MODIFICATION MODULE PROGRAM

CONDUCT
INTRODUCTION TO BEHAVIOR MODIFICATION

STEPS TO MODIFY BEHAVIOR

METHOD OF PROCEDURE AND STEPS OF SYSTEMATIC OBSERVATION

BEHAVIOR MODIFICATION TECHNIQUES: INTRODUCTION

TECHNIQUES TO INCREASE BEHAVIORS: POSITIVE REINFORCEMENT

TECHNIQUES TO INCREASE BEHAVIORS. TOKEN ECONOMY

TECHNIQUE FOR MAINTAINING BEHAVIORS: INTERMITTENT REINFORCEMENT

TECHNIQUE FOR TEACHING NEW BEHAVIORS: SHAPING OR TECHNIQUE OF

THE SUCCESSIVE APPROACHES

METHOD FOR TEACHING NEW BEHAVIORS: MODELING OR IMITATION

METHOD FOR TEACHING NEW BEHAVIORS: CHAINING

TECHNIQUE FOR REDUCING BEHAVIOR: EXTINCTION

TECHNIQUE FOR REDUCING BEHAVIORS: TIME-OUT

TECHNIQUE FOR REDUCING BEHAVIORS: RESPONSE COST

TECHNIQUES FOR REDUCING BEHAVIORS: PUNISHMENT

TECHNIQUE FOR REDUCING BEHAVIORS: OVERCORRECTION

TECHNIQUES THAT ACT ON THE BACKGROUND OF BEHAVIOR:

CONTAINMENT

THE GENERALIZATION

APPLICATION OF BEHAVIOR MODIFICATION TECHNIQUES IN THE CLASSROOM

MODULE SUMMARY

1. Introduction to behavior modification.

We understand behavior as any act of an organism, observable and measurable,
internal or external. The terms behavior, reaction are used interchangeably,
response and activity.

Genetic, environmental, and other factors influence a person's behavior.

cognitive.

To define a behavior in an operational way, we must break it down into its

observable and measurable components. We must also take into account the
situation in which it occurs.

Behavior modification aims to promote change through

the psychological intervention techniques to improve behavior of the
people.

The areas of application in which behavioral modification is shown

effective are education, behavioral problems in mental retardation, autism and
schizophrenia, behavioral medicine, clinical psychology, psychology of the
organizations and sports psychology.

In the field of education, interventions focus on the modification of

the behavior in the classroom, in academic behavior and in students with
special problems.

Behavior modification techniques can be applied to the field of

education of people with developmental deficiencies to train skills of
self-help, social skills, professional skills, and skills of
free time

In patients with schizophrenia, behavior modification programs

Their main objective is to improve social relations and inclusion.
labor

Behavior modification is also applied in the healthcare field, for example,

in the treatment of chronic pain, stress, headaches, asthma, insomnia and
smoking among others.

Another area of intervention is community prevention.

2. STEPS TO MODIFY BEHAVIOR.

a) Observe the behavior we want to modify.

b) Create a list of behaviors that need to be modified.

c) Choose one or more behaviors.

 d) Select and plan the behavior modification technique that will be
will apply.

e) Apply the chosen technique effectively.

f) Evaluate the results.

g) train the generalization.

3. WAY OF PROCEEDING AND STEPS OF SYSTEMATIC OBSERVATION.

The first step to observing a behavior is to define that behavior.

operatively. We must identify the antecedent and consequent stimuli
through a narrative record and an analysis of the sequence. When observing
And to record a behavior, we can choose different measurement methods. The
the most commonly used measurement methods are frequency, duration, and intervals.

Behavioral recording techniques.

1. Frequency log.

Definition: records the number of times a specific behavior occurs

during a certain period of time.

Examples: number of pages read, number of papers thrown on the ground.

Characteristics: appropriate for behaviors that have a beginning and an end.

clearly defined (discrete behaviors). It can be recorded on a sheet or with
an accountant.

2. Duration registration.

Definition: records the time when a behavior occurs.

