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Features

What are your goals for the course?

Martin / Pear have a combined 39 years in teaching behavior modification and have a balanced presentation of the principles and tactics of behavior modification. In turn, the goals they see necessary for student success are organized as follows:

• Teach the elementary principles and procedures of behavior modification. Beginning with the basic principles of procedures, illustrate them with numerous examples and applications, and increase the complexity of the material gradually.
  • Study Questions. Located at the end of each chapter. Promote the reader’s mastery of the material and ability to generalize to situations not described in the text. (examples, pgs. 71, 198, 332)
• Teach practical how-to skills, such as observing and recording; recognizing instances of reinforcement, extinction, and punishment and their likely long-term effects; interpreting behavioral episodes in terms of behavioral principles and procedures; and designing, implementing, and developing programs for the behavior of others.
• Behavior Modification Projects or Activities.
  • Exercises Involving Others. Teach the reader about analyzing, interpreting, and developing programs for the behavior of others. (examples, pgs. 113, 213, 354)
  • Self-Modification Exercises. Encourage the reader to analyze, interpret, and develop programs for his or her own behavior; and guidelines for specific applications. (examples, pgs. 48, 89, 310) 
• Provide advanced discussion and references to acquaint readers with some of the empirical and theoretical underpinnings of the field.
  • Notes and Extended Discussion. Located at the end of each chapter. Separate study questions on the notes are provided for those instructors who wish to use them and as aids for students who wish to broaden their understanding of behavior modification. Information given in the extended discussion sections can also be used by instructors as springboards for lecture material. (examples, pgs. 73, 135, 282)

How much more time and attention do you devote to motivation now versus several years ago?

• Martin / Pear has a stand alone chapter (chapter 19) on motivation titled “Motivation and Behavior Modification” as well as an increase in motivation coverage throughout the text

Would you like more resources to better class discussions and student assessment?

A complete Instructor’s Resource Manual with Tests and Practica. Highlights include:

• Operational definitions of higher-order thinking based on Bloom’s taxonomy in the cognitive domain, with application of these definitions to Study Questions within the text.
• Answer key to all of the Study Questions – including those on Notes and Extended Discussion sections – indicating how students are expected to answer the questions on tests and exams in order to achieve a high level of thinking about the material.
• Pool of multiple-choice and / or true / false questions has also been provided on a chapter-by-chapter basis.
• 15 in-class practica or mini-lab exercises that have been developed and field tested. Each exercise designed to be completed by groups of two or three during regularly scheduled classes. 

New To This Edition

Chapter 1: Added a section on behavior modification and related terms, and added discussion of dimensions of behavior

Chapter 2: Added new references on areas of application

Chapter 3: Changed name of subsecion "Establishing Operations" to "Motivating Operations", and added discussion of the pitfalls of overly simplistic attempts to explain behavior due to positive reinforcement

Chapter 4: Includes addtional examples of conditioned reinforcers

Chapter 5: Added strategies for dealing with extinction bursts and aggression as side effects of extinction

Chapter 6: Clarified the application of schedules of reinforcement to free-operant versus discrete-trials procedures

Chapter 7: Added a section on differential reinforcement of alternative behavior

Chapter 9: Added discussion and a table to distinguish more clearly between different types of prompts

Chapter 10: Added a table listing the dimensions of behavior that can be shaped with examples of each

Chapter 11: Added discussion and a table to distinguish more clearly the three major training methods, and addes examples of superstitious behavior and adventurous chains

Chapter 12: Added a symbol to refer to a discriminative stimulus for a response that will be punished, and added additional discussion of considerations concerning use of punishment by parents and others

Chapter 16:Added the general case approach as a strategy for programming generalization

Chapter 18: Described stimulus and control procedures for treating insomnia

Chapter 19: A new chapter on motivation

Chapter 20 (Formally Chap 19): Added examples of the types of questions typically asked by a behavior therapist during an intake session, and added a sample of a self-report problem checklist

Chapter 26 (Formally Chap 25): Added discussion of how consideration of response effort and motivating operations can enhance self-control

Chapter 27: Rewritten to incorporate new developments in cognitive behavior modification

