Behavior modification

Are you ready to end the whining wars in your house?

It starts with a whimper, an insistent demand, or a certain tone of voice that every parent recognizes with dread -- your child is starting to whine, and if you don't respond properly you'll have a full-blown tantrum or argument on your hands. Kids of all ages know that whining works when they want that extra hour of TV, the unplanned toy purchase, or a later curfew. But stopping such behavior without giving in to a child's demands isn't easy, and if left unchecked, whining can lead to constant disruptions at home, in school, or anywhere else your child chooses. Now the same authors who solved a common parenting problem in the national bestseller Backtalk present three proven methods for putting an end to whining, as well as information on

* The best ways to react when your child whines in a public place

* Why negotiating and giving in never work -- and what you should do instead

* What kids are really trying to tell you when they whine

* Why whining can lead to poor self-esteem and unsatisfying social relationships -- which can follow your child into adulthood -- and what you can do about it now

* How to clearly, respectfully indicate to your child what's important to you and why whining will no longer work as a means of communication

Filled with numerous real-life examples, encouraging advice, and simple steps you can start using immediately, this invaluable guide will help you end the cycle of giving in to whining only to have your child do it again, and instead replaces misbehavior with effective, meaningful, and loving parent-child communication.
From a distinguished clinician, pioneer in working with behaviorally challenging kids, and author of the acclaimed The Explosive Child comes a groundbreaking approach for understanding and helping these kids and transforming school discipline.

Frequent visits to the principal's office. Detentions. Suspensions. Expulsions. These are the established tools of school discipline for kids who don't abide by school rules, have a hard time getting along with other kids, don't seem to respect authority, don't seem interested in learning, and are disrupting the learning of their classmates. But there's a big problem with these strategies: They are ineffective for most of the students to whom they are applied.

It's time for a change in course.

Here, Dr. Ross W. Greene presents an enlightened, clear-cut, and practical alternative. Relying on research from the neurosciences, Dr. Greene offers a new conceptual framework for understanding the difficulties of kids with behavioral challenges and explains why traditional discipline isn't effective at addressing these difficulties. Emphasizing the revolutionarily simple and positive notion that kids do well if they can, he persuasively argues that kids with behavioral challenges are not attention-seeking, manipulative, limit-testing, coercive, or unmotivated, but that they lack the skills to behave adaptively. And when adults recognize the true factors underlying difficult behavior and teach kids the skills in increments they can handle, the results are astounding: The kids overcome their obstacles; the frustration of teachers, parents, and classmates diminishes; and the well-being and learning of all students are enhanced.

In Lost at School, Dr. Greene describes how his road-tested, evidence-based approach -- called Collaborative Problem Solving -- can help challenging kids at school.

His lively, compelling narrative includes:

• tools to identify the triggers and lagging skills underlying challenging behavior.

• explicit guidance on how to radically improve interactions with challenging kids -- along with many examples showing how it's done.

• dialogues, Q & A's, and the story, which runs through the book, of one child and his teachers, parents, and school.

• practical guidance for successful planning and collaboration among teachers, parents, administrations, and kids.

Backed by years of experience and research, and written with a powerful sense of hope and achievable change, Lost at School gives teachers and parents the realistic strategies and information to impact the classroom experience of every challenging kid.
In Invisible Influence, the New York Times bestselling author of Contagious explores the subtle influences that affect the decisions we make—from what we buy, to the careers we choose, to what we eat.

“Jonah Berger has done it again: written a fascinating book that brims with ideas and tools for how to think about the world.” —Charles Duhigg, author of The Power of Habit

If you’re like most people, you think your individual tastes and opinions drive your choices and behaviors. You wear a certain jacket because you liked how it looked. You picked a particular career because you found it interesting. The notion that our choices are driven by our own personal thoughts and opinions is patently obvious. Right? Wrong.

Without our realizing it, other people’s behavior has a huge influence on everything we do at every moment of our lives, from the mundane to the momentous. Even strangers have an impact on our judgments and decisions: our attitudes toward a welfare policy shift if we’re told it is supported by Democrats versus Republicans (even though the policy is the same). But social influence doesn’t just lead us to do the same things as others. In some cases we imitate others around us. But in other cases we avoid particular choices or behaviors because other people are doing them. We stop listening to a band because they go mainstream. We skip buying the minivan because we don’t want to look like a soccer mom.

By understanding how social influence works, we can decide when to resist and when to embrace it—and learn how we can use this knowledge to exercise more control over our own behavior. In Invisible Influence, Jonah Berger “is consistently entertaining, applying science to real life in surprising ways and explaining research through narrative. His book fascinates because it opens up the moving parts of a mysterious machine, allowing readers to watch them in action” (Publishers Weekly).
Two neuroscience experts explain how their 4-Step Method can help break destructive thoughts and actions and change bad habits for good.

A leading neuroplasticity researcher and the coauthor of the groundbreaking books Brain Lock and The Mind and the Brain, Jeffrey M. Schwartz has spent his career studying the structure and neuronal firing patterns of the human brain. He pioneered the first mindfulness-based treatment program for people suffering from OCD, teaching patients how to achieve long-term relief from their compulsions.

For the past six years, Schwartz has worked with psychiatrist Rebecca Gladding to refine a program that successfully explains how the brain works and why we often feel besieged by bad brain wiring. Just like with the compulsions of OCD patients, they discovered that bad habits, social anxieties, self-deprecating thoughts, and compulsive overindulgence are all rooted in overactive brain circuits. The key to making life changes that you want-to make your brain work for you-is to consciously choose to "starve" these circuits of focused attention, thereby decreasing their influence and strength.