Examples: time to finish a task, time that arrives late.

Features: you can register with a watch or stopwatch.

3. Temporal sampling record.

Record the presence or absence of a given behavior within an interval.

temporal.

Records behaviors that do not have a clearly defined beginning and end. It is a
Useful record for behaviors that occur at least once every fifteen minutes.

3.1. Full Interval Temporal Sampling.

Definition: it registers the response when it is emitted over the entire interval
complete.

Examples: work in silence, play with another child.

Features: tends to underestimate the presentations of behavior. It is useful.

when the behavior is not interrupted.

3.2 Partial interval temporal sampling.

Definition: it records the response when a single case of it occurs in the

interval.

Ejemplos:insultar, gritar, arrebatar un juguete.

Features: useful for recording behaviors that may occur at moments

fleeting. Tends to overestimate the occurrence of the behavior.

3.3 Temporary sampling of momentary interval.

Definition: records the response that is issued at the moment it ends

interval.

Examples: sucking the thumb, swinging.

Features: useful for recording behaviors that are prone to persist

for a certain time.

When we have decided which measurement method we will use, we decide who
it's going to be observed, we prepared the registration forms, we planned the
observation periods, the place of observation, the instruments of
observation and we decided who will carry out the observation. Once the observation is done
An evaluation of the accuracy of the observation is carried out.

Exercise proposal.

Next, we present a list of behaviors; we suggest that you

What type of record would you think to use to observe them?

Daniel's well done exercises.

Ramon sticks to himself.
Luisa arrives late to class (it's interesting to know the time and the times she arrives late).
Juan remains seated.
Inés insults another child.
Aina raises her hand to speak.
Jorge breaks objects.
Arnau interrupts while the teacher is speaking.
Maria swings in the chair.
José presents the homework.
Carmen wets the bed.
Santi smokes
The teacher shouts at the students.

4. BEHAVIOR MODIFICATION TECHNIQUES

The introduction has discussed the modifiable nature of behavior and it

we can therefore value behavior as something we can change if we wish.
we wish or if the environmental conditions favor it.

The environmental conditions that can favor changes in the

behavior can be:

Antecedent conditions of behavior, that is, everything that precedes it.

appearance of behavior, whether physical situation, behavior of others,
events that occur before the behavior in question.
Consequences of behavior, that is, the contingencies that will favor that
the behavior is maintained, increased, or reduced.

Some behavior modification techniques act on the consequences of

the behavior:

The techniques to increase behaviors are:

Positive reinforcement.
Token economy.
Behavioral contracts.
Negative reinforcements

The techniques to maintain behaviors are:

Intermittent reinforcement.

The techniques for teaching new behaviors are:

Shaping or successive approximations.

Modeling or imitation.
Chaining.

The techniques to reduce behaviors are:

Extinction.
Time-out or time out.
Punishment.
Overcorrection.
Response cost.
Differential reinforcement.
 Other techniques act on the background, for example:

Containment.

5. TECHNIQUES TO INCREASE BEHAVIOR: POSITIVE REINFORCEMENT.

Positive reinforcement consists of offering a pleasant stimulus, object, or event.

immediately after the individual performs the desired behavior or
adapted. The application of reinforcement increases the likelihood that it
repeat that behavior.

Positive Reinforcement is used when we want to:

Incorporate new behaviors.

Increase the frequency or intensity of behaviors that already exist.
Increase existing behaviors and in this way achieve a reduction.
other undesirable and incompatible ones that we reinforce.
Maintain behaviors that already exist but would not be sustained without effort.
because a habit has not been established in its execution.

Types of reinforcements:

Tangibles-intangibles, depending on whether we can touch them or not.

Primary or unconditional-secondary or conditioned, depending on whether
satisfy basic and universal or learned needs and interests
cultural.
Of activity, if they are not objects or things but rather what is rewarding is a
determined activity.
Natural-artificial, or also called intrinsic-extrinsic depending on whether the
reinforcements that the individual will find in their natural environment when performing the behavior
(pass an exam if studied) or if they are applied prior to scheduling for
achieve an increase in behavior.
Cumulative, if they can be saved, stored, and later exchanged
for another reinforcement.

