Behavior Change in the Human Services

Martin Sundel is the director of Clinical Services for Sun Family Care, a companythat provides care management and counseling to older adults. He was the DulakProfessor of Social Work at the University of Texas at Arlington and also served onthe faculties of the University of Michigan, the University of Louisville, and FloridaInternational University. He holds a PhD in social work and psychology from theUniversity of Michigan and was a postdoctoral fellow at the Laboratory ofCommunity Psychiatry at Harvard Medical School. He is a Charter Clinical Fellowof the Behavior Therapy and Research Society and has been recognized as a pioneerin introducing behavior therapy in Latin America. He has published extensively onthe application of behavioral science knowledge to the helping professions. An avidtable tennis player, he has won three national championships and silver and bronzemedals in international tournaments. Sandra S. Sundel is the president and CEO of Sun Family Care. She was formerly onthe social work faculty at Florida Atlantic University. She was executive director offamily service agencies in Florida and Texas, and also served as executive director ofgroup homes for adults with developmental disabilities in Texas. She holds anMSSW from the University of Louisville and a PhD in clinical social work from theUniversity of Texas at Arlington. She has taught courses in social work practice,behavior therapy, interpersonal communication, and group work, and has conductednumerous workshops and seminars. She has consulted with corporations,government agencies, and nonprofit organizations on organizational behaviormanagement and interpersonal communication in the workplace. As mental healthconsultants to the United Nations High Commissioner for Refugees (UNHCR) inCyprus, Sandra and Martin designed and implemented a psychosocial rehabilitationproject to foster collaborative relationships between Greek and Turkish Cypriots.

• PrefaceTo the Student: How to Use This BookCourse MaterialsCase ExamplesThe ChaptersThe Course PosttestScoring the Pretest and PosttestsRecommendations for Instructor Use of This BookIntroductionThree Generations of Behavior ChangeOrigins of the Behavior Change ApproachCharacteristics of the Behavior Change ApproachApplications of the Behavior Change ApproachJournals and Professional OrganizationsReferences and Resources1. Specifying BehaviorObjectivesOvert and Covert BehaviorsClarifying Vague Terms and Fuzzy LanguageTarget BehaviorMeasuring Response StrengthThe Behavioral Assessment ApproachSummarySuggested ActivitiesChapter Posttest QuestionsReferences and Resources2. Positive ReinforcementObjectivesReinforcing StimuliExamples of Positive ReinforcementReinforcers and RewardsFactors That Influence Reinforcer EffectivenessHow to Identify Potential ReinforcersReinforcer SamplingHow to Evaluate the Effect of a Stimulus as a Positive ReinforcerReinforcement of Behavior: Social, Tangible, and Self-AdministeredSummarySuggested ActivitiesChapter Posttest QuestionsReferences and Resources3. ExtinctionObjectivesDecreasing Response StrengthSingle-Subject Evaluation DesignsApplying Extinction to Decrease Undesired BehaviorsEthical ConsiderationsEffects of ExtinctionConsistency and Control of ReinforcementPositive Reinforcement of Appropriate BehaviorsSpontaneous RecoverySummarySuggested ActivitiesChapter Posttest QuestionsReferences and Resources4. Positive Reinforcement ContingenciesObjectivesBehavioral Contingencies and Positive ReinforcementContingency ContractingAccidental Reinforcement ContingenciesSelf-Control Reinforcement ContingenciesThe Premack PrincipleContinuous and Intermittent ReinforcementCharacteristics of Various Schedules of ReinforcementMatching LawSummarySuggested ActivitiesChapter Posttest QuestionsReferences and Resources5. Shaping and Response DifferentiationObjectivesDifferential ReinforcementResponse ClassThe DRO ProcedureShaping With Successive