David M. Callahan, Ph.D.
Providing Psychological Services to
Cape Cod and Southeastern Massachusetts
Many psychologists and educators attempt to foster a behavior change in children by developing behavior modification programs. While there are literally hundreds of such possibilities, sticker charts or reinforcement schedules that provide rewards for desired behaviors and/or punishment or removal of rewards for negative behaviors, are often employed. These approaches can be very effective, but it is also a general pattern in which these programs often are not complied with particularly effectively over an extended period of time. As a result, perfectly valuable interventions can prove ineffective because of a lack of follow up on the part of the person administering the program.
It has been my observation that there is a point at which most of these programs essentially fall apart. To understand that process, see the graph below. Here we see a chart in which on the left side we see behavior ratings from highly positive behavior, represented by the angel figure, to highly negative behavior represented by the devil figure on the left side of the chart. Typically, an individual who is undergoing some type of behavior modification program will be more towards the negative end of that curve, as represented by the line on the chart below. At point A, a behavior modification program is begun. At that point, we typically see one of two responses, represented by the forking lines after the A on the chart below. There is often a very rapid initial positive response, as individuals show tremendous behavior change when they are initially reinforced for their behavior. There can also be a highly negative response in which behavior worsens. At the outset, for a brief period of time the program is followed but the initial response is very unpredictable, varying from child to child. This initial response is not that critical; rather, continued application of the program is. It is typically shortly after starting a program, at point B represented below, that programs are no longer complied with. For the child who responded positively, the person who administered the program incorrectly assumes that the child has “gotten it,” and thus stops using the reinforcers. It is probably more accurate to perceive the child as compliant with the program initially due to uncertainty about how else to respond. In contrast, the child who is showing negative behavior is often resisting the program, attempting to undermine it. At point B, the program for the child who has shown a positive response is discontinued because it is believed that it is no longer necessary. For the child who responded negatively, it is discontinued because it is perceived as ineffective. I believe that in a well-designed program, each of those interpretations of a child’s behavior is inaccurate. In the early stages of any behavioral modification program, the far more important behavior is that of the program administrator rather than of the child. Sustaining the program past point B is necessary to effect any lasting change.
In the chart below we see a program that was continued beyond point B to point C. In each case, we see some attenuation of the initial response of the child. For the child who responded angelically, there tends to be a slight decrease in the perfection of the behavior, a normal process of individuals once they settle into a behavior. Many of us are good, but few of us are perfect. On the other hand, the child with the negative behavior shows substantial improvement, generally arriving at roughly the same point as the person who responded angelically initially. The key in acquiring that response is to sustain the program long enough that it becomes well ingrained and natural-occurring, typically a period of at least six weeks of consistency followed by some tapering off of the program. If that is sustained, we will typically see youngsters showing improved behavior at a more desirable level than when they began.
If the behavior has not become sufficiently entrenched that it is naturally reinforcing and part of the child’s habits, discontinuation of the program will typically show rapid decline back to the initial baseline, as is represented above. Ultimately, it is the consistency of the program administrator that is most critical in achieving the behavior change that one desires.
One of the worse kept secrets of behavior management is that in creating a program for a child that is effective, we are not only changing the behavior of the child but also the way that we interact with the child. The typical observation is that positive responses from caregivers result in positive responses from those for whom they care. Thus, a focus on building behavior through positive reinforcement and praise and rewards often is not only helpful to the child, but improves the relationship between the child and the caregiver as well.
Changing Behavior with Behavior Plans