Chapter 28: Rewritten to provide an updated overview of behavior therapy as treatments with some of the most common clinical problems with outpatients

Chapter 30: Added new information concerning why, in the early years, the term behavior modification evoked a negative reaction

Table of Contents

Part I The Behavior Modification Approach

1. Introduction

2. Areas of Application: An Overview

Part II Basic Behavioral Principles and Procedures

3. Getting A Behavior to Occur More Often with Positive Reinforcement

4. Developing and Maintaining Behavior with Conditioned Reinforcement

5. Decreasing a Behavior with Extinction

6. Developing Behavioral Persistence Through the use of Intermittent Reinforcement

7. Types of Intermittent Reinforcement to Decrease Behavior

8. Doing the Right Thing at the Right Time and Place: Stimulus Discrimination and Stimulus Generalization

9. Developing Appropriate Behavior With Fading

10. Getting a New Behavior to Occur: An Application of Shaping

11. Getting a New Sequence of Behaviors to Occur with Behavioral Chaining

12. Eliminating Inappropriate Behavior Through Punishment

13. Establishing a Desirable Behavior by Using Escape and Avoidance Conditioning

14. Procedures Based on Principles of Respondent Conditioning

15. Respondent and Operant Conditioning Together

16. Transferring Behavior to New Settings and Making it Last: Generality of Behavior Change

Part III Some Preliminary Considerations for Effective Programming Strategies

17. Capitalizing on Exisiting Stimulus Control: Rules and Goals

18. Capitalizing on Exisiting Stimulus Control: Modeling, Guidance, and Situational Inducement

19. Motivation and Behavior Modification

20. Behavioral Assessment: Initial Considerations

21. Direct Behavioral Assessment: What to Record and How

22. Functional Assessment of the Causes of Problem Behavior

23. Doing Research in Behavior Modification

Part V Putting it all Together

24. Planning, Applying, and Evaluating a Treatment Program

25. Token Economies

26. Helping an Individual to Develop Self-Control

27. Cognitive Behavior Modification

28. Areas of Clinical Behavior Therapy

Part VI A Historical Perspecitve and Ethical Issues

29. Giving it all Some Perspective: A Brief History

30. Ethical Issues

Courses

Behavior Modification  (Psychology)

Next Edition(s)

• Behavior Modification: What It Is and How To Do It, 9/E
  Martin & Pear
  ©2011  |  Pearson  |  Paper; 480 pp  |  Instock
  ISBN-10: 0205792723  |  ISBN-13: 9780205792726
  Suggested retail price: $146.20  Buy from myPearsonStoreNet price: $109.65  (What's this?)Brief Description  | 

  

  For courses in Behavior Modification, Behavior Analysis, Applied Behavior Analysis, Behavior Management, Behavior Therapy, or The Psychology of Learning.

   

  Intended primarily for courses taken by students in fields such as Psychology, Education, Counseling, Nursing, and Social Work, this book presents a comprehensive, practical presentation of both the principles of behavior modification and guidelines for their application.

   

  This ninth edition of Behavior Modification: What It Is and How to Do It, like its predecessors, assumes no specific prior knowledge about psychology or behavior modification on the part of the reader. Those who want to know how to apply behavior modification to their everyday concerns–from helping children learn life’s necessary skills to solving some of their own personal behavior problems–will find the text useful. Mainly, however, this book is addressed to two audiences: (a) students taking courses in behavior modification, applied behavior analysis, behavior therapy, the psychology of learning, and related areas; and (b) students and practitioners of various helping professions such as clinical psychology, counseling, education, medicine, nursing, occupational therapy, physiotherapy, psychiatric nursing, psychiatry, social work, speech therapy, and sport psychology who are concerned directly with enhancing various forms of behavioral development. As with previous editions, individuals preparing for Behavior Analysis Certification Exams will also find the text valuable. In this regard it is one of the texts recommended by the Behavior Analysis Certification Board ®.

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• Behavior Modification: What It Is and How To Do It, CourseSmart eTextbook, 8/E
  Martin & Pear
  ©2007  |  Pearson  |  Electronic Book; 464 pp  |  Available
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