Guidelines for selecting a reinforcement.

The reinforcements must be:

Desired by the individual.

Related to behavior, that is, it is offered whenever it is presented.
behavior.
Simple, they should not be expensive so that they can be managed frequently.
Immediate, more immediate the lower the cognitive level of the subject.

Contingent stimuli to a behavior prove to be reinforcers only if

they manage to increase the frequency or intensity of a behavior.
Steps to follow for the application of Positive Reinforcement.

Operationalize the behavior.

Try to reward the learning process more than the final behavior (see
successive approximations.
Clarify to the interested party the behavior that is expected from him and the reinforcement that will be
obtain.
Be clear that we are reinforcing the behavior, not the individual.
Do not change the established rules regarding expected behavior and reinforcement.
to achieve.
If we value that we need to change the rule, we should do it before it is presented.
conduct not later.
Select the appropriate reinforcer, that is, the one that motivates the interested party to act.
an effort to change behavior.
Facilitate the acquisition of the reinforcement at the beginning, by creating a clear program for
reduce the amount of reinforcement obtained.
In the face of complex behaviors, it is necessary to initially reinforce attempts, in order to
increase the demand gradually.
Develop a reinforcement program that includes maintenance.
and the generalization of behavior.
Change reinforcers to avoid a saturation effect of the reinforcer.
Do not give the reinforcement if the behavior has not been exhibited. Never give the reinforcement beforehand.
of what the behavior presents.
Ensure that we are not unintentionally reinforcing inappropriate behavior.

6. TECHNIQUES TO INCREASE BEHAVIORS.

It is a technique for increasing behaviors that consists of reinforcing the behavior.

through the use of a symbolic element that acts as reinforcement,
temporarily, awaiting to be exchanged for the real reinforcer.

For this reason, when performing the conduct(s), vouchers, points, tokens are offered.
stickers, etc.… that will later be exchanged for what is proper
reinforcing.

A token economy is applied when:

We want to address several behaviors at once.

Other simpler methods have failed.
When simple contingencies in groups of individuals have not reached the
expected goals.
When it is desired to avoid the use of powerful aversive contingencies.
We cannot use immediate reinforcement and instead we offer
immediately the point or value, which symbolizes the reinforcement.

Characteristics of the cards.

Manipulable, they can be stored and quantified so that the subject
know why you will be able to change other things later.
Eye contact. The subject must be able to see them to control what may come.
conseguir.
Resistant and striking, so that they can be manipulated without suffering greatly.
deterioration.
Appropriate for the target population and chosen according to age
of the subject.

Stages in the development of a Chip Economy program.

Description of behavior in clear and understandable terms.

observable and registrable, that is, to operationally define the behavior to be addressed.
Determination of the tokens that will be obtained by performing the behaviors in the
indicated moments.
Definition of appropriate reinforcers and creation of the list of reinforcements.
Establishment of the tracking system, determining the delivery times, the
person who will deliver the forms and where they will do it.
Establishment of a token exchange system for reinforcers
defining the moment, frequency, and place of exchange.
Establishment of a registration system.

7. TECNICAS PARA MANTENER LA CONDUCTA: EL REFUERZO INTERMITENTE

A behavior is maintained or stabilized when a Reinforcement is received.

intermittent. Intermittent Reinforcement consists of reinforcing some, not all, the
emissions of behavior, which was previously established through reinforcement
continuation.

Intermittent reinforcement can be:

Of fixed ratio if it is applied every x times a behavior occurs, always the

same number of times.
Of variable reason, if applied after several behaviors are emitted but
not necessarily the same number of times.

How to apply intermittent reinforcement

Reduce the frequency of reinforcement. Initially use a fixed ratio schedule and
subsequently switch to a variable rate program.
Replace artificial reinforcement with natural reinforcement.
Add reminders to facilitate the behavior to be presented. The reminders
they are the discriminative stimuli.

