Lowe Syndrome Association

Principles of Behavior Modification

by Joseph Fedor, MA., and Bill Campoli, M.A.
NY State Office of Mental Retardation and Developmental Disabilities
Broome Developmental Center, Binghamton, NY

Behavior modification is a collection of techniques based on the scientific principles of learning/conditioning which are systematically applied to modify a behavior. It is not the only means of modifying behav;or but it is one of the most effective with certain populations and behaviors.

Before one attempts to modify a behavior they must ask themselves three important questions:

Is the behavior the result of a medical/physical condition which may not be amenable to behavior modification? (This determination should be made by a physician.)
Is the behavior really problematic (i.e., does it interfere with functioning or is it merely an annoyance?
Do I have the right to modify the behavior, possibly against the will of the other person?

If the last two questions can be answered in the affirmative and the behavior is not a medical/physical condition, then one may proceed to attempt to modify the behavior.

It should be kept in mind that behavior modification is very difficult and yet can be very effective if the scientific rules of behavior modification are followed. Simply stated, a stimulus (external events, internal events) elicits a response (behavior). The behavior will either increase, decrease or be eliminated depending on what follows the behavior (the consequence). For example, Johnny is hungry (internal stimulus), he asks for a cookie (behavior), his mother gives cookie (consequence). As a result of a positive consequence the behavior is likely to increase (Johnny is likely to ask for cookies in the future).

Let us look at how one evaluates behavior to modify it. The process is called a functional analysis of behavior, or the A-B-C Model (antecedent-behavior-consequence model).

The initial process focuses on observation. As a parent, you must be able to describe the behavior that you see, its length of time (duration), the impact it has on the environment (intensity, typically rated from mild to severe), and the number of times it occurs (the frequency). The behavior selected to be changed is called the target behavior.

Typically, a target behavior will be consistently preceded by a stimulus or antecedent event, which will indicate the behavior is likely to occur. Antecedents are external (environmental) or internal events. Do not confuse the behavior with its antecedents. Often, prior to the behavior becoming fully manifest, a chain of behaviors will be observed. Other behaviors may be observed prior to the target behavior occurring, e.g., Johnny is observed to walk quickly, curse, and stomp his feet prior to the tantrum (target behavior) which consists of lying on the floor, kicking and yelling. In this instance the walking quickly, cursing and foot stomping are not the antecedents but part of the behavior. You would need to see what consistently precedes the rapid walking, etc., in order to find the antecedent. You would also make rapid walking, cursing and foot stomping part of the target behavior.

Consequences are those events which nearly always follow a behavior. The consequence, depending on the type applied, will have the ability to strengthen, weaken or eliminate the behavior, e.g., Johnny tantrums and his mother takes away the privilege of going out after school (punishment-weakens) or Johnny asks for a cookie and his mother provides it (positive reinforcement-strengthens) . (See "Model of Behavior Chart" on page 18.)

Once you have selected the desired target behavior and have undertaken the A-B-C's, you are ready to modify the behavior. There are several important rules which must be followed in order for a behavior modification program to work. These include consistency, contingency and immediacy of consequence.

Consistency refers to the consistent application of the intervention (consequences) to the target behavior each and every time it occurs. Choose interventions which you can always provide, as inconsistent application may result in variable reinforcement of the behavior and actually increase the occurrence, e.g. every time Johnny tantrums, he is sent to his room (consistency), vs, sometimes when Johnny tantrums, you have him sit on your lap, hug him and ask if he is feeling OK and sometimes you send him to his room (variable).

Contingency is the application of the consequences to the target behavior and only the target behavior. Therefore, the consequence is based on each observation of the behavior, e.g., it is reported by a sibling that Johnny broke a glass during a tantrum, but Johnny says he simply dropped it. Since this was not an observed incident, the consequence should not be applied. Consequences should be chosen so that they do not normally occur in the environment for a variety of other behaviors. This will diminish the effect of the consequence, e.g., if Johnny receives verbal praise for numerous behaviors, then you should consider a different consequence (cookie) to reinforce the desired behavior.

Immediacy of reinforcement is of critical importance, especially in using positive or punishing consequences. The consequence needs to be applied within several seconds to minutes, in order to achieve maximum effectiveness, e.g., if Johnny begins yelling while in the grocery store, he should be immediately removed from the store and the behavior should be consequated. You should not cajole or threaten him during the rest of the shopping trip as this may reinforce (with attention) the target behavior. You also should not wait until you get home to consequate the behavior, as this diminishes the effectiveness of the intervention.

As we have mentioned, there are many principles to develop acquisition of, diminish, or eliminate behavior.

A - B - C MODEL OF BEHAVIOR

A=Antecedents	B=Behavior	C=Consequences
Events which consistently precede this target behavior.	The beheavior targeted for modification.	Event(s) which consistently follow the target behavior.
Who: sibling, parent, friend, classmate, stranger, neighbor... What: noise, hunger, discomfort, fatigue, fear, frustration... When: time of day, night, pre, post, and during activity... Where: home, school, park, store, bedroom, kitchen...	Observable Measurable Descriptive Avoid Generalizing Avoid Labeling Avoid Personalizing	Always a reinforcer when developing a behavior. Always a punisher when reducing a behevior. Reinforcer or punisher must be based on individual preference. Should be consistent, contingent, as immediate as possible.

Acquisition of behaviors Positive reinforcement - Any consequence which follows a behavior and increases the frequency of that behavior.
Primary reinforcers - Those consequences, nonbiological, which acquire reinforcing value through learning (e.g., praise, money, smiles, parental attention).
Premack principle - A behavior that occurs often can be used to reinforce a behavior that occurs less often (e.g., having your child finish his meal before he can go outside).
Shaping - Development of a new behavior by providing reinforcement for successive approximations of the final behavior.
Modeling - A procedure in which the desired behavior is demonstrated to an individual to induce that individual to repeat the behavior.

Reduction of behaviors
Punishment - Any consequence which follows a behavior and reduces the rate of that behavior (e.g., extinction, time out, loss of a privilege).
Planned ignoring/extinction - Deliberate or intentional withholding of a reinforcing consequence (typically attention) in an effort to decrease or eliminate the behavior.
Time out (from positive reinforcement) - A procedure for decreasing a specific unwanted behavior by removing a person from the opportunity to receive attention or other rewards whenever he engages in that specific undesired behavior.
Response cost - The loss of a previously earned reinforcer following the occurrence of an undesired behavior (e.g., a speeding ticket, loss of allowance). Differential reinforcement - Reinforcing a behavior or group of behaviors while concurrently ignoring an undesirable behavior.

Restitution - Correcting or setting right the environment which was disrupted or disturbed by the undesirable behavior.
Overcorrection - Correcting or setting right the environment which was disrupted or disturbed by the undesirable behavior and doing this in such a manner that more is corrected than was actually disturbed or disrupted.

If you believe that your son is in need of having a program developed to aid in acquisition, reduction or elimination of behaviors, this should only be undertaken with the supervision of a mental health professional, specifically a behavioral specialist or psychologist. If you are in need of assistance, you should contact your son's physician, school personnel and/or local mental health/mental retardation program for referral to the appropriate resource.

If you have specific questions regarding your son's condition or problem, or desire additional information, please contact Bill Campoli, Joe Fedor, or Becky Stuart at Broome Developmental Center, 241 Glenwood Road, Binghamton, NY 13905, telephone (607) 770-0580 or (607) 770-0364.

On The Beam Winter/Spring, 1990 (9:1)