Behaviour Modification is a very important concept in the field of HR & Psychology

2. Behavior can be defined as the way
in which an individual behaves or
acts to a stimuli . It can be either
bad or good.

3. Behavior Modification is the use of empirically
demonstrated behaviour change techniques to
improve behavior, such as altering an
individual's behaviour & reactions to stimuli
through positive & negative reinforcement of
adaptive behaviour &/ or the reduction of
maladaptive behavior through its extinction,
punishment &/ or therapy. This term is used first
by E. L. Edward Thorndike in 1911. This
technique of behaviour modification depends on
principle of learning.

4. Modern day behaviour modification is a
product of years of research.
Behaviour modification can be traced to
lab research as far back as the 1800‟s
and 1900‟s. Most of this research was
done through experimenting with animals.
Many had impacting research, here are a

5. Ivan P. Pavlov (1849- 1936)
1.Concerned with stimuli that evoke responses
like noise, food, lights, etc.
2.Pavlov‟s famous dogs: Gastric secretions were
stimulated at the sight of food. Indicated that
digestive processes could be stimulated without
direct contact.
3.He then focused his research on how
connections were made between environment
stimuli and reflex reactions.
4.This type of learning became known as

6. Edward L. Thorndike(1874-1949)
1.Not concerned with reflex responses like
Pavlov.
2.Focused on the learning of new behaviour.
3.Well known for his research involving cats and
puzzle-box.
4.Placed hungry cats in a maze and timed how
long it took for them to reach the food at the
end of the puzzle. He found that the cats got
faster and faster as they had learned the
behaviour.

7. 5. From this research Thorndike formed laws of
behaviour, one of the most famous being the Law of
Effect.
6. The Law of Effect states that the consequences that
follow behaviour help learning and that rewards,
positive and negative, provide consequences that
increase the learning behaviour.
7. He coined the phrase and the definition behind it in
1911. He wrote an article entitled, "Provisional Laws
of Acquired Behavior or Learning," and refers to the
term "modifying behavior" throughout it and it also
appears that the term behaviour modification was
given by him.
8. He said behavior modification has been used

8. B. F. Skinner(1904-1990)
1.An American psychologist was the originator of the
operant conditioning concept whereby behavior
can be molded by positive or negative
reinforcement or the lack of it.
2. The basic behavior modification techniques that
involve the fading and shaping concept were
rooted in Skinner's operant conditioning concept
and its overall focus on training the mind.
3.His book, The Behavior of Organisms, was
published in 1938 and spells out his theories.
4.Skinner considered his concept applicable to a
wide range of both human and animal behaviors.

9. John Watson(1921)
1.Extended Pavlov's ideas to humans.
2.He studied Albert, an 11-month-old child. He
introduced Albert to a white rat and paired the rat
with a loud noise. At first, the child had no fear of
the rat, but after repeatedly hearing the loud noise
he began to fear all white rats. He modified the
child's behavior to fear white rats and created a
phobia.
3.He said behavior modification is the style of
altering behavior through proven successful
techniques. It can be designed to modify a

10. Joseph Wolpe’s
In early 1940‟s and 1950‟s the term
modifying behaviour and behaviour
modification was used by him and his
group.

13. Behaviour
Management
1. Informal
manageme
nt of
behaviour.
2. Formal
manageme
nt of
behaviour.

14. Steps in behavior assessment
General analysis of the problem and its
impact :1.Clarification of the problem.
2.Motivational and Reinforcement Analysis.
3.Developmental analysis of the problem.
4.Analysis of the child self control.
5.Analysis of the child‟s social relationship.
6.Analysis of interpersonal relationships at home.
7.Initial identification the problem behavior and
potential target behavior to be modified.