With intermittent reinforcement we achieve:

Generalize behavior to different situations.

Avoid the satiety of the offered reinforcement.
It comes closer to the natural situation. Behaviors are reinforced from time to time.
when in the natural environment.
Enhances the development of intrinsic motivation.

Intrinsic motivation.

A behavior is maintained by intrinsic motivation.

when the natural consequences inherent to the performance of the conduct
they can be reinforcing in themselves. For example, finding satisfaction in carrying
clean teeth so that the habit of brushing them is maintained.

8. TECHNIQUE FOR TEACHING NEW BEHAVIORS: SHAPING OR TECHNIQUE

FROM SUCCESSIVE APPROACHES.

The technique of successive approximations is a technique that is used to

to teach new behaviors, that is, behaviors that do not exist in the behavioral repertoire
of the subject.

The technique consists of sequentially reinforcing different behaviors,

starting with behaviors that may resemble very slightly the conduct
what we want to teach. As these behaviors are learned, they
they will strengthen others that come closer to what the final goal is, until
to achieve learning from the final behavior.

The initial behaviors are the behaviors we start from and reinforce.
initially, although they resemble very little the behavior we want
to teach.

The final behavior is the behavior we want to teach and that did not exist in the
behavioral repertoire of the subject.

Steps to follow:

Specify the final behavior or objective. The behavior must be realistic and functional.
(useful for the subject).
Establish the behavior from which we start.
Plan the different steps to follow to reach the final goal.
Having a wide menu of reinforcers to use.
Increase or decrease the number of scheduled steps based on the response and
learning speed of the subject.

REMEMBER: Through the method of successive approximations we achieve

teach a behavior that the individual did not know. Sometimes we explain to the
individual what they must do without thinking that learning involves practice and
habituation.

9. METHODS FOR TEACHING NEW BEHAVIORS, IMITATION OR MODELING.

Modeling or imitation is a technique for teaching new behaviors, not
existing in the subject's repertoire.

Through imitation, the individual learns the new behavior because they see it.
performed on another subject who acts as a model. Observe how it is done and the
consecuencias positivas que tiene para el sujeto modelo la realización de la
conduct

Through imitation, new behaviors are learned and can also be

new behaviors or responses of anxiety. For example, in the case of phobias.

When is imitation used?

When we want to teach new behaviors, using the model subject observes
the way to carry it out.
When we want to disinhibit anxiety responses, e.g. phobia to elevators,
the model will demonstrate how it is possible to get into an elevator without presenting a
response of anxiety or flight. The observed behavior helps the subject to
overcome the fear.
When the intention is to teach the subject to face new situations and the
Lack of self-awareness can generate anxiety. For example, taking a child to the...
pediatrician to see how they vaccinate another child and observe how the child
the model faces it, if it has never been given a vaccine before.

Characteristics of the model:

The model must be as similar to the observer as possible, in terms of age, sex, or social group.
The model must have a certain prestige for the observer.
The model must demonstrate effectiveness in solving tasks to learn the form.
to solve them.
The model is more useful if the observer has a history of reinforcement.
previous with the model subject.

Characteristics of the observer:

The observer must have a good capacity for attention and observation, otherwise...
They should train these skills beforehand.

Presentation formats of the model:

It can be presented directly, that is, with the model subject present in front.
from the observer. E.g. Classmate who provides a model on how to stay
quiet in class.
Through filming. E.g. Filming can be done of subjects facing each other.
to an anxiety-inducing situation such as being the object of a surgical intervention.
Through fantastic models like movie characters, cartoons,
drawings in panels, etc.
Procedure:

Choose the most suitable model.

Give the instruction 'Do the same as I do' or 'Do the same as the child.'
Se presenta la conducta modelo
If he is unable to imitate it, physical guidance is provided to perform the behavior.
imitate.
Ensure that the model subject receives positive reinforcement for the behavior to be imitated.
Offer positive reinforcement for the imitated behavior, even if it was prompted.
through physical guidance.

