Behavior modification is a general term for the informal use of the principles of behaviorism in modification of human behavior. These principles (e.g. reinforcement of desired behaviors, functional behavior assessment, planned ignoring of problem behavior, etc) are applied in the development of interventions that seek to identify a problem behavior, recognize its function (i.e. what purpose it serves for the child), and identify/teach/reinforce a replacement behavior that serves the same function in pro-social manner.
Applied behavior analysis refers to the formal and systematic use of the principles of behaviorism by a trained behavior analyst.
Behavior modification is an approach often used with persons with disabilities who are exhibiting problematic behaviors. As an approach to developing an intervention for children with disabilities, behavior modification has an advantage in its focus on external, observable behaviors. The child is not required to have the capacity of developing insight into her behavior and as such behavior modification can be used with persons with significant cognitive delays.
When people think of behavior modification and applied behavior analysis, they often associate these terms with interventions for children with autism. The principles of behaviorism, however, can and are used in all classroom and home environments. Each time a teacher tells a student "Good Job" when they complete a task, the teacher is using a verbal reinforcer to increase the probability of the future occurrence of the behavior. When a parent tells a child that he cannot have dessert until he finishes his peas, she is using the Premack principle that states that more probable behaviors will reinforce less probable behaviors.
Some parents are concerned that behaviorism teaches children to expect to be rewarded for what they should want to do intrinsically. It is important to note, however, that intrinsic motivation is dependent on cognitive and social-emotional development. Additionally, in teaching a skill by providing extrinsic motivation via reinforcement, the opportunity to develop intrinsic motivation continues to exist and can be encouraged concurrent to the use of extrinsic reinforcement.
Sunday, March 18, 2012
Typical verses Atypical Development
Typical development of a child is characterized by achievement of developmental milestones (e.g. walking alone, speaking first words, etc.) within certain age ranges. It is important to remember that each milestone typically occurs within a range of time (i.e. months) and that two different children may reach a milestone at at different ages and still both be considered typical in their development.
When a parent notices the failure of a child to achieve a developmental milestone (e.g. walking alone, speaking first words, etc.) by an expected age, they may be concerned about a potential disability. While it is true that delays in achieving certain developmental milestones may be a sign of disability, it is important to remember that even children who are atypical in reaching a developmental milestone may or may not have a disability. When we look at the physical, communication, cognitive, and social-emotional development of children as part of the assessment process for a disabling condition in the field of education, we consider both individual achievement of milestones and overall achievement as potential pieces of useful information. For example, if we see a child who has not spoken her first words by 15 months, but has achieved all other milestones within normal limits we would have less concern than if we saw a child who had mild delays in all developmental milestones.
If you have concerns about your child's development, contacting your local school district will allow them to direct you to the proper individuals that may assist you in determining if your child has a disability and is eligible for early intervention services or special education services.
When a parent notices the failure of a child to achieve a developmental milestone (e.g. walking alone, speaking first words, etc.) by an expected age, they may be concerned about a potential disability. While it is true that delays in achieving certain developmental milestones may be a sign of disability, it is important to remember that even children who are atypical in reaching a developmental milestone may or may not have a disability. When we look at the physical, communication, cognitive, and social-emotional development of children as part of the assessment process for a disabling condition in the field of education, we consider both individual achievement of milestones and overall achievement as potential pieces of useful information. For example, if we see a child who has not spoken her first words by 15 months, but has achieved all other milestones within normal limits we would have less concern than if we saw a child who had mild delays in all developmental milestones.
If you have concerns about your child's development, contacting your local school district will allow them to direct you to the proper individuals that may assist you in determining if your child has a disability and is eligible for early intervention services or special education services.
My Background
My background includes 19 years in the field of education, including 9 years as a school psychologist practicing in public school settings. I am a Board Certified Behavior Analyst and a Nationally Certified School Psychologist, with a master of science in counseling (option: school psychology), a master of arts in special education (mild/moderate/severer), and a master of arts in teaching (social studies). As I post, I will be addressing topics related to behavior, disabilities, and special education. I would also like to answer questions related to these areas to assist parents in better understanding interventions (academic and behavioral), processes (e.g. Special Education, 504 process, IEP meetings, Student Support Team Meetings, etc) , and systems of support (e.g. schools, school districts, advocacy groups, public agencies, private agencies, etc).
Welcome to SPEC
Welcome to my blog for parents of exceptional children. I have created this blog as a resource for parents who have questions about special education, behavior modification, and available resources.
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