Methods for Modifying Behavior in Children - Research Paper Example

Methods for Modifying Behavior in Children In order to increase or decrease the frequency through which certain behaviors are exhibited by individuals, for example; children, behavior modification is often used. Different techniques are used in order to bring out certain attitudes and behaviors that might be considered appropriate by making the said individuals react to certain stimuli. This can either be done through positive/negative reinforcement or extinction/satiation if the behavior is deemed destructive and/or disparaging. Psychologists have been on the frontline in trying to find the most effective techniques that might aid children in the development of proper and appropriate behaviors. It is considered a treatment approach that ultimately replaces, eliminates, or reduces undesirable traits in most children (Fabianoa et al., 2008). This paper will examine three such techniques, how they are used in modern times, and how effective they can be when used appropriately and on time. One technique that seems to be used to yield results would be the contiguity theory of learning. This theory focuses more on the movements of an individual rather than the behavior of the individual(s) in question. The theory tends to suggest that if a stimulus has been accompanied by a certain movement, then upon its recurrence, the said movement(s) will be repeated. In this theory, it is next to impossible to bring in the aspects of rewards or punishment that often is the case with other techniques of behavior modification. It is some form of conditioning where the individuals may be groomed to learn certain movements associated with certain stimuli, thus; proper instruction must follow specific tasks (Milford, Austin & Smith, 2007). The individual in question must be active in order to be exposed to the various stimuli that are presented. Edwin R. Guthrie was one of the pioneers of this theory and is famous for ensuring that this school of thought paved the way for many more scholars. Its use in the transformation of certain behaviors among individuals, even children, can be seen with the fact that learned behavior can and may be altered with practice (Milford, Austin & Smith, 2007). That being said, it is impractical to reward or punish certain behaviors as this might ultimately affect the stimuli or situations present. Rewards or punishment in this learning theory may be associated with the provided stimuli or situation, thus; bringing about unexpected results. It only takes one trial for connections to be made, and once children learn to associate certain responses to certain stimuli, rewards or punishment may not be necessary. Another technique that may be used in behavior modification is operant conditioning. This has been identified, in some quarters, as instrumental learning. In this method or technique of learning, different behaviors are met by punishment or rewards depending on the behavior exhibited. Individuals in this technique are forced to identify with pleasure or displeasure depending on their behavior. This technique deals with reinforcement and support or punishment in a bid to change behavior. By applying the continuous principle, it is possible for this technique to help a child develop a behavior that was never previously exhibited. If after every successful performance the child is rewarded, then the feeling of achievement is often associated with doing the right thing. This means that unsuccessful trails on certain aspects may be reduced (Fabianoa et al., 2008). By behaving appropriately, the child can be subject to performances where they can avoid aversive stimuli or situations, hence; improve their exceptional performance. What usually happens in this learning approach is that the actors are not the ones being punished for their actions, rather; it is their actions that are punished or reinforced. This form or technique of behavior modification enables the young mind of a child to understand that it is crucial for their actions to seem beneficial to them and those around them. This means that, all actions carried out may be done in order to satisfy a pre-conditioned state that needs to feel good, appreciated, or even acknowledged. This often leads to individuals reinforcing certain tendencies that bring about some of the above mentioned aspects (Olchowski, Foster & Webster-Stratton, 2007). Last but not least, there is classical conditioning. Classical conditioning involves pairing of conditioned with unconditioned stimulus. The combination of the two concepts is aimed at bringing an individual to get accustomed to the conditioned stimulus, which is often neutral, in order to portray a conditioned response. In terms of learning, children can learn to get accustomed to associating certain stimuli to a certain response from their end, hence; determine what needs to be done, and how it needs to be done. The behaviors of children can, thus; be strengthened or weakened depending on the consequences of their overall actions (O’Donohue & Ferguson, 2006). It is in this concept of behavior modification that the principle of extinction can be introduced. In this scenario, the child may be used to getting rewarded for certain actions performed at certain times. However, this can be taken away should the child fail to do as required, or act undesirably. This may give the child some time to think of the actions that led to the removal of any privileges she/he once had, and may think of ways of getting them back. This is the extinction principle, but one should be careful since the child may start acting aggressively for the lack of reward after certain acts, knowingly or unknowingly (Olchowski, Foster & Webster-Stratton, 2007). Taking time to explain that only certain acts constitute a reward, it is possible to allow the child to carry on with acts that only benefit the child, and not lead to certain destructive behaviors. It should also be taken into account that always rewarding a child may lead to enabling them in a way that they may not be satisfied with the rewards. In such a scenario, one can introduce another form of reward by slowly incorporating it into the routine, and at the same time, reducing the first reward system. It is my belief that the most effective behavior modification technique is based on principles brought forth by operant conditioning. These basic tenets reflect what children at a young and tender age need in order to be responsible to people around them and society at large. By establishing a pattern with the child, a parent, counselor, or even teacher can discourage unwanted behavior, encourage wanted behavior, or even eliminate unwanted behavior in the extinction principle. Behavior modification may be the only solution to helping a generation of children that is otherwise faced with the challenge of technology, diversity, and cultural integration. This is as opposed to the use of medication to help them modify their behaviors. That being said, it is vital to find out more ways of incorporating techniques that modify behavior, without adversely affecting the child. References Fabianoa, G. A., Pelham, W. E., Colesb, E. K., Gnagya, E. M., Chronis-Tuscanoc, A., & O'Connora, B. C. (2008). A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clinical Psychology Review, 29(2), 129–140. Milford, J. L., Austin, J. L., & Smith, J. E. (2007). Community reinforcement and the dissemination of evidence-based practice: Implications for public policy. IJBCT, 3(1), 77–87. O'Donohue, W., & Ferguson, K. E., (2006). Evidence-based practice in psychology and behavior analysis. The Behavior Analyst Today, 7(3), 335–352. Olchowski, A. E., Foster, E. M., & Webster-Stratton, C. H. (2007). Implementing behavioral intervention components in a cost-effective manner: Analysis of the incredible years program. Journal of Early and Intensive Behavior Intervention, 3(4), 284–304. Read More