Behavior Modification...
a proactive intervention for the classroom
This Intervention Tip Sheet has been developed to assist teachers and parents in providing the best
possible educational opportunities to students with emotional and behavioral disorders. This Tip Sheet
was published by the Institute on Community Integration, College of Education, University of
Minnesota, Minneapolis and was authored by Kareen Smith of the Institute.
Introduction
Teachers spend a good deal of time dealing with inappropriate, disruptive behavior. Oftentimes attempts to
modify student behavior are unsuccessful due to time constraints, inconsistent implementation, and a lack of
understanding of the principles of behavior modification. Here you will find the basic premises of methods of
behavior modification which should help you approach student behavior and the development and administration
of behavior modification plans in a consistent and more effective manner.
What is behavior modification?
There are many different methods and philosophies of dealing with “inappropriate,” “abnormal,” or “undesirable”
behavior. Behavior modification is one of these. It is different from other methods and philosophies in that it
focuses only on observable, describable, and measurable behaviors, as opposed, for example, to psychoanalytic
theory which focuses on finding the underlying cause (i.e., childhood trauma) of behavior. Behavior modification,
based on behaviorist principles, operates on the following tenets:
1) Behavior is controlled by antecedents, events which occur before a behavior is exhibited, and
2) By consequences, that is, events which occur after a behavior is exhibited.
3) These antecedents and consequences can be changed in order to increase or decrease the chance that a given
behavior will continue to be exhibited.
4) Behavior, appropriate as well as inappropriate, is learned.
What are the aims of behavior modification?
Behavior modification techniques aim to manipulate the antecedents and consequences of behavior so that the
likelihood of appropriate behavior is increased and inappropriate behavior is decreased.
Proactive behavior modification, interventions which avoid the utilization of aversive consequences, also
involves teaching new and more appropriate skills (positive programming). The reason for this is the belief that
all behavior is learned. If you are trying to reduce an inappropriate behavior, an appropriate behavior must be
taught as an alternative.
When should behavior modification techniques be implemented?
Before introducing an intervention, several things must take place. First, it must be established that there is,
indeed, a behavior problem. Factors which may influence or cause a student’s behavior, such as a medical
condition, language difficulties, or cultural differences, must be investigated. Additionally, input from other staff
and from parents is necessary in establishing which behavior is problematic. Second, a functional analysis needs