15. 1. Where reinforcement is systematic, it can aid the direction and
maintenance of behavior.
2. Reinforcement (negative and positive) is to be distinguished
from mere punishment.
3. Where on task behavior is reinforced by the teacher reward, the
on task behavior is likely to be repeated.
4. Where it is possible to ignore observer off task behavior and
reinforce the student when on-task, the ignoring will often aid in
minimizing off –task behavior.
5. Where behavioral consequences are applied instead of mere
punishment and combined with regular, positive reinforcement, the
on-task behavior is likely to increase.

16. Behaviour modification is used to treat a
variety of problems in both adults and
children. Behaviour modification has
been successfully used to treat :
1.Obsessive- compulsive disorder (OCD)
2.Attention deficit hyperactivity disorder
(ADHD)
3.Phobias
4.Enuresis (bed-wetting)
5.Anxiety disorders

17. 1.Prevents illness and diseases.
2.Alter dieting and exercise habits.
3.Helps individual to cope and manage
pain.
4.Enhances academic performance of
students.
5.Improves parenting and parent child
interaction.

18. 1. The therapist assumes responsibility for being trained in the currently
available procedures in the field .
2. The parents assume the therapist is knowledgeable of the latest
development in the field and is aware of the injuries and effects of the
treatment.
3. The treatment of the patient requires constant monitoring of he behavior
changes.
4. The therapist assumes some hypothesis and informally checks if his
predictions were correct.
5. Parents don't know how successful the treatment procedure are.
6. The therapist does not use the patient as a subject but use ways to benefit
the patient.
7. The college students are not qualified for the procedures.
8. The therapist decides which behavior to delete and to keep.
9. Change in the cultural values in the changing time.
10.I f the therapist is not involved in every aspect of the patients daily program
he cannot clearly justify the effectiveness of the program.
11.Untrained people like parents compound the errors.

21. Reinforcement
…
It
means
strengthen
to
a

22. Positive reinforcement- requires a
stimulus
onset of a good effect
positive reinforcement can be given
in either natural or artificial way.

23. Negative reinforcement- removal of
a stimulus
termination of bad effect
the 2 main classes of negative
reinforcement are-escape and

24. A conditioned reinforce is one whose
ability to reinforce behavior results from an
association with other reinforce.
Token reinforcement produce; however,
are not bound by this limitation because
the token may be exchanged for a large

25. 1.Continuous Reinforcement.
2.Intermittent or Partial
Reinforcement.

26. Continuous
Reinforcement schedule” is
A “continuous reinforcement
an arrangement in which reinforcement
follows every appropriate behavior.

27. Intermittent or Partial
Reinforcement
When reinforcement follows only a portion
of the desired behaviors’, the arrangement
is called an “intermittent” or “partial
reinforcement” schedule.

28. Types of Intermittent or Partial
Reinforcement:When the two interval schedules are
employed, a response is reinforced only
after a certain amount of time has passed
since the previous reinforced response.
The
two
ratio
schedules
deliver
reinforcement after an individual emits a
certain number of responses.

30. Fixed interval
Fixed interval schedules of
reinforcement occur when desired
behaviors are reinforced after set
periods of time.

31. Variable interval
Variable interval reinforcement
schedules are employed when
desired behaviors are reinforced
after varying periods of time.

32. Fixed ratio
It was first discovered by Skinner. It
means if a response is reinforced
after a fixed number of repetitions,
the schedule is called as fixed ratio
schedule of FR schedule.

33. Variable ratio
It is the fourth type of schedule. A
variable ratio schedule delivers
reinforcement after an individual
makes
a
certain
number
of
responses, which varies from one
reinforcement to the next that is the
variable ratio reinforcement schedule
applies the reinforcer after a number
of desired behaviors have occurred,

34. It includes:1.Self Reinforcement/ Internal
Reinforcement
2. Social Reinforcement/
External Reinforcement

35. Self Reinforcement/ Internal
Reinforcement
1. Self-monitoring
Daily logKeep a detailed record of everything you eat. Note amount eaten,
type of food and caloric value, time of day and the circumstances of
eating. This record will establish the calorie intake that is
maintaining your present weight. It will also help to identify the
stimuli that elicit and reinforce your eating behaviour.
Weight chartDecide how much you want to lose and set a weekly goal for weight
loss. Your weekly goal should be realistic- between 1 and 2 pounds.
Record your weight each day on graph paper. In addition to
showing how weight varies with food intake, this visual record will