10. METHODS TO TEACH NEW BEHAVIORS.

THE CHAINING.

Chaining is a method for teaching behaviors that do not exist in the

repertoire of the subject.

The behavior to be taught is a complex behavior, made up of a set of

behaviors. Some of the behaviors involved may already be known by the
Subject, but it should be taught that they are issued one after another in a chained manner.

The method consists of reinforcing a behavior that will lead us to the next one.
will also be reinforced and so on until achieving
to chain them or link them all.

The chaining can be forward, if it is reinforced starting from the

first behavior of the chain and it continues forward in the sequence of
behaviors.

Backward chaining can be done if we start by reinforcing the

latest behavior of the chain and the sequence is continued by reinforcing the behaviors
precedents.

11. TECHNIQUES FOR BEHAVIOR REDUCTION.

THE EXTINCTION.

Extinction is a technique used to reduce behaviors that consists of

prevent undesirable behavior from being reinforced by the contingencies
environmental. Therefore, it is necessary to identify the environmental consequences
that maintain behavior and control them so that they do not occur.

Application rules:

Identify the environmental reinforcing stimuli that maintain the behavior that
it must be eliminated.
Control the appearance of environmental reinforcers.
Reinforce behaviors incompatible with the one we want to extinguish.
Apply extinction consistently, otherwise what we will be doing
it is to reinforce at times, ignore at others and this is the same as applying a reinforcement
intermittent.
Verbally specify the conditions of the extinction before applying it, if the
cognitive level of the subject allows us. In young or deficient children
mental, we cannot warn but extinction can be equally effective
even if more trials are required for that.

Extinction is generally the most effective and least aversive method to eliminate or
reduce disruptive behaviors.

Extinction cannot be used if the disruptive behavior is dangerous.

Extinction is more effective if we combine it with methods to increase

alternative behaviors and behaviors incompatible with disruptive behavior.

12. TECHNIQUES TO REDUCE BEHAVIORS. TIME OUT.

The Time out consists of removing the subject from the environment in which they can obtain
the reinforcements, for a limited period of time, in a way
contingent on the emission of maladaptive behavior.

It can be applied in cases where extinction is not indicated, as it may be

case of dangerous behaviors or group situations in which it is impossible
to ensure that the whole group ignores the behavior or there is even the possibility of
that the group imitates possible aggressive behaviors resulting from extinction.

Rules for correct application:

Use time-out combined with behavior reinforcement techniques

incompatibles.
Identify the environmental stimuli that are reinforcing the behavior in order to
remove the subject from this situation.
The technique should not be used excessively as it confuses the subject and results in
aversive. An excessive use will be considered if the isolation time is excessive.
or is used for many behaviors simultaneously, in this case it is possible that
we are causing the subject to remain for too long
in isolation.
Apply it rigorously every time the disruptive behavior occurs.
The isolation area should be as close as possible to the place where it
produce the behavior.
The timeout area should be a place free of possible distractions or
entertainments. It should not be a frightening or aversive place, just boring.
Start with brief periods of isolation and increase it if it does not yield results.
Children are estimated to need 1 minute for each year of age.
Notify in advance that the method will be applied and specify the behavior that will be.
intervention object through isolation.
Ignore any complaints, comments, tantrums, or protests that arise in the
moment of applying the time out. That is to apply extinction to any
disruptive behavior that occurs at the time of application.
The isolation time will start to be counted from the moment when
that no other maladaptive behaviors are presented. (Time is not counted until
that stops screaming or crying).
Do not apply it in cases where time could be used to evade other situations.
which are aversive to the subject.
Do not apply it if the subject engages in self-stimulatory behaviors during the time of
isolation. They are a form of self-reinforcement.

When we apply time out, we should not explain, reason, scold, yell or
to express anger, tiredness or other emotions.

We must apply it with indifference, calmness (even if it is apparent),

serenity and firmness.

