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It is particularly gratifying to prepare a second edition of a book, because there is the necessary impli cation that the first edition was well received. Moreover, now an opportunity is provided to correct the problems or limitations that existed in the first edition as well as to address recent developments in the field. Thus, we are grateful to our friends, colleagues, and students, as well as to the reviewers who have expressed their approval of the first edition and who have given us valuable input on how the revision could best be structured. Perhaps the first thing that the reader will notice about the second edition is that it is more extensive than the first. The volume currently has 41 chapters, in contrast to the 31 chapters that comprised the earlier version. Chapters 3, 9, 29, and 30 of the first edition either have been dropped or were combined, whereas 14 new chapters have been added. In effect, we are gratified in being able to reflect the continued growth of behavior therapy in the 1980s. Behavior therapists have addressed an ever-increasing number of disorders and behavioral dysfunctions in an increasing range of populations. The most notable advances are taking place in such areas as cognitive approaches, geriatrics, and behavioral medicine, and also in the treatment of childhood disorders.
Behavior Modification,10/e assumes no specific prior knowledge about psychology or behavior modification on the part of the reader. The authors begin with basic principles and procedures of behavior modification and then provide readers with how-to-skills such as observing and recording. Next, the authors provide advanced discussion and references to acquaint readers with some of the empirical and theoretical underpinnings of the field. Readers will emerge with a thorough understanding of behavior modification in a wide variety of populations and settings.
This book is an account of a personal journey through a research program. A number of people have helped guide my way. To them I am deeply grateful. Special thanks are offered to my students, whose constant stimulation and provocation were incentives to write this book. Moreover, in the belief that they would never show the initiative to put together a festschrift for me (Le., a book dedicated to someone for his contributions), I decided to do it myself. Several people cared enough to offer editorial criticisms, namely, Myles Genest, Barney Gilmore, Roy Cameron, Sherryl Goodman, and Dennis Turk. The reader benefits from their perspicacity. Finally, to my parents, who taught me to talk to myself, and to my family, without whose constant input this book would have been completed much sooner, but would have been much less fun, I dedicate this book. D.M. 5 Contents Prologue 11 Chapter 1 17 Self-Instructional Training Hyperactive, Impulsive Children: An Illustration of a Search for a Deficit 23 Luria's Model (24), Private Speech and Mediational Skills (27) Self-Instructional Treatment of Hyperactive, Impulsive Children: A Beginning 31 Empirical Studies of Self-Instructional Training 34 Combining Self-Instructions and Operant Procedures (44), Reasoning Rediscovered (47), Importance of Attributional Style (48), Taking Stock (54) Chapter 2 The Clinical Application of Self-Instructional Training to Other Clinical Populations: Three Illustrations 55 Social Isolates 56 Creative Problem-Solving 58 Adult Schizophrenics 68 What Shall We Say to Ourselves When We Obtain Negative Results? 77 7 8 Contents Chapter 3
The ability to learn is of crucial importance in human life, but understanding this ability has proved to be difficult. There have been many attempts to formulate scientific theories based on both animal experiments and human experience; and these have been applied to education and the treatment of psychological disturbance, with a certain amount of success. Originally published in 1984, this incisive guide to the research and its outcomes provides the background to one of the most debated topics in psychology today. Learning Theory and Behaviour Modification introduces the work of major figures, such as Pavlov and Skinner, which has strongly influenced theories in educational and clinical psychology, and formed the basis of the techniques known as ‘behaviour modification’. As well as giving examples of these techniques the author relates new ideas about the scope and limits of behaviour modification to recent changes in the views of learning theorists. How much can experiments on animals tell us about human psychology?
Assuming no prior knowledge of behaviour modification or psychology, this text offers students hands-on experience with the principles of behaviour modification and their application to everyday concerns - from helping children learn life's necessary skills to solving personal behaviour problems.
Continuing the tradition of excellence established in previous editions, distinguished researcher, practitioner, and educator Alan Kazdin integrates pioneering and recent research with discussions and examples for altering behavior and the conditions that influence their effectiveness. The Seventh Edition reflects several developments within the field of behavior modification, without diminishing an essential emphasis on applied research and intervention techniques. Kazdin has expanded and refined discussions of functional behavioral assessment, antecedent events and their influence on behavior, assessment options, ensuring the quality of assessment, data evaluation, and ethical and legal issues. New to this edition is an Appendix to guide a behavior-change project that focuses on applying the content of the book in everyday life. In addition to comprehensive coverage and lucid explanations of how assessment, evaluation, and intervention work together to improve the care of individuals, the text contains many learning-oriented features, such as chapter outlines that convey content, direction, and key points; practical examples of principles and techniques; an abundant number of tables that summarize important concepts; exercises for designing or evaluating a specific intervention or for changing a program that is not working; and a list of key terms at the end of the chapters. By completing the exercises and understanding the terms, students can master the core content of the chapters. This outstanding text enables students and professionals with varied interests to implement effective techniques with individuals and in contexts where behavior change is desperately neededin a world challenged by a wide range of social problems.
Behaviorism has been the dominant force in the creation of modern American psychology. However, the unquestioned and unquestioning nature of this dominance has obfuscated the complexity of behaviorism. Control serves as an antidote to this historical myopia, providing the most comprehensive history of behaviorism yet written. Mills successfully balances the investigation of individual theorists and their contributions with analysis of the structures of assumption which underlie all behaviorist psychology, and with behaviorism's role as both creator and creature of larger American intellectual patterns, practices, and values. Furthermore, Mills provides a cogent critique of behaviorists' narrow attitudes toward human motivation, exploring how their positivism cripples their ability to account for the unobservable, inner factors that control behavior. Control's blend of history and criticism advances our understanding not only of behaviorism, but also the development of social science and positivism in twentieth-century America.