• Behavior modification

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 HBHE 600 Midterm

2007 Mean: 36.1 2008 Mean: 36.5

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 HBHE 600 Midterm

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 HBHE 600 Midterm

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 A: 95-100%
Your score
A-: 89-94%
40
B+: 85-88%
B: 81-84%
36
B-: 75-80% = 90% = A-
40
C+: 71-74%
C: 60-70%
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
 Behavior modification
 Observing/monitoring

 Task analysis
 Reinforcement

 Shaping

 Modeling

 Contracting

 Action planning and goal setting

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 Making observations: what is recorded?
 Frequency of behavior (within time frame)

 Duration of behavior

 Perceptions/feelings (rating scales)

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 Making observations
 Observing antecedents and consequences
 Things that stimulate/trigger behavior?
 Stressors?
 Cues?

 Things that reward behavior?

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 Making observations
 Things to keep in mind:
 Record immediately after behavior occurs
 Make note of both positive and negative
information
 Make recording easy to do

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 Self-monitoring
 Goal of self-monitoring
 Gathering of baseline data
 Increases awareness of behavior
 Identification of intervention targets for stimulus control and
reinforcement/extinction

 Difficulties associated with self-monitoring

 Reactivity problem

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 Self-monitoring: examples

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
 Task analysis
 Many behaviors are well-rehearsed behavioral chains
 Interventions may focus on breaking these chains

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 Reinforcement
 All reinforcement results in increases in behavior
frequency or likelihood
 Positive reinforcement
 The occurrence of a behavior
 Is followed by the addition of a stimulus or an increase in the
intensity of a stimulus
 Which results in the strengthening of the behavior

Miltenberger R. Behavior Modification: Principles and Procedures (3rd Edition).

Thomson, Belmont, CA. 2004.

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 Reinforcement
 All reinforcement results in increases in behavior
frequency or likelihood
 Negative reinforcement – removing something
aversive following a behavior
• The occurrence of a behavior
• Is followed by the removal of a stimulus or an decrease in the
intensity of a stimulus
• Which results in the strengthening of the behavior

Miltenberger R. Behavior Modification: Principles and Procedures (3rd Edition).

Thomson, Belmont, CA. 2004.

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 Reinforcement: types
 Unconditioned reinforcer: function as reinforcers the
first time they are presented to most human beings
 Conditioned reinforcer: a stimulus that was once neutral
but became established as a reinforcer by being paired
with an unconditioned reinforcer or an already
established conditioned reinforcer

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 Reinforcement: schedules
 Continuous vs. intermittent
 Continuous: Behavior is reinforced each time it occurs
 Intermittent: Behavior is reinforced on some occasions but not
others
 Variable vs. fixed schedule
 Immediate vs. delayed
 Large vs. small

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 Shaping
 Involves reinforcement of successive approximations to
the desired behavior

 Example: Initially, a diabetic is profusely praised for

making relatively minor, inconsistent changes in
physical activity (walking rather than driving to the
mailbox). Later, only larger, more consistent physical
activity behavior is praised.

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 Modeling
 Conditions that enhance effectiveness of modeling
 Similarity of model to subject
 Higher status model Skilled performance, high
efficacy, low task
 Multiple models difficulty.
 Coping vs. mastery models

Initial struggle, low efficacy, coping,

then achievement, high efficacy.

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 Behavioral contracts
 Contingency

 Non-contingency (self-contracts)

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
 Action planning

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 • Goal setting

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 Goal Setting

Setting goals can serve as a major source of motivation:

–They provide direction

–They provide a reference point to compare progress

–They elicit effort, concentration, and persistency

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 Goal Setting
Set goals that are:
Realistic
Specific
Challenging

Short-term vs. long-term goals

Evaluate and adjust (goals with no feedback don’t work!)

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 Relationship between goal difficulty and goal commitment

High goal
commitment
Behavior change

Medium goal
commitment

Low goal
commitment

Low Medium High

Goal difficulty
UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH
 Performance
vs.
Mastery

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 “You worked so hard!”
vs.
“You’re so smart!”

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

 • Attributions, and self-
regulation

UNIVERSITY OF MICHIGAN SCHOOL OF PUBLIC HEALTH

Self-regulation: A cycle of goals, performance, and interpretation

Goal- Subjective
related norms
attitudes

Behavioral
intention
Self-regulation: A cycle of goals, performance, and interpretation

Goal- Subjective
related norms
attitudes

Behavioral
intention

Behavioral
goal
X
Goal
commitment
Self-regulation: A cycle of goals, performance, and interpretation

Goal- Subjective
related norms
attitudes

Behavioral
intention

Behavioral
goal
X
Goal
commitment
Effort
Concentrat
ion
Persistency

Behavior
Self-regulation: A cycle of goals, performance, and interpretation

Goal- Subjective
related norms
attitudes

Behavioral
intention

Behavioral
goal
X
Goal
Perceived performance commitment
level
Effort
Causal attributions
Concentrat
ion
Persistency

Behavior
Self-regulation: A cycle of goals, performance, and interpretation

Goal- Subjective
related norms
attitudes

Behavioral
intention

Behavioral
goal
X
Goal
Perceived performance commitment
level
Effort
Causal attributions
Concentrat
ion
Persistency

Behavior
Self-regulation: A cycle of goals, performance, and interpretation

Goal- Subjective
related norms
attitudes

Self-efficacy Behavioral
intention

Behavioral
goal
X
Goal
Perceived performance commitment
level
Effort
Causal attributions
Concentrat
ion
Persistency
Affect

Behavior
Self-regulation: A cycle of goals, performance, and interpretation

Goal- Subjective
related norms
attitudes

Self-efficacy Behavioral
intention

Goal
orientation Behavioral
goal
X
Goal
Perceived performance General commitment
level strategy
Effort
Causal attributions
Concentrat
ion
Persistency
Affect

Behavior
Self-regulation: A cycle of goals, performance, and interpretation

Goal- Subjective
related norms
attitudes

Self-efficacy Behavioral
intention

Goal
orientation Behavioral
Behavioral goal
a ch
ro strategy X
p p
a Goal
Perceived performance General commitment
level strategy
Effort
Causal attributions avoid
Concentrat
ion
Persistency
Affect

Behavior
Self-regulation: A cycle of goals, performance, and interpretation

Goal- Subjective
related norms
attitudes

Self-efficacy Behavioral
intention

Goal
orientation sa m e Behavioral
Behavioral goal
a ch
o strategy X
p pr f f er ent
a di
Goal
Perceived performance General commitment
level strategy
Effort
Causal attributions avoid
Concentrat
ion
Persistency
Affect

Behavior