13. TECHNIQUES FOR REDUCING BEHAVIORS. THE RESPONSE COST.

The Cost of Response is a technique for reducing behaviors, also called

negative punishment.

The cost of response consists of removing a positive reinforcer in a way that

contingent on behavior. That is to say, specific amounts of certain quantities are lost.
reinforcer, previously obtained, when exhibiting inappropriate behavior.

It is an aversive method as it aims for the individual to react.

positively in the face of the loss of something that was satisfying, (Seeking that it is
an effective reference.

Any type of reinforcer, whether natural or artificial, can be withdrawn. E.g. Javi has
he finished his duties quickly and because of this he has time to go out to the square to play.
His mother has reduced half an hour of his time because he tripped someone.
his brother and has hurt his forehead. (the game time in the square is
a natural booster )

If a token system is used to enhance adaptive behaviors, they can

remove tokens due to inappropriate behavior. (The tokens are a reinforcement)
artificial).

It is a quick, effective, and long-lasting method.

Application:

Review the application of other less aversive techniques such as extinction, the
differential reinforcement of other behaviors or the differential reinforcement of
incompatible behaviors.
Use the combined response cost for reinforcement techniques.
incompatible behaviors with maladaptive behavior.
Choose a stimulus from among the privileges that the subject receives, which is effective.
effective to take it away and for whom he would be able to fight to recover it.
A significant amount of reinforcement must be removed from the first
moment. Increase the amount progressively as we observe
that does not have the desired effect, is not very effective and causes the subject's adaptation
to the situation of punishment.
Allow him to have reinforcers obtained through appropriate behaviors and
to avoid losing them all. When I can no longer lose, I will stop trying
for achieving.
Negative balances are not allowed. Working to pay off debts is
demotivator for performing the unwanted behavior.
Inform about the method to be used and the amount of reinforcement that will be removed for the
disturbing behavior (in this way we also avoid applying it depending
of the state of tolerance of the one who applies it).
Provide information on the amount of reinforcement gained or lost to maintain the
motivation.
Apply it rigorously to the previously agreed behaviors. Do not expand them.
others taking advantage of the success achieved with the first application.
Keep a daily record of the amount of reinforcement gained or lost to not
depend on memory or on our tolerance.
The application must be immediate upon the issuance of the conduct.
Reduce the cost of response as disruptive behavior
reduce and increase desirable behaviors.

The cost of response is like imposing a fine for engaging in a behavior.

inadequate.

Disadvantages:

It can generate aggressive or avoidance behaviors.

Requires that the subject has reinforcers in order for it to be applied.
If the subject is used to high fines, they will not respond with fines of
low intensity.

It is necessary to know how to measure the amount of response cost to apply so that it is not
neither too little nor too ineffective, because it will also end up being so. The measure
only time will give us the experience and the continuous review of the way in which
we apply the techniques.

14. TECHNIQUES TO REDUCE BEHAVIOR. PUNISHMENT.

Punishment is a method to reduce behaviors that consists of applying a

aversive stimulus immediately after the emission of the behavior
disadapted to eliminate.
A stimulus acts as a punishment only if it succeeds in reducing the rate of the behavior.
what we are dealing with.

With punishment, we manage to eliminate the behavior immediately.

after applying the punishment, but there is a possibility that it will happen again
forward.

The stimulus that acts as a punisher is called an aversive stimulus.

Advantages of punishment.

Quick response detention. It is very important in the face of dangerous behaviors.

Facilitates discrimination. Helps to understand unacceptable behaviors.
Instructions for the colleagues. The group can also recognize behaviors.
unacceptable due to vicarious learning.

Disadvantages of punishment.

