Behavior Modification: Principles and Procedures 5th Edition. by . Raymond G. Miltenberger received his Ph.D. in Clinical Psychology in from Western Michigan University. He is currently a . I have the fourth edition of this book. Behavior Modification Principles and Procedures (4th ed) (Your students can perform closely resemble those discussed in Miltenberger’s text. Buy Behavior Modification: Principles and Procedures 4th edition ( ) by Raymond G. Miltenberger for up to 90% off at Textbooks. com.

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Instructors across the country have praised Sniffy, a realistic digital rat in a Skinner Box, for his ability to give students hands- on experience in setting up and conducting experiments that demonstrate the phenomena of classical and operant conditioning. Users begin by training Sniffy to press a bar to obtain food. Then, they progress to studies of more complex learning phenomena. Available on a cross-platform CD-ROM, the Lite version of Sniffy includes 16 exercises that cover the essential phenomena of learning psychology.

Students grow to love Sniffy as he helps them learn to: The CD-ROM comes with a Lab Manual that walks users through the steps necessary to set up classical and operant conditioning experiments. For more information, visit www. Sniffy, a friendly, animated rat in a Skinner Box, helps you explore the principles of operant conditioning. Order a copy of Sniffy Lite today! Michele Sordi Print Buyer: Dan Moneypenny Production Service: Bessie Weiss Text Designer: Cheryl Carrington Marketing Manager: Sara Swangard Photo Researcher: Anne Williams Marketing Assistant: Melanie Cregger Copy Editor: Linda Yip Cover Designer: Mary Noel Cover Image: Thomson, the Star logo, and Wadsworth are 10 Davis Drive trademarks used herein under license.

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Used herein under license. Library of Congress Control Number: Miltenberger received his Ph.

Miltenberger conducts ap- plied behavior analysis research with his students and publishes widely in the areas of habit disor- ders, functional assessment and treatment of be- havioral disorders, and self-protection skills train- ing. In addition nodification spending time with his family, he enjoys running, golf, baseball, and travel. The fourth edition has kept change. This text is intended for undergraduate stu- The goal of this fourth edition as with the dents or beginning graduate students.

The text is divided into 25 relatively short chapters, each of I have made a concerted effort in this text to which covers a manageable amount of informa- be gender neutral. When discussing case exam- tion moodification example, one principle or procedure. Finally, Chapters 20—25 help the reader learn easily. This informa- mental principles of behavior established in ex- tion will be utilized in each subsequent chapter.

In the Next, Chapters 4—8 focus on the basic principles belief that the student will better understand the of operant and respondent behavior. These The quizzes are on perforated pages, which can boxes are intended to help the student organize be easily torn out 44th that the instructor can the material in the chapter.

Practice Tests Practice tests at the end of each chapter have short-answer essay questions, com- Examples for Self-Assessment In the early chap- plete with page numbers where the answers can ters on basic principles Chapters 4—7 there are be found. These exer- cises give students an opportunity to think about Self-Assessment Questions At intervals through- how the procedures are applied in real life.


Behavior Modification Principles and Procedures (4th ed) Pages 1 – 50 – Text Version | AnyFlip

To answer these questions, Misapplication Exercises The application ex- students will need to utilize the information ercises are followed by misapplication exercises. These ques- In each milttenberger, a case example is provided, and the tions will help students assess their understanding procedure from the chapter is applied to the case of the material. In most cases, answers are pre- in an incorrect or inappropriate manner.

The sented in the text immediately following editiion student is asked to analyze the case example and question. Wdition principles or procedures. Students must use infor- to Applications and Misapplications are in the mation from earlier chapters on behavior record- ing, graphing, and measuring change to analyze the graphs.

Cita- Chapter 2 has new information on structured tions for these articles have also been provided. Chapter 4 has an can be easily accessed online by students. The added discussion of social versus modfication JABA website is http: Instructors can assign these articles from Lalli et al.

Chapter 12 has a new miltenbergre on in situ training, a method used to increase List of Key Terms After each Chapter Summary generalization following the use of behavioral section, there is now a list of the new terms that skills training.

New chapter headings are pro- were used in the chapter. The list of key terms vided to help the reader better organize the re- shows the page number on which each term was search on antecedent control in Chapter The best way to study for a test is to test 1. Read the assigned chapters before the class yourself. After reading and rereading the meeting at which the chapter is milteenberger be dis- kodification and your class notes, test yourself in cussed.

Answer the practice test questions mitenberger the end end of the chapter and see if you can give of each chapter. If you can answer each the correct answer without looking up edltion question, you know that you understand the answer in the text or in your notes. Complete the end-of-chapter quizzes to as- principle or procedure in the chapter. Complete the application and misapplica- side. While studying, look at the term or tion exercises at the end of the procedure question on one side of the card and then chapters.

Give yourself more need to turn the cards over less and less days to study as more chapters are in- often. Once you can supply the answer or cluded on the test. Consider the following examples. Their marriage counselor arranged a behavioral contract with them in which they agreed to do several nice things for each other every day. As a result of this contract, their positive interactions increased and their negative interactions argu- ments decreased.

Over time, the hair-pulling stopped and her hair grew back in.

Francisco was gaining a lot of weight and decided to do something about it. He joined a weight loss group. At each group meeting, Francisco deposited a sum of money, set a goal for daily exercise, and earned points for meeting his exercise goals each week.


If he did not earn enough points, he lost part of his deposit money.

Francisco began to exercise reg- ularly bwhavior lost weight as a result of his participation in the group. The residents of Cincinnati were making thousands of unnecessary directory assis- tance calls per day. These calls were clogging up the phone lines and costing the phone company money.

The company instituted a charge for each directory assistance call, and the number of calls decreased dramatically. You will notice that each of these examples focuses on some aspect of human be- havior and describes ways to miltenberged the behavior.

Behavior is not a static characteristic of the per- son. You can measure the frequency of a behavior; that is, you can count the number of times a behavior occurs e. You can measure the duration of a behavior, or the time from when an instance of the behavior starts until it stops e.

You can measure the intensity of a behavior, or the physical force involved in the behavior e. Frequency, duration, and intensity are all physical dimensions of a behavior. Because a behavior is an action, its occurrence can be observed. People can see the behavior or detect it through one of the senses when it occurs. Because it is observable, the person who sees the behavior can describe it and record its occurrence. See Chapter 2 for a description of methods for recording behavior.

Some- times the effect on the environment is obvious. You turn the light switch, and the light goes on an effect on the physical environment. You raise your hand in class, and your professor calls on you an effect on other people.

You recite a phone number from the phone book, and you are more likely to remember it and to dial the correct number an effect on yourself. Sometimes the effect of a behavior on the environment is not obvi- ous.

Sometimes it has an effect only on the person who engages in the behavior. How- ever, all human behavior operates on the miltennberger or social environment in some way, regardless of whether we are aware of its impact. Basic behavioral principles describe the functional relationships be- tween our omdification and environmental events.

Behavior Modification Principles and Procedures (4th ed)

Once you understand the environmental events that cause behaviors to occur, you can change the events in the environment to alter behavior. Consider the 4tj in Figurewhich shows the disruptive behavior of a child with autism in the classroom.

When the child receives high levels of attention from the teacher, his disruptive behavior rarely occurs. When the child receives low levels of attention from the teacher, his disruptive behavior occurs more frequently. An overt behavior is an action that can be observed and recorded by a person other than the one engaging in the behavior.

However, some behaviors are covert. Covert behaviors, also called private events Skinner,are not observable to others. For example, thinking is a covert behavior; it cannot be observed and recorded by another person.

Thinking can be observed only by the person engaging in the behavior.