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Theory and Practice of Behaviour Modification
Published in Cathy Laver-Bradbury, Margaret J.J. Thompson, Christopher Gale, Christine M. Hooper, Child and Adolescent Mental Health, 2021
Hannah Kovshoff, Jayne Muldowney
One of the most frequently observed methods of modifying behaviour involves the use of reinforcement. By definition, reinforcement is any consequence which, when it follows a behaviour, strengthens the probability of that behaviour re-occurring. Reinforcers can be primary, secondary or social. A primary reinforcer is an immediate, tangible reward (e.g. food, drink, toys and so on). A secondary reinforcer is a ‘means to an end’ form of reinforcement whereby the individual ‘earns’ tokens or money that can be exchanged for primary reinforcers. Social reinforcement includes smiling, praise and positive attention.
Contributors to Continuous Quality Improvement
Published in Peter Mears, Healthcare Teams, 2020
Did:YOU try to change YOUR behavior?Each member contribute equally?Anyone dominate the discussion?Anyone not make a contribution?The leader call on specific members by name?Anyone practice positive reinforcement?Provide specific examples of the positive reinforcement used
Adherence in Hypertension and Coronary Heart Disease
Published in Lynn B. Myers, Kenny Midence, Adherence to Treatment in Medical Conditions, 2020
Dapcich-Miura and Hovell (1979) tested the effects of providing tokens for social awards to an 82-year old MI patient for adhering to recommended walking, potassium consumption, and three prescribed medications. The intervention was responsible for increasing adherence to all three behaviours and frequency of angina pain and family arguments decreased as well. Although no follow-up was conducted, these results suggest that behavioural reinforcement can enhance an MI patient’s adherence to a complex medical regimen. Daltroy (1985) found that counselling patients with CHD over the telephone about the benefits of physical exercise and methods for overcoming its drawbacks, together with a written pamphlet resulted in greater attendance to physical exercise classes than the written pamphlet alone. However, this was found only after controlling for several background measures (e.g. location of exercise classes, CHD status).
Knowledge mediates attitude in autism spectrum disorders? Data from Malaysia
Published in International Journal of Developmental Disabilities, 2023
Shin Ying Chu, Jaehoon Lee, Yee Yan Wong, Chun Hong Gan, Veronica Fierro, Deborah Hersh
In many parts of the world, children with ASD are not being diagnosed until three or four years old (Rhoades et al.2007). This late diagnosis, which frequently occurs in middle- and low-income countries, causes delays in treatment, resulting in increased medical costs, long term special education needs, and a greater reliance on continual living support (Bello-Mojeed et al.2017, Montiel-Nava et al.2017). An early diagnosis of ASD facilitates early intervention, resulting in improved behavioural outcomes in the social, cognitive, and communication deficits faced by children with ASD ( Koegel et al.2014). Applied behaviour analysis (ABA) has been found to be an effective method for treating children with ASD to improve their communication, language, social attention, and daily living skills (Eldevik et al.2009, Rafiee and Khanjani 2020). This approach uses external reinforcement to modify or diminish behaviours based on the principles of respondent and operant conditioning.
Planning for injecting drug use as a means to prevent risky injection behavior
Published in Journal of Substance Use, 2023
Mary Philip Sebastian, Avina Sarna, Lopamudra Ray Saraswati, Vartika Sharma, Ira Madan, Waimar Tun, Ibou Thior
It is imperative that interventions should focus on assisting PWIDs to reflect on their injection practices and plan for this habit of theirs so that safe injection practices are continued. Theoretically speaking, social reinforcement is valuable. Reinforcement theory (Steadman, 2014; Watson & Tharp, 1981) states that rewarded behaviors are likely to be repeated. PWIDs identify with other PWIDs, and to move from responding to stimulus-like withdrawal, to contemplation and preparation and action readiness, higher level of motivation is required (Waleewong et al., 2017). The impetus comes from social reinforcement wherein their peers are thinking and planning for safe injection practices. Bandura’s and National Institute of Mental Health (1986) social learning theory speaks about human interactions involved in learning. Observation, imitation and modeling or acting like their peers or injection buddies will soon become part of normal behavior and expected behavior. They will learn to prioritize goals, and being prepared for future drug use needs will become paramount.
Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism
Published in International Journal of Developmental Disabilities, 2022
Mirjana Đorđević, Nenad Glumbić, Haris Memisevic, Branislav Brojčin, Ana Krstov
A widely used theoretical framework of PI is postulated by Hoover-Dempsey and Sandler (1995). Their model of PI is composed of five levels: First level – parents’ basic involvement decision; Second level – parents’ involvement forms; Third level – mechanisms of PI; Fourth level – tempering/mediating variables; and Fifth level – students’ outcomes (Walker et al.2005). Hoover-Dempsey and Sandler identified four basic mechanisms of PI – encouragement, modeling, reinforcement, and instruction (Hoover-Dempsey and Sandler 1995), through which parents, by increasing their own involvement can affect children’s educational outcome. The importance of mechanisms lies in the fact that they can explain the relationship between parents’ behavior and children’s outcomes (Hoover‐Dempsey et al.2005). Encouragement is defined as an explicit affective support that parents provide to their children in order to increase children’s interest in learning and school activities. Modeling is viewed through the examples parents give to their children while simultaneously inspiring a child’s school engagement. Reinforcement is a mechanism that parents use to increase the frequency of a child’s desirable behavior. Finally, through instruction, parents help children gain knowledge in accordance with their affinities and abilities, and take responsibility for learning process and decision making. Through these mechanisms parents strive to affect children’s attitudes and behaviors (Hill and Taylor 2004). Studies have also shown that mechanisms of PI have many positive effects on children’s educational outcomes (Patall et al.2008).