Escape or flight reaction. Excessive punishment generates anxiety and rebellion.

escape responses and behavioral problems in the long run.
Generalization. It can provoke the generalization of the escape reaction or
flight from situations that arise along with punishment.
Modeling Effects. Punishment through physical aggression can shape the
aggressive behavior, that is to say, the subject may learn aggressive behavior from
the person who applies it.
Punishment as a reinforcer. Punishment is a powerful reinforcer for the person who
It applies. Punishing has the immediate consequence of stopping the behavior.
so the person applying it may be tempted to use it all the time.
to stop the behavior.
Tolerance to punishment. The individual who frequently receives punishments...
they are used to receiving them and they stop having effect so it tends to
present them in an increasingly intense or aversive manner.
Provocation of self-negative assertions. The frequent use of punishment causes
in the individual who receives it, a loss of self-esteem.
Negative reactions from the rest of the group. The group that observes how another is
punished can collaborate in the ridicule of this or can put himself to his
side justifying the conduct subject to punishment.

REMEMBER:

REMEMBER: We are not punishing a person, we are punishing the behavior.

undesirable. For this reason, the punishment will be presented whenever it appears the
undesirable behavior if we have programmed it that way, without tolerating or consenting to it in some
at times and punishing at others.

15. BEHAVIOR REDUCTION TECHNIQUES. OVERCORRECTION.

Overcorrection is a method to reduce behaviors that consists of requiring
that the subject excessively compensates for the consequences of the behaviors
inadequate.

Overcorrection can be applied in two ways;

Restitutive overcorrection implies restoring the damage caused to the situation

original.
Overcorrection of positive practice. It entails restoring the damage done and
repeat the repair behavior several times.

Application rules:

Evaluate other less aversive behavior reduction techniques first.

Make sure it is important to apply an aversive method for the behavior in
question.
Notify the subject when the behavior occurs and if not, apply.
immediately the overcorrection.
The duration of the overcorrection should be moderate to avoid provoking tolerance.
to the method.
Combine with positive reinforcement of appropriate behaviors.
Program the overcorrection in all environments where it occurs.
conduct
Train all people involved in the treatment.
Be prepared for the difficulties of applying the technique: screams, kicks,
etc.
Keep a record of the evolution of behavior.

Advantages:

Reduce the advantages of punishment, such as aggression or other inconveniences of

this.
Teach the child appropriate behaviors, since we are teaching him the
correct posture
Observers or the rest of the group can learn the desired behavior by
vicarious learning.

Inconvenientes:

Difficulty in predicting how long we should apply overcorrection for

that the behavior does not occur again.
In certain behaviors, it is difficult to identify what we can do to restore the
damage.
Need to involve all the people who are with the child for it to be
eficaz.
It is an aversive method, although it is less so than punishment.

REMEMBER:
The chosen behavior for overcorrection must be topographically
related to behavior.

It must immediately follow the inappropriate behavior.

It must involve an active effort so that this serves as a brake on behavior

inadequate.

16. TECHNIQUES THAT ACT ON BEHAVIORAL HISTORY.

SUMMARY OF CONTAINMENT

Containment involves preventing the undesirable behavior from occurring.

by physical or mechanical means.

17. THE GENERALIZATION.

We can assert that generalization has occurred when certain behaviors that
they have recently acquired are expanded and maintained in a new situation.

For example, Ana has learned to start a conversation in a group of

social skills. What will happen when you are in front of your peers?
his class or the neighbors in his neighborhood? Will he put into practice what he has learned?

Guidelines for training in generalization.

Highlight the common elements: we must explain what situations are similar.
so that I remember the behavior to apply.
Change immediate reinforcement to intermittent reinforcement: once the behavior is already
it is established in a stable manner, a change from continuous reinforcement to reinforcement
intermittent before training in generalization can promote the
maintenance of this behavior and facilitate generalization.
identify and use discriminative stimuli: that is, use signals,
instructions or gestures that the patient or student may interpret as
reminders of the behavior that should be followed.
Train behavior in different situations.

