COGNITIVE
BEHAVIOR
MODIFICATION
(CBM)
Cognitive-behavioral modification (CBM), also
known as behavior therapy or cognitive therapy, is an
approach to cognitive-behavioral therapy that focuses
on changing negative self-talk and life narrative to
positive self-talk. The premise of this approach to
therapy is that negative self-talk can reflect in a
person's behaviors. In other words, bad thoughts lead
to bad actions, which leads, usually, to bad outcomes.
Taking the example of Amanda, she didn't respect
herself, so neither did the men that she dated.
The goal of CBM is to change a person's self-
described narrative or life story from negative to
positive. This is done by focusing on the client's
strengths and resilience. CBM also helps clients
forgive themselves for misdoings in the past and
move forward with hope and positivity for the
future. With a favorable change of perspective
and life narrative, a client's actions and behaviors
will expectantly follow suit.
Main Proponent:
Donald Meichenbaum is a psychologist
noted for his contributions to cognitive behavioral
therapy (CBT).1 He developed a therapeutic technique
called cognitive behavior modification (CBM), which
focuses on identifying dysfunctional self-talk in order
to change unwanted behaviors. In other words, Dr.
Meichenbaum views behaviors as outcomes of our
own self-verbalizations.
Anxiety-Ridden Thoughts Hinder Your Recovery
Panic disorder, agoraphobia, or other
anxiety disorders often result in certain thought
patterns and behaviors that may hinder recovery.
For example, let’s say you have to attend a
meeting at work tomorrow. You’re anxious and
fearful that you will have a panic attack at the
meeting.
You may tell yourself, “What
if I have a panic attack and have to
leave the meeting? I would be so
embarrassed.” So, you call in sick to
work the next day so that you can
avoid the meeting.
What if you were able to change your
thoughts? And, what if by changing your
thoughts, you are able to attend the work
meeting instead of avoiding it?
Using CBM, changing thoughts
and behaviors, including avoidance
behaviors and panic responses, is a three-
phase process:
Phase 1: Self-Observation
This phase involves listening closely to
your internal dialogue or self-talk and observing
your own behaviors. You want to be especially
aware of any negative self-statements that are
actually contributing to your anxiety and panic
symptoms.
For example, do you tell yourself negative
messages, such as "I'm not smart enough," "People
don't like me," or "Everyone can see how neurotic I
am."
To help you become more aware of your negative
self-statements, it may be beneficial to write them
down. Tracking this type of dialogue will help you
become even more aware of when it's happening.
If you can, try jotting it down in a
notebook as soon as possible after it occurs.
If that doesn't work for you, try journaling at
the end of the day, writing down all the
negative self-talk you can remember. You
may be surprised to discover just how often
you are setting yourself up for anxiety
throughout the day.
Phase 2: Begin New Self-Talk
Once you recognize your negative self-
talk, you can begin to change it.
As you “catch” yourself in familiar negative
thought patterns, you recreate a new and
positive internal dialogue. “I can’t” becomes “It
may be difficult, but I can.”
Scratch off the negative
statements in your journal and
write these down in their place.
Practice saying them until you
start to believe them.
These new self-statements or
affirmations now guide new behaviors.
Rather than using avoidance behaviors to
cope with panic disorder and anxiety, you
become willing to experience the anxiety-
provoking situations. This leads to better
coping skills, and as your small successes
build upon one another, you make great
gains in your recovery.
Phase 3: Learn New Skills
Each time you are able to identify and
restructure your negative thoughts and change
your response to panic and anxiety, you are
learning new skills. When you are now acutely
aware of your thoughts, you are better able to
gauge your anxiety and react in a more useful
manner.
When your negative thoughts control you, it
becomes difficult to control your behavioral
responses to unpleasant situations. But, CBM can
give you back some lost control. As your
thoughts change from negative to positive, you
start to behave differently in many situations.
And, you will likely find that others react
differently to the new “positive” you as well.
COGNITIVE BEHAVIOR
MODIFICATION (CBM) IN A
CLASSROOM SETTING
Cognitive Behavior Modification (CBM)
focuses on teaching students how to be in control of
their own behavior by changing their thought
processes and self-talk. This process is derived from
the well-known techniques of cognitive behavioral
therapy and used in a therapeutic setting for patients
suffering from anxiety, depression, and other mental
health issues. CBM can be very effective when used in
classroom, because it helps students become more
aware of their behavior and what they need to do to
change it.
An effective strategy when implementing
CBM in the classroom is self-monitoring. Self-
monitoring is the process of involving students with
measuring and comparing their own behavior. For
example, your student Ethan is struggling with being
disruptive and interrupting classroom instruction. You
first need to identify the specific behavior that needs
to change. In this case, Ethan needs to be quiet during
lessons so that his peers can focus on the lesson.
You will review the data with Ethan at a
specified time and choose rewards that are
appropriate for him. These rewards need to be
motivating, so Ethan should choose them with your
approval. For example, if he is not disruptive for
three intervals in a row and successfully self-
monitors his behavior, he can earn ten extra
minutes at recess. You will continue to look at the
self-monitoring data and check in with Ethan at
scheduled times.
The goal of self-monitoring is to
fade out the process of recording data and
rewarding success, because the student is
self-regulating his behavior without the
teacher's help. In our example, Ethan would
not be interrupting the lessons or his peers
and will have attained his target behavior
goal.
THANK YOU!