36. 2. Controlling stimulus conditions
Use these procedures to narrow the range of stimuli associated
with eating:
•Eat only at predetermined times, at a specific table, using a
special place mat and so forth. Do not eat at other times or in
other place.
•Do not combine eating with other activities, such as reading or
watching television.
•Keep in the house only those foods that are permitted on your
diet.
•Shop for food only after having had a full a meal, and buy only
those items that are on a previously prepared list.
3. Modifying actual eating behaviour
Use these procedures to break the chain of responses that make
eating automatic:

37. Social Reinforcement/
External Reinforcement
1. Physical contact, attention,
praise, closeness (proximity)
2. This is the reinforcement
noted in calling-out.

38. Reinforcers derive their ability to modify
behaviour from two sources or two functions:1.They serve as motivators for student performance.
2.The second function of a reinforcer is to provide
feedback to a student, that is, information that they
have performed the right behaviour.

40. It is conditioned technique that
lessons the chance behavior to
occur in future through either
removal of something undesirable
or presentation of something
desirable here chance behavior is
desirable behavior.

41. Factors influencing effectiveness of
punishment.[principles]
1. Maximizing the condition for desirable alternative response .
This means that one should identify some desirable behaviour that will
compete with undesirable behaviour to be eliminated
2 . Minimizing Causes of Response to be punished.
To have desirable behaviour i.e. minimize the causes of undesirable
behaviour and to identify reinforces of undesirable behaviour
3. Selecting punisher.
It states that verbal scolding are not effective ,function as positive
reinforcers, punishment should be effective one.
e.g.:- spanking, problems of use weak punishers, punishment should
not be paired with positive reinforcers.
4. Delivering punisher.
Should be delivered immediately because undesirable behavior,

42. Drawbacks of
Punishment...
1. It does not establish new
behaviour.
2. Children often models or imitate
behaviors.
3. It may become addictive user.
4. Strong punishment can produce
undesirable emotional side effects.

43. It is condition were in one
removes the child from
environmental
condition
which is reinforcing the
undesirable behaviour.

44. Straight Time-Out…
 It can be administered in several ways- placing child in bedroom





devoid of furniture, placing the child in bedroom for timeout
interval ,by placing child in remote area i.e. in same room but
separate placing. Administration depends upon the ability of
child to get back .
Time for time out interval varies from 5 to 15 mins
Administered in child natural environment i.e. even if its closed
room it should be nearby. Its effective in natural environment
provided the reinforcers are far .
2 things that lead to failing of time out very short or long
intervals and second is if placed in natural environment peers
act as positive reinforcers so chaining technique used.
Time out is different from seluction orders are not recommended
.
Time out is different form punishment .

45. Stop the World…
1. This
method
is
specifically
designed to deprive child of any
reinforcement for any behaviour
until compliance with original
request can be obtained.
2. It is applied when the child is simply
avoiding specific task.

47. Shaping is a process in which teacher
first determined how close a student is
being able to perform a desired behavior,
known as „terminal behavior‟. Once the
initial level of behavior is determined the
teacher progressively required the
student to perform a series of behaviors
which approximate the terminal behavior.
Each time the student performs the
required approximation, the teacher
reinforces the student until he or she

48. An important point to note in a shaping
procedure are:
1. The increase in difficulty of task should be made in small steps.
2. The procedure of shaping is teaching the subject a response(s)
which is prerequisite to acquiring another response(s),which is
prerequisite for acquisition of another etc
3. It is always more difficult to shape/train behaviors in human
being than in animal, simply because human beings
intellectual being .
4. In shaping one must try to stimulate, or wait for the occurrence
of, a desired response which is reinforce as soon as it occurs
5. Trial-and –error responses should not be punished but they
may be ignored. If they are punished the effect may be
decelerate the approximation
6. Patience is a virtue of greatest necessity in shaping
7. One should not be reluctant to “back up” in training program

