Behavior Modification and Intelligence. Target Behavior

Behavior Modification and Intelligence
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Behavior Modification and Intelligence
The principle of operant conditioning was initially proposed by B.F. Skinner which defines most of behavior modification theories and therapies. It defines a behavior based on its consequences. Favorable and positive effects increase a behavior while adverse consequences decrease the chances of that behavior re-occurring. The concept of association is linked to operant conditioning in which a behavior increases or decreases in frequency based on reward or punishment (Browning, 2017) e.g. a child appreciated for his efforts in class will most likely try to do better next time. Thus, repeated similar consequences can result in changing the behavior. For behavior modification, the consequences are required to be consistent and invariable, though their ratio or interval of presentation may vary. The basic techniques of behavior modification such as reinforcement (positive and negative), punishment (Type I or Type II), contingency management, token economy, schedules of reinforcement and extinction are mostly based on operant conditioning.
Part 1: Behavior Modification
Target Behavior
The target behavior selected for this part is increasing a child’s on-seat duration. Currently, the 6 years old child A.L. is hyperactive and is unable to sit attentively and calmly on the chair for more than 30 seconds. Upon repeated commands, he will settle down in the chair but leave again within 30-40 seconds. In order to increase the on-seat duration and decrease fidgetiness, behavior modification techniques will be used.
ABC analysis of behavior. While the behavior is leaving his seat repeatedly, the antecedent i.e. the reason for leaving the seat might be to get a hold on an object of interest. A.L. might be curious or behave in such a manner due to distraction and disinterest in the presented activity. As for the consequence, leaving the seat may provide him with what he wanted or what he was interested in.
Reason and benefit from the change. On-seat duration is extremely important for a pre-school to the child to demonstrate patience during activities. Changing A.L.’s behavior will enhance his compliance, teacher-student coordination, attention, and concentration, command following and will also have a remarkable effect on his quality of work. It will benefit the child by improving his school-going abilities and may also aid in his confidence building.
Techniques and Principles
Step 1: Positive and negative reinforcement. The principle of operant conditioning will be used through positive and negative reinforcement (Domjan, 2018). A primary and secondary reinforcer will be identified e.g. a biscuit and praise, respectively. Activities of interest will be placed in front of A.L. with least form of distractions in the room. The therapist or teacher will repeatedly give instruction to sit down and continue the activity of interest e.g. block building. The therapist or teacher will also keep a time tracker so that A.L. may be rewarded with a biscuit after every 1 minute. Verbal instructions will be highly focused upon.
Step 2: Schedules of reinforcement. To increase behavior two different types of schedules will be implemented i.e. fixed interval and variable interval (Domjan, 2018). Initially, the fixed interval will be used i.e. A.L. will be rewarded with biscuit and praise after every 1 minute. Gradually as his on-seat duration increases, the therapist or teacher can shift to variable interval in which A.L. might be rewarded after 2, 3 5 or 10 minutes depending on individual needs.
Step 3: Generalization. This step will aim to generalize the behavior in multiple settings, fade the amount of reinforcement provided and form a contingency plan. Firstly, A.L. may now be introduced to different settings including little distractions or other children. His reinforcers may also be shifted from primary to secondary and intervals can be moved from fixed to the variable interval. In additi...