18. APPLICATION OF BEHAVIOR MODIFICATION TECHNIQUES IN THE CLASSROOM.

There are different factors that increase the presence of maladaptive behaviors.
in class such as the difficult temperament of a student or that a
student suffers from a psychological disorder. But the teacher's attitude is also a
factor that can increase behaviors that distort functioning of
the class. An inappropriate educational style or incoherent guidelines make
that the student receives rewards for being disobedient or for showing a
inappropriate behavior. In this way, maladaptive behaviors
increase.
The educational style that is considered most useful for avoiding conflicts and promoting
the relationship between teacher and student is a democratic one. The teacher with style
democratic attempts to help students optimize their intellectual capacity and their
personal development, what promotes learning. Besides the educational style,
It is important for the teacher to have information about the different disorders,
knowledge about the application of behavior modification techniques in
class and ability to promote coordination between the school, the parents and the
professional.

When we talk about modifying behaviors, we refer to teaching, increasing,

decrease, eliminate or extend that behavior according to the set objective.

To modify a student's behavior in class, the first step is to observe and

analyze the behavior, that is, what the student does. The second step is
operationally define the behavior we want to change. We elaborate a
double listing, on one hand the behaviors we wish to establish or increase and
on the other hand those that we wish to reduce or eliminate. For each behavior to
to decrease or eliminate, we will always have the opposite of increasing. We must
choose one or two behaviors to modify (we will not modify them all at once) and
plan the behavior modification technique that we will apply. Before
applying the technique it is advisable to inform the student of what is expected of him
the consequences of their behavior. The information we will provide
it will depend on their age and personal characteristics. Let us remember that the
{"extinción":"extinction","el tiempo fuera":"time out","el castigo":"the punishment","la sobrecorrección":"overcorrection","el coste de respuesta":"response cost"}

they are techniques used in the classroom that eliminate disruptive behaviors of the
students in the class. Reinforcement and point economy are techniques that
effectively applied in class, increase desired behaviors.
shaping, modeling, and chaining are used in class for
enseñar nuevas conductas a los alumnos. El entrenamiento en generalización
it serves to expand a behavior learned in class to other situations.

There are a series of general guidelines that, when applied consistently

they facilitate the teacher's work in the classroom. For example, to modify behavior,
establish classroom rules for all students and not just for the student who
presents maladaptive behaviors; avoid situations that facilitate the
inappropriate behavior of the student; use records to verify the
improvements and/or dividing a goal into steps and reinforcing each step to facilitate
learning new behaviors.

In some cases, modifying the conditions of the class, that is, the distribution of
the furniture, of the students, the space, etc. It is enough to change the
conduct or provide a more immediate improvement.

EXERCISES.

Below we present some of the most common problems that occur

present in class. You must design a behavior modification program, it is
say, define the behavioral objective, select the technique to be used and explain
how to apply it.

Nuria does not finish the exercises. She has to do a sheet with six exercises in
about 30 minutes. Most have finished and she has completed the first exercise.
because he/she has become distracted.
Marc constantly gets up from the chair to sharpen a pencil, throw away a piece of paper or
show the teacher the unfinished task.
When the teacher explains, Jorge gets distracted talking to his classmate and does not
listen.
Silvia is a student who makes inappropriate comments, shouts, and makes faces.
in class. All his classmates are laughing and their 'thank yous' are increasing.
Los alumnos de primero, en clase de gimnasia se entretienen cambiándose de
clothes take a long time to come out.
A third-grade student plays with the objects on the table, they fall, he picks them up and
take the opportunity to hide under the table.
The teacher assigns Javier a worksheet, he complains and refuses to do it.
The teacher watches as a student spits on his car.
Marta is a student who does not participate in class, she seems to listen but never
s/he says nothing spontaneously, only responds if the teacher asks
directly.
During the change between classes, Pau doesn't let the teachers speak, he stands next to them and
they interrupt him until the teachers stop talking to attend to him.

BIBLIOGRAPHY.

Kazdin A. E. (1994): 'Behavior Modification and its Practical Applications.'

Modern Manual. Mexico.
Labrador F. J. Larroy, C., and Cruzado, J. A. (1995): "organization systems of
contingencies: token economy and behavioral contracts, Manual of Techniques
of Therapy and Behavior Modification, Madrid, Pyramid.