49. Treatment for
phobias.
Flooding procedure starts
immediately with a highly feared
stimulus, and forces the patient to
remain in the presence of this
stimulus until the patient‟s

50. Things to be kept in mind while using
Flooding:1. It is the therapist‟s duty to describe the detail
of the flooding procedure to the patient in
advance.
2. To point out that the fear the patient will
experience may be quiet unpleasant.
3. To obtain the patient‟s consent before
proceeding.
4. To safeguards and protecting the rights of
the patient.

51. Distinguish Between:SHAPING
 Shaping is used to develop new behavior.
 Shaping always works in forward direction.
 In shaping , the goal is to develop a terminal
response. The behaviors along the way toward the
goal usually are not evident when shaping is complete.
CHAINING
 Chaining usually is used to develop a sequence of
behaviour using responses that are already present in
the individual.
 Chaining can proceeds in a backward direction i.e.
beginning with last response.
 In chaining , behaviors developed early in training are
still evident when training is completed.

52. Prodding is used along with punishment
and positive reinforcement. It is
reminding a response to a child which if
not made will result into punishment or if
commenced will result into positive
reinforcement. It acts like a reminder to a
child to avoid undesirable behavior or to
show desirable behavior. So it is used to

53. Points to remember:1. If the program is one in which the
child is continuously requested to
perform some response in avoidance
of punishment, the effect is likely to
be deleterious to the child total
treatment program.
2. One danger of prodding is that
prodding
will
serve
as
an
independent rein forcer maintaining

57. 1. A sequence of several responses is referred to as a
chain of behavior . It is also called stimulusresponse chain .
2. A chain of behavior thus is a combination or
series of the individual responses performed in a
particular order.
3.
There are two types of chaining forward and
backward chaining.

58. Forward Chaining

Forward chaining is a chaining procedure that begins
with the first element in the chain
1.
2.
3.
4.
5.
6.
7.
Taking the shirt from the drawer.
Spreading it out on the bed
Picking up the shirt.
Putting one arm through the sleeve.
Then the other through the sleeve.
Then putting ones head through.
Finally pulling it down to ones waist

59. Backward Chaining
 Backward chaining consist of starting with the
last behavior in the sequence.
1.
2.
3.
4.
5.
6.
7.
Taking the shirt from the drawer.
Spreading it out on the bed
Picking up the shirt.
Putting one arm through the sleeve.
Then the other through the sleeve.
Then putting ones head through.
Finally pulling it down to ones waist

60. Points to be kept in mind for chaining
1. Define the target behavior.
2. Units must be taught in the proper sequence otherwise it
may leads to undesirable chain.
3. Monitor Results.

61. 1. Behavior which is learned or modified
by observing model .
2. Also called observational learning or
imitation.
3. The technique has been used to
eliminate unwanted behaviors, reduce
excessive fears, facilitate learning of
social behaviors, and many more.

62. Types of Modeling
1. Live modeling
2. Symbolic modeling
3. Participant modeling
4. Covert modeling

63. Modeling Effect
1. Acquisition or learning of new behavior.
2. Inhibitory or disinhibitory effect .
3. Removal of unwanted behavior.

64. Factors that affect the likelihood of imitation…
1. Model‟s behavior receive reinforcers.
2. Characteristics of the model.
3. The pleasurable emotional
responses or cues of the model .
4. Similarity of the behavior.
5. Visibility of the modeled behavior .
6. The easiness of the behavior .

66. Presented by:-
1.Bavna Hiranandani.
2.Shruti Poddar.
3.Nidhi Shah.
4.Nida
5.Megha Jain.
6.Veerata Sathe.
7.Payal Kamat.