those who are less conscientious. Data is collected qualitatively through self-report questionnaires, measuring conscientiousness with items based on the Behavioural Indicators of

When using Applied Behavior Analysis, the role of the teacher is crucial. For ABA to be used correctly, a teacher must keep documentation on every student. This documentation should be taken frequently and with precision. Little details such as a shift in interest should be documented. This documentation will show the progress each child makes in the process of modifying their behaviors. In addition to keeping thorough documentation, teachers must examine each student individually. In observing their interests, teachers can form individual enforcers for each student. For example, if a student always chooses to do puzzles during free time, puzzle pieces could be a reinforcer. Every time the student does something that deals with the positive modification of behavior, they can earn a puzzle piece. When all of the pieces are earned, they will be able to put the puzzle together. This method is beneficial when correcting a student’s behavior.

To start with it is important to determine what each of these social processes mean, in order to understand which psychological factors are involved. Conformity is a behavioural change in response to social pressure, either real or imagined. Compliance is a behaviour change in response to an explicit request to perform an action. Obedience is a behaviour change in response to a demand or order to carry out an action. Each of these processes are undertaken due to different psychological pressures being put on the individual, from believing that they have no choice but to carry out the action – obedience, to carrying out the action because they want to feel accepted.

Behavior analysts should describe these in detail to the clients, as their cooperation is important for the success of the program. If a behavior analyst is working with an in-home client, she should describe to the client and caregivers the importance of delivering reinforcers consistently and appropriately. She would also have to review safety considerations and stress accurate recording of data by the caregivers. The behavior analyst may be able to better control the environment of an in-home client compared to the environment of a client in a public school. When discussing control of the environment with those involved with a client in a public school, the behavior analyst will need to have the cooperation of everyone involved with the child’s treatment (e.g. teachers, teacher aids, counselors). It may be more difficult for the behavior analyst to determine effective reinforcers of control those reinforcers in a public-school setting. It may also be challenging to obtain resources for the treatment program in such a

In behavior therapy, stimulus control is often one of several other methods that are used simultaneously to treat a patient. Although stimulus control can be used on its own, they are commonly used in treatment packages because how simple they are to implement. Stimulus control uses two main practices to accelerate desired behaviors; prompting and setting events. Prompting is performed by presenting cues that elicits a desired behavior. There are four types of prompts; verbal, environmental, physical, and behavioral. Each prompt can be used on their own, or together with other types of prompts. Verbal prompts explicitly tell patients how to behave. Verbal prompts can be administered by people—like a therapist, parents, or peers—or it can be administered electronically, such as with a MP3 player or television. For

In special education it is vital to have an understanding of human behavior and how it relates to learning disabilities. It is imperative to have a grasp of the concepts of the models and how it relates to the educators of tomorrow. (Wheeler, John J., Richey, David Dean, 2010) Understanding models of behavior also helps to have a more cohesive and positive classroom.

Behaviorism has been credited with providing clear predictions that can be scientifically tested and yield explanations that can be supported by evidence. For instance, in the application of Applied Behavioral Analysis in improving clients’ behaviors, the functions of individuals problematic behaviors can be evaluated and modified using behavior change principles including reinforcement. Similarly, behaviorism emphasizes the objective measurement of behaviors through providing clear and conceptual definitions, and its therapy is applicable to real life situations as in the case of anxiety. Conversely, studies incorporated into behaviorism allow for appropriate comparisons between animals and humans as in the Case of Watson’s, Thorndike’s and Pavlov’s studies respectively.

The key concepts of behavior therapy are that it “is grounded on a scientific view of human behavior that accommodates a systematic and structured approach to counseling” (Corey, 2013, p. 250). The attention is focused on the behavior of the person. Behavior therapy is about giving control to the client to expand their freedom. “People have the capacity to choose how they will respond to external events in their environment” (Corey, 2013, p. 250).