1. PRESENTED BY:
KHANSA HAQ NAWAZ & TEYBAA AKHTAR

2.  “The actions or reactions of a person in
 response to external or internal stimuli;
 conduct; manners or deportment, especially
 good manners; general course of life;
 treatment of others; manner of action; the
 activity of an organism, especially as
 measurable for its effects; response to
 stimulus; the functioning, response or activity
 of an object or substance.”

3.  Individual differences
 Differences in family patterns
 Impairment/disabilities
 Environmental factors
 Psychological factors

4.  Interfere positively in the child’s activities to
influence its thoughts in order to bring in
desirable changes in the pattern of behaviour

5.  Systematic application of learning principles and
techniques to assess and improve individuals covert
and overt behaviours in order to help them function
more fully in society.

6.  Emphasized defining and measuring behaviour
Treatment focuses greatly on the environment
 Methods and rationales can be described precisely.
 Most techniques are based on research on
 learning
 Emphasizes scientific method
 Accountability is placed on everyone involved

7.  There are five categories of activities that can be
 addressed with behaviour modification
techniques
 Develop a new behaviour
 Strengthen a behaviour
 Maintain an established behaviour
 Stop inappropriate behaviour, stop , stop….

8.  Class room monitoring
 Role playing and modeling
 Moral education
 Social Problem Solving (SPS): Direct teaching of SPS
skills
 (e.g. alternative thinking, means-ends thinking),
dialoguing,
 self-instruction training

9.  Guidelines for Implementing behaviour
Management Programme
 Step 1: Observe
 – Try to identify the crucial productivity behaviours.
 Step 2: Pinpoint
 – Identify those behaviours that may require change.

10.  Step 3: Record
 – Record not only the actively itself but also
 • The stimulus conditions under which it occurs,
 • As well as the consequences that follow it for the
employee.
 Step 4: Change the Consequences
 – Correct the feedback deficiencies discovered if
 any.
 – The lack of rewards etc.

11.  Successive
Approximation Principle
 This technique is used to
teach the child a new
behaviour or concept he or
she has not learned, by
rewarding successive steps
to the desired behaviour.
 Continuous
Reinforcement Principle
 When teaching new
behaviours or tasks that a
child has not learned, use
an immediate reward after
each correct performance.
This technique is much the
same as the first, but this
time you'll be expecting the
behaviour to be exact
instead of something
 close to that

12.  Punishment
 Process of reducing behaviour
by immediately presenting an
aversive condition contingent
upon a response that results
in a decrease in the frequency
of that response.
 Negative Reinforcement
Principle
Some children need more work
than others to acquire good
behaviour, but this technique
of behaviour modification
can be used for every child at
times of resistance and
normal childhood rebellion.
By giving the child choices,
you are teaching him to make
good decisions by offering a
choice of consequences for
good and bad behaviour

13.  Modeling Principle
When the teacher notes a few
of her students
misbehaving, a good
behaviour modification
technique is to verbally
praise the children who are
behaving appropriately.
This sends a message to the
ones you're trying to teach.
This technique works very
well with younger children
who adore the attention of
adults
 Cue Principle
To teach a child to remember
a learned behaviour, give a
cue for the correct
performance or behaviour,
just before the action is
expected. This helps to
avoid misbehaviour and
especially with the child
who is more likely to
misbehave without
reminding

14. Decreasing Reinforcement
This technique is also called,
"extinguishing." You
want the child to behave
appropriately, even without
a reward, so once the new
behaviour has been
learned through its
rewards, it's time to slowly
decrease the rewards to
encourage greater
expectations.
Avoidance Principle
 To teach a child to avoid a
certain type of situation,
simultaneously present to
the child the situation to
be avoided and some
aversive condition (or its
representation).

15. Extinction
The principle of extinction
works removing or changing
what happens after the
behaviour takes place. In
effect, the incentive or reward
that motivates a person to
carry out a certain behaviour
is taken away. When this
happens over and over again,
the motivation to indulge in a
certain behaviour begins to
fade or extinct……
Systematic Desensitization
(Fear Reduction Principle)
Systematic desensitization is a
behaviour modification
practice used to eliminate
fears or undesirable emotions.
An example of this practice
would be removing a person's
fear of public speaking.
Speaking in front of a small
group of friends or family
might be a first step. The
person then gradually works
up to speaking in front of a
larger group of strangers or
associates.

16.  Biofeedback
Biofeedback is a method that
provide immediate
feedback on a person's
physiological state, be it
heart rate, breathing rate
or blood pressure.
Feedback is provided by a
mechanical device that
lets the person know when
particular symptom is
present.
 Empathy
 To empathise means
placing yourself in the
other man’s place. Show
empathy to your
children.

17.  Emotional Tank
 Fill the child’s emotional
tank with:
 Eye contact
 Gentle touch
 Undivided attention
 Parental Command
V/s. Cordial
Persuasion
 Please “Slow down”
 Is often better than
"Stop Running”

18.  Aversion Therapy
 A behaviour therapy in which an aversive (causing
a strong feeling of dislike or disgust) stimuli is
paired with an undesirable behaviour in order to
reduce or eliminate that behaviour.

19.  Some behaviour Modification Theories-
 Maslow’s Need Hierarchy theory.
 Herzberg’s Motivation-hygiene Theory
 Expectancy Theories of Motivation

20.  It’s most widely discussed and researched
motivational theory.
 Individuals are motivated to act by internal forces,
which Maslow labels as needs.

22.  Needs when Activated
 Produce tension within individual
 Individual act to reduce the tension satisfy the need

23.  – Herzberg tailor Maslow's approach to the work
environment by identifying organisational factors that
corresponded to Maslow's need.

25.  Physiological, safety
and social needs.
 Ego and self
actualisation needs.
 Look of pay, job
security ,company
policy, and
supervision.
 Organisational factors
of achievement,
recognition,and
responsibility.

26.  Vroom (1964), porter and lawler (1968) specified-
 How organisational factors interact with individual
variables to influence a worker to behave in a creating
manner.

27.  The force a person to perform an act is a functions of
 the algebraic sum of the products of the valences of all
 outcomes and the strength of his expectancies.

29.  – Porter and lawler's performance model
 • Refutes that satisfaction causes good
performance.
 • Good performance The attainment of equitable
and desired rewards Satisfaction.
 – The key variable for both good performance and
 satisfaction is the receipt of desired rewards.

30. ANY QUESTIONS???