Lifted from the seminar: “Elements and Application of Behavior Modification” by Barbra Dans-Paguia, BFI Directress.
Roberts, M. (2001). Research in Practice: Practical Approaches to Conducting Functional Analyses that all Educators Can Use. The Behavior Analyst Today, 3 (1), pp.83-97
that all behaviors occur for a reason. Behavior is any observable, measurable, learned and repeatable act of a person that can be changed.
BEHAVIOR MODIFICATION is a strategy by which the occurrence of desired behaviors are increased by rewarding it with favored outcomes…… and theoccurrence of inappropriate behaviors is decreased by the removal of any rewarding consequence or putting an undesired consequence after the behavior.
It is also a technique for teaching tasks or skills; it uses different forms of reinforcers until desired skill is learned; it also integrates different strategies for teaching new skills and managing behaviors that interfere with the learning process.
BRIDGES uses this process in managing behaviors:
1. Identify the Problems (the problem must be defined, usually by count or description).
3. Clarify all the elements of the problem (“why” and “what”)
4. Establish behavioral objectives (set goals in the same measurable terms)
5. Set strategies/interventions
6. Implement the plan
7. Assess/Evaluate effectiveness of strategy/interventions employed.
A functional behavioral assessment is needed before performing behavior modification. One of the simplest yet effective functional behavioral assessment is called the "ABC" approach, where the analysis of observations are made on Antecedents, Behaviors, andConsequences.
Correct with love!