Training Teachers to Use Behavior Modification.

PsycCRITIQUES ◽  
1977 ◽  
Vol 22 (11) ◽  
Author(s):  
Alan E. Kazdin
Keyword(s):  
Behavior Modification ◽  
Use Behavior

Why Teachers Do Not Use Behavior Modification Procedures

1990 ◽  
Vol 1 (4) ◽  
pp. 309-320 ◽  
Author(s):  
Saul Axelrod ◽  
Lynn Moyer ◽  
Brian Berry
Keyword(s):  
Behavior Modification ◽  
Use Behavior

Behavior Modification in the Treatment of Hypertension

1978 ◽  
Vol 8 (3) ◽  
pp. 257-265 ◽  
Author(s):  
Harold A. Ziesat
Keyword(s):  
Essential Hypertension ◽  
Medical Treatment ◽  
Behavior Modification ◽  
Blood Pressure Monitoring ◽  
Control Subjects ◽  
Peer Reinforcement ◽  
Treatment Measures ◽  
Blood Pressures ◽  
Experimental Subjects ◽  
Use Behavior

This study examines the use of a behavior modification program as an adjunct to the medical treatment of essential hypertension. The subjects, outpatients with medically treated, but uncontrolled, essential hypertension, were exposed to group interaction (including such processes as peer reinforcement, peer competition, and cognitive dissonance), individual blood pressure monitoring, stimulus control, and direct social influence. The control subjects received only routine medical treatment for their hypertension. Results indicated that the experimental subjects significantly decreased their diastolic blood pressures between pre- and post-treatment measures (spanning a period of four weeks), whereas the control subjects showed no such change. Thus it appears possible to use behavior modification to help in the treatment of essential hypertension.

scholarly journals TERAPI MODIFIKASI PERILAKU UNTUK PENANGANAN HIPERAKTIF PADA ANAK RETARDASI MENTAL RINGAN

Jurnal Ecopsy ◽  
2017 ◽  
Vol 4 (1) ◽  
pp. 41
Author(s):  
SUKMA NOOR AKBAR
Keyword(s):  
Mental Retardation ◽  
Behavior Modification ◽  
Positive Reinforcement ◽  
Mentally Retarded ◽  
Light Metal ◽  
Token Economy ◽  
Psychological Tests ◽  
Hyperactive Behavior ◽  
Intellectual Capacity ◽  
Use Behavior

ABSTRAK Tujuan dari penelitian ini adalah (1) faktor-faktor apakah yang menyebabkan hiperaktif anak pada anak retardasi mental ringan? (2) Intervensi apakah yang tepat untuk anak yang mengalami hiperaktif pada anak retardasi metal ringan?. Subyek dalam kasus ini bernama D, anak laki-laki berusia 12 tahun 3 bulan. D sekolah di SLB Bagian C. Berdasarkan hasil tes psikologi, Kapasitas intelektual D tergolong kurang dan masuk dalam kategori Mild mentally retarded (IQ=52, Stanford Binet), sedangkan berdasarkan hasil asessmen observasi, wawancara dan tes psikologi (tes Binet, Grafis, VSMS) menunjukkan adanya keterlambatan dalam bicara dan berjalan, hambatan dalam berperilaku yaitu perilaku D sangat aktif terutama dalam keadaan situasional seperti di sekolah khususnya di kelas dan sulit berkonsentrasi (mudah teralihkan perhatian oleh stimulus lain). Penyelesaian masalah ini adalah menggunakan modifikasi perilaku dengan menggunakan token ekonomi, untuk di sekolah bekerjasama dengan guru wali kelas D, reinforcement positif dan modelling untuk di rumah yang hasilnya ada sedikit pengurangan pada perilaku hiperaktif, D lebih mampu untuk memusatkan perhatian pada sesuatu yang sedang dilakukan dan lebih mampu untuk mengontrol perilakunya, serta D telah mampu melakukan keterampilan-keterampilan sederhana yang bermanfaat sehingga membantu D dalam aktivitas sehari-hari.  Kata Kunci : Retardasi Mental. Token Ekonomi,Modifikasi Perilaku ABSTRACT The purpose of this study (1) How factors that cause child hyperactivity in children mild mental retardation? (2) How appropriate interventions for children who have hyperactivity in children light metal retardation ?. The subjects a child aged 12 years and 3 months. Based on the results of psychological tests, subjects classified as less intellectual capacity and in the category Mild mentally retarded (IQ = 52, Stanford Binet), while based on the results of asessmen observation, interviews and psychological tests (Binet test, Graphics, VSMS ) indicate a delay in speech and walk, obstacles in the act that is the behavior of the subjects are very active, especially in the situational circumstances such as in schools, especially in the classroom and difficulty concentrating (easily distracted attention by other stimulus). Completion of this problem is to use behavior modification using a token economy, positive reinforcement and modeling for the home which result there was a small reduction in hyperactive behavior. Keywords: mental retardation. token economy, behavior modification

A WORKSHOP TO TRAIN COMMUNITY-CARE STAFF TO USE BEHAVIOR MODIFICATION TECHNIQUES

1975 ◽  
Vol 26 (10) ◽  
pp. 636-641
Author(s):  
William J. DeRisi ◽  
Monica Myron ◽  
Macie Goding
Keyword(s):  
Behavior Modification ◽  
Community Care ◽  
Care Staff ◽  
Use Behavior

Risk Attitudes and Behavior Among Norwegian Adolescents

2005 ◽  
Vol 10 (1) ◽  
pp. 25-38 ◽  
Author(s):  
Hilde Iversen ◽  
Torbjørn Rundmo ◽  
Hroar Klempe
Keyword(s):  
Public Health ◽  
Traffic Safety ◽  
Behavior Modification ◽  
Health Programs ◽  
Risk Attitudes ◽  
Community Based ◽  
Public Health Programs ◽  
The Core ◽  
And Behavior ◽  
Attitudes And Behavior

Abstract. The core aim of the present study is to compare the effects of a safety campaign and a behavior modification program on traffic safety. As is the case in community-based health promotion, the present study's approach of the attitude campaign was based on active participation of the group of recipients. One of the reasons why many attitude campaigns conducted previously have failed may be that they have been society-based public health programs. Both the interventions were carried out simultaneously among students aged 18-19 years in two Norwegian high schools (n = 342). At the first high school the intervention was behavior modification, at the second school a community-based attitude campaign was carried out. Baseline and posttest data on attitudes toward traffic safety and self-reported risk behavior were collected. The results showed that there was a significant total effect of the interventions although the effect depended on the type of intervention. There were significant differences in attitude and behavior only in the sample where the attitude campaign was carried out and no significant changes were found in the group of recipients of behavior modification.

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