ApproximationsSummarySuggested ActivitiesChapter Posttest QuestionsReferences and Resources6. Stimulus Control: Discrimination and GeneralizationObjectivesAntecedentsThe Discrimination Training ProcedureStimulus ControlRule-Governed BehaviorStimulus FadingStimulus GeneralizationSummarySuggested ActivitiesChapter Posttest QuestionsReferences and Resources7. Conditioned Reinforcement and ChainingObjectivesConditioned ReinforcementSimple and Generalized Conditioned ReinforcersEstablishing a Conditioned ReinforcerReinforcement HistoryEstablishing Relationships With ClientsFading Out Unconditioned ReinforcersToken EconomyStimulus-Response ChainsDeveloping New Behaviors Using ChainingResponse PrimingSummarySuggested ActivitiesChapter Posttest QuestionsReferences and Resources8. Modeling and ImitationObjectivesThe Role of Modeling and Imitation in the Acquisition of BehaviorsModeling Versus ShapingThe Modeling Plus Positive Reinforcement ProcedureSocial Skills TrainingAssertiveness TrainingSummarySuggested ActivitiesChapter Posttest QuestionsReferences and Resources9. PunishmentObjectivesPunishment DefinedAversive Stimuli and PunishersPositive PunishmentPhysical Punishment and SpankingNegative PunishmentExtinction and Negative PunishmentTime-OutMaximizing the Effectiveness of PunishmentOvercorrectionPunishment and Self-ControlDisadvantages of PunishmentAlternatives to PunishmentThe Future of PunishmentSummarySuggested ActivitiesChapter Posttest QuestionsReferences and Resources10. Negative ReinforcementObjectivesNegative Reinforcers, Punishers, and Aversive StimuliEscape BehaviorEscape and PunishmentAvoidance BehaviorPhobias and Negative ReinforcementSuperstitious Behavior and Negative ReinforcementNegative Reinforcement and Interpersonal RelationshipsSummarySuggested ActivitiesChapter Posttest QuestionsReferences and Resources11. Respondent ConditioningObjectivesRespondent BehaviorRespondent ConditioningEmotional BehaviorRespondent Conditioning of PhobiasEscape, Avoidance, and Respondent ConditioningOperant and Respondent Control of BehaviorsSummarySuggested ActivitiesChapter Posttest QuestionsReferences and Resources12. Generalization and Maintenance of Behavior ChangeObjectivesGeneralization and Maintenance of Behavior ChangeObstacles to the Generalization and Maintenance of Behavior ChangeStrategies for Promoting the Generalization and Maintenance of Behavior ChangeSummarySuggested ActivitiesChapter Posttest QuestionsReferences and Resources13. Behavioral AssessmentObjectivesIntroduction to Behavioral AssessmentCultural Diversity and Cultural CompetencyElements of Behavioral AssessmentCollecting RAC-S DataInterviews and Assessment InstrumentsFunctional Behavioral AssessmentIdentifying Controlling Relationships With RAC-SCase StudySummarySuggested ActivitiesChapter Posttest QuestionsReferences and Resources14. Goal Setting, Intervention Planning, Implementation, and EvaluationObjectivesFormulating Behavior Change GoalsDeveloping the Intervention PlanImplementation of the Behavior Change ProgramEvaluating the Effectiveness of the Behavior Change ProgramBehaviorally Oriented Record KeepingClient SatisfactionSocial ValidityOutline of the Problem-Solving FrameworkSummarySuggested ActivitiesChapter Posttest QuestionsReferences and Resources15. Clinical Application of Behavioral and Cognitive Intervention TechniquesObjectivesExposure TechniquesHabit Reversal TrainingAversion TherapyCognitive-Behavioral TechniquesBehavioral Activation TherapyThird-Generation Behavior Change ApproachesMindfulness-Based InterventionsConsiderations in Choosing Intervention TechniquesConclusionSummarySuggested ActivitiesChapter Posttest QuestionsReferences and ResourcesAppendix 1: Case ExamplesAppendix 2: Chapter Pretest QuestionsAppendix 3: Chapter Pretest AnswersAppendix 4: Chapter Posttest AnswersAppendix 5: Course Posttest QuestionsAppendix 6: Course Posttest AnswersAppendix 7: Notational Symbols and Behavioral DiagramsGlossaryAuthor IndexSubject IndexAbout the Authors