As evidenced by the huge success of Schwartz's previous books, as well as Daniel Amen's Change Your Brain, Change Your Life, and Norman Doidge's The Brain That Changes Itself, there is a large audience interested in harnessing the brain's untapped potential, yearning for a step-by-step, scientifically grounded and clinically proven approach. In fact, readers of Brain Lock wrote to the authors in record numbers asking for such a book. In You Are Not Your Brain, Schwartz and Gladding carefully outline their program, showing readers how to identify negative brain impulses, channel them through the power of focused attention, and ultimately lead more fulfilling and empowered lives.
Discover the Life-Changing Strategy of This Worldwide Bestseller in 17 Languages!

UPDATED: Includes the best habit tracking apps of 2017.

Lasting Change For Early Quitters, Burnouts, The Unmotivated, And Everyone Else Too 

When I decided to start exercising consistently 10 years ago, this is what actually happened: 

I tried "getting motivated." It worked sometimes.I tried setting audacious big goals. I almost always failed them.I tried to make changes last. They didn't.

Like most people who try to change and fail, I assumed that I was the problem.

Then one afternoon--after another failed attempt to get motivated to exercise--I (accidentally) started my first mini habit. I initially committed to do one push-up, and it turned into a full workout. I was shocked. This "stupid idea" wasn't supposed to work. I was shocked again when my success with this strategy continued for months (and to this day).

I had to consider that maybe I wasn't the problem in those 10 years of mediocre results. Maybe it was my prior strategies that were ineffective, despite being oft-repeated as "the way to change" in countless books and blogs.

My suspicions were correct.

Is There A Scientific Explanation For This?
As I sought understanding, I found a plethora of scientific studies that had answers, with nobody to interpret them correctly. Based on the science--which you'll find peppered throughout Mini Habits--we've been doing it all wrong.

You can succeed without the guilt, intimidation, and repeated failure associated with such strategies as "getting motivated," New Year's Resolutions, or even "just doing it." In fact, you need to stop using those strategies if they aren't giving you great results.

Most popular strategies don't work well because they require you to fight against your subconscious brain (a fight not easily won). It's only when you start playing by your brain's rules and taking your human limitations seriously--as mini habits show you how to do--that you can achieve lasting change.

What's A Mini Habit?
A mini habit is a very small positive behavior that you force yourself to do every day; its "too small to fail" nature makes it weightless, deceptively powerful, and a superior habit-building strategy. You will have no choice but to believe in yourself when you're always moving forward.

The barrier to the first step is so low that even depressed or "stuck" people can find early success and begin to reverse their lives right away. And if you think one push-up a day is too small to matter, I've got one heck of a story for you!

Aim For The First Step
They say when you aim for the moon, you'll land among the stars. Well, that doesn't make sense, as the moon is closer than the stars. I digress. 

The message is that you should aim very high and even if you fall short, you'll still get somewhere. I've found the opposite to be true in regards to productivity and healthy behaviors. When you aim for the moon, you won't do anything because it's too far away. But when you aim for the step in front of you, you might keep going and reach the moon.

I've used the Mini Habits strategy to get into the best shape of my life, read 10x more books, and write 4x as many words. It started from requiring one push-up from myself every day. How ridiculous is that? Not so ridiculous when you consider the science of the brain, habits, and willpower.

The Mini Habits system works because it's how our brains are designed to change.

Note: This book isn't for eliminating bad habits (some principles could be useful for breaking habits). Mini Habits is a strategy to create permanent healthy habits in: exercise, writing, reading, thinking positively, meditating, drinking water, eating healthy foods, etc.

Lasting change won't happen until you take that first step into a strategy that works. Give Mini Habits a try. You won't look back.

Behavior modification has lacked operational procedures to sharpen techniques and equipment. These aspects have lagged behind the development of general principles and specialized modification techniques. This sophisticated sourcebook is devoted exclusively to the technical details of "how-to-do-it" in behavioral assessment and practice--an aspect of behavior modification that is relatively undeveloped despite its significance and that has only recently received the attention it deserves.

The selections contained in this volume have been drawn from a variety of technical areas and are organized into six main parts. The first part emphasizes the importance of technology and procedure in the history of the field, and in the second part attention is given to guidelines for practice with individuals and families that may be employed with a wide variety of problems and patrons in many service settings. The next part, on interviewing guidelines and style, includes an interview guide for behavioral counseling and a general discussion of types of bias and therapist influence in behavioral assessment. Part four is concerned with observation, recording, and monitoring; and part five, on schedules and checklists, includes a variety of schedules and rating forms, including a therapist schedule for rating family verbal behavior. The last part, on instrumentation in behavior therapy, contains a chapter that is a major, comprehensive description and review of electromechanical devices applicable to behavior modification.

Because the book covers procedural details, it serves not only as a sourcebook but as a volume every practicing behavior modifier, as well as researchers in behavior therapy and modification will find useful. Social workers, teachers, clinical psychologists, psychiatrists, pastoral counselors, and their students will appreciate this manual covering technical information required for effective practice.

A clinically proven, five-week program for improving your child's behavior

Rex Forehand, Ph.D. and Nicholas Long Ph.D. have helped thousands of parents achieve discipline using positive reinforcement, without yelling or harming the child's self-esteem. Their clinically proven, five-week program gives you the tools you need to successfully manage your child’s behavior, giving specific factors that cause or contribute to disruptive behavior; ways to develop a more positive atmosphere in your family and home; and strategies for managing specific behavior problems.

The completely revised and updated edition includes: new information, based on research, about child temperament; new chapter on the hot topic of play as a means of strengthening parent-child relationship; new section on collaborative disciplining with preschool teachers; expanded section about depression and stress linked to parenting; new research findings about ADHD and its treatment.

  • Uncover the specific factors that contribute to your child's disruptive