This paper examines two methods of behavior modification, PBS and self modeling, and concludes that self modeling is more useful, because the change in behavior becomes apparent more quickly. More research is needed in the field, however. (5.5 pages; 3 sources; APA citation style)
IIntroduction
The term “behavior modification” refers to the process of changing someone’s behavior from undesirable to desirable. It’s usually thought of in connection with disruptive students, but it can be used for many things; for example, enhancing weight loss by eliminating behaviors that lead to overeating.
This paper looks at two journal articles that describe two different types of behavior modification: positive behavior support and self-modeling. It also references a third article that introduces the concept in a general way and gives us some background. Although behavior modification is appropriate in many settings, I’ll concentrate on the classroom, or else the topic becomes far too large.
IIBehavior Modification – Overview
Duhaney suggests that the first thing to do when dealing with a disruptive student is to determine why the student is engaging in the inappropriate behavior. One tool to help discover the reason is a “Functional Behavioral Assessment” or FBA:
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... was observed between behavioral therapies (systematic desensitization, behavior modification) and the nonbehavioral therapies (Rogerian, psychodynamic, rationalemotive, ... described above plus reinforcement 33. participant modeling, Bandura, this modeling technique involves the participations of ... the self-report measurement aimed at college students to measure assertiveness levels 16. psychodrama, ...
“…a functional behavioral assessment … is a person-centered, problem-solving process that involves collecting data to measure student behavior; determining why a student engages in a particular behavior; and identifying the instructional, social, affective, environmental, and contextual variables that appear to lead to and maintain the behavior.” (Duhaney, 2003, PG).
Once the cause of the behavior is known, the most effective approach to modifying the behavior can be decided. Although Duhaney’s article speaks mainly about intervention in the cases of students with ADD, it is logical to assume that the first step to modifying inappropriate behavior in any setting is to find out the reasons behind it.
IIIPositive Behavior Support as an Alternative to Traditional Disciplinary Measures
Positive Behavior Support (PBS) is, as its name implies, a system of rewarding appropriate behavior and changing inappropriate behavior. It grew from the observation that often, when students are punished for misconduct in traditional ways (curtailment of privileges, being sent to the principal’s office, “Zero Tolerance” programs, etc.), the undesirable behavior actually increased, rather than the opposite. (Safran, 2003, PG).
It was obvious that other methods had to be found.
PBS can be applied to individuals, groups, or to an entire school; it can apply to the school as a whole or only to specific settings (classrooms, halls, playgrounds, etc.) The application of the system is based upon need.
The first step is to collect the data to identify students with disruptive behavior patterns; one data collection method is to ascertain which students have been sent to see the principal most frequently. Other methods are discussed as well.
Once “problem” students have been identified, interventions can be determined. Safran relates that at one school, students who successfully improved their behavior were given “Gotcha!” coupons, presumably to be exchanged for some sort of “prize,” though Safran doesn’t explain what the reward might be. But the coupons were handed out as positive reinforcements for good behavior, not as punishments for inappropriate actions, so we must assume that a student who received a “Gotcha” coupon experienced a double reward: not only the immediate recognition of improved behavior by the teacher in the form of the coupon itself, but the further reward obtained when the coupon was exchanged. This is an example of PBS applied to an entire school.
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When applied to individuals, PBS can be tailored directly to specific needs. In one case, a seventh-grade male with traumatic brain injury was using inappropriate behavior to seek attention due to his frustration. A PBS “team” gave him a “self manager” card and taught him appropriate ways to seek teacher assistance. (Safran, 2003, PG).
This method enlists the student’s aid in modifying his own behavior, which gives him a “stake” in the outcome. (Safran mentions anger management techniques as being used in such situations as well.) But conspicuous from these examples is the idea of punishment: instead, the teachers or others who intervene recognize that there is a problem; they determine the best strategy for dealing with it; and they work with the student in a positive way to bring about the desired behavioral change.
IVSelf-Modeling as Behavior Modification
Albert Bandura pioneered a means of behavior modification known as “modeling” in his experiments with a BoBo doll—a doll that pops up immediately when it’s knocked down. Bandura found that children who were shown a film of his assistant punching the doll immediately repeated that behavior when they were taken to a room containing such a doll. It wasn’t necessary for them to practice the behavior: they repeated it exactly after having merely seen it.
An interesting article by Hitchcock, et al., discusses a relatively new development in modeling, that of “self-modeling.” In this technique, students are taught to modify undesirable behavior by watching themselves engaged in the desired behavior. The “model” can be “high tech” (video); “low tech”, such as “audiotape or still photographs arranged in series; or no tech, such as visualization or role play.” (Hitchcock, 2003, PG).
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The article continues:
“…video self-modeling has been defined as “a procedure in which people see themselves on videotapes showing only adaptive behavior” … Observing a superior level of performance that would indicate future mastery of behavior is a key element. The video is constructed by identifying and filming images of a desired behavior and editing to create an “exemplary” sample of the person performing the desired skill.” (Hitchcock, 2003, PG).
The tape centers on positive images only, and does not use the “feedback” technique in which past failures as well as successes are examined in an effort to correct them and prevent their recurrence.
VThe Better Method
I’ve found that trying to say one method is better than the other is useless; it’s like comparing apples and oranges, and both methods have proven successful. However, if pressed, I would expect the video self-modeling approach to have a greater success rate, because of the tremendous impact of visual stimuli on the subject. Actually seeing oneself exhibiting good behavior, or using a previously unattainable skill, etc., is tremendously powerful.
Hitchcock reports that there has indeed been a good success rate with video modeling, and further, that the improvement is apparent quite quickly, as opposed to the PBS intervention, which might take significantly longer to show results. (Hitchcock, 2003, PG).
However, Hitchcock notes that only 18 studies were examined in his report, so that further research is needed.
In sum, I would have to say that the only responsible conclusion is that the method chosen would have to depend upon the time, money, expertise and other factors available to those making the intervention. They must have the final decision.
VIConclusion
It should not surprise anyone that punishing disobedient students merely creates resentment and a repetition of the problem behavior. Therefore, it is with some relief that I’ve found the old methods being abandoned in favor of newer models that attempt to get at the reasons why students misbehave. Finding the root cause of disobedience is a far more effective way of stopping it than merely punishing the most recent outbreak of bad behavior; it’s like diagnosing and treating the underlying flu rather than just handing someone a box of Kleenex. As we continue to grow in our understanding of human behavior, we can hope to see more and more enlightened approaches to its modification.
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VIIReferences
Duhaney, L.M.G. (2003).
A practical approach to managing the behaviors of students with add. Intervention in School & Clinic, 38, 267-280. Retrieved 18 Sep 2003 from The Gale Group, San Diego Public Library, San Diego, CA at: http://web7.infotrac.galegroup.com/itw/infomark/385/93/36253924w7/purl=rc1_ITOF_0_A101009796&dyn=6!xrn_3_0_A101009796?sw_aep=sddp_main
Hitchcock, C.H., Dowrick, P.W. & Prater, M.A. (2003).
Video self-modeling intervention in school-based settings: a review. Remedial and Special Education, 24(1), 36-46. Retrieved 18 Sep 2003 from The Gale Group, San Diego Public Library, San Diego, California, at:
http://web4.infotrac.galegroup.com/itw/infomark/78/605/40447843w4/purl=rc1_ITOF_0_A97467817&dyn=17!xrn_32_0_A97467817?sw_aep=sddp_main
Safran, S.P. & Oswald, K. (2003).
Positive behavior supports: can schools reshape disciplinary practices? Exceptional Children, 69, 361-174. Retrieved 18 Sep 2003 from The Gale Group, San Diego Public Library, San Diego, CA, at: http://web7.infotrac.galegroup.com/itw/infomark/385/93/36253924w7/purl=rc1_ITOF_0_A99113507&dyn=18!xrn_6_0_A99113507?sw_aep=sddp_main
