Behavior Modification

The present paper reviews self-reinforcement research in behavior modification. This research suggests that a wide range of responses can be altered, including classroom deportment, academic performance, and studying as well as eating behaviors, smoking, nail-biting, and others. A major area of debate in the self-reinforcement literature is the extent to which external influences contribute to or account for behavior changes usually attributed to self-control. Without embracing a particular conceptual position, examination of the research suggests that several external variables might contribute to self-reinforcement procedures. These variables are rarely acknowledged in investigations as possible sources of influence and include a history of external control in the experiment, criterion setting for the response, self-monitoring, surveillance of the self-reinforcement process, instructional sets, and direct reinforcement or punishment contingencies for the self-reinforcing response or the target behavior. Investigation of these variables will help enumerate both the conceptual basis of self-reinforcement and reveal procedures to enhance the effects of self-reinforcement as a behavior modification technique.

Groups of high socially anxious, low socially skilled (socially incompetent), and low socially anxious, high socially skilled (socially competent) under-graduate males were selected using both a self-report measure of social anxiety and behavioral ratings of both skill and anxiety in a simulated role-play of a dating situation. Selected subjects were then requested to (1) listen to a ten-minute videotape of a female speaker discussing her life and (2) press a switch whenever they felt a response would communicate understanding or rapport. The hypothesis that socially incompetent and competent individuals would respond with the same frequency but would differ in the timing or distribution of their responses was affirmed. The results suggested timing of responses to be an important component of social skill and called into question the adequacy of using frequency counts of behaviors to investigate the specific nature of social skill. Implications for both assessment and treatment of social skill deficits are offered.

Previous research has generally found low correlations between verbally reported fear and avoidance behavior. The present investigation indicated, however, that the level of descriptive detail of self-report measures can be varied so as to increase the strength of the relation between these two fear indices. This suggests that lack of concordance between behavioral and self-report measures of fear generally found in previous research is partly a function of methodological inadequacies associated with self-report measurement.

Three chronic alcoholics were exposed to an aversive conditioning procedure in a laboratory setting. Alcohol was obtained in small quantities by the subject emitting a plunger-pulling response on an operant console. Two electric-shocks were delivered in a punishment paradigm. Shock 1 occurred when the subject picked up the glass and Shock 2 was contingent upon the consummatory response. The intensity of Shock 2 was gradually increased until responding ceased. The results showed (1) alcohol was functioning as a positive reinforcer, (2) suppression of responding was achieved but at unusually high intensities, and (3) each subject demonstrated individualized rates and patterns of responding. The variables responsible for and the ethical and practical considerations involved in the use of high intensity electric-shock are discussed. The implications for the future use of punishment and operant procedures in the analysis and treatment of alcoholic behavior are enumerated.

Two male chronic alcoholic patients were exposed to a procedure which provided differential reinforcement for low rate operant responding for alcohol reinforcement. One subject with corroborated brain dysfunction showed slow rates of learning, variability, and inefficiency, while the other showed rapid learning to maximal levels of efficiency. Clinical outcome data revealed controlled drinking in the slow learner and binge drinking in the rapid learner. This apparent paradox may have been predicted by operant rates at the end of treatment.

Program equipment changes (two levels), information feedback (three levels), and administrative policy changes (two levels) were serially introduced to reduce errors made by nonprofessional staff in a forensic psychiatry institution. Errors were reduced from an initial level of 62.2% to 6.2%. Due to the uncontrolled nature of the design, it was not possible to determine the independent contributions of the three variables. However, introduction of the program equipment changes resulted in the smallest error reductions. The introduction of information feedback produced the next largest error reductions. Errors were optimally reduced when the information feedback was presented to the line staff and first level supervisors but attenuated when presented to second level supervisors. The largest and most consistent error reductions occurred following the introduction of administrative policy changes.

The effects of social disruption (talking with another individual), interference from a loud bell, and faradic aversion in suppressing auditory hallucinations were examined in a single case experimental design. Verbal exchange with another individual and contingent bell ringing produced only temporary results. However, faradic aversion appeared to produce more lasting results. The effects of treatment were maintained at 20- and 25-week follow-ups.

The purpose of the present study was to train a mother to teach communication skills to her retarded adolescent child. The presenting complaint of the mother was that her child had poor conversational skills. The mother was seen for six sessions in a clinic setting and was trained to teach two communication skills (encourages to talk, on-topic questions) to her daughter. The mother conducted training and assessment sessions in the home. Training and assessment sessions were tape recorded and subsequently examined by the experimenters. Use of a multiple baseline design across skills indicated that training of each skill was associated with increases in that skill. The increases were maintained at a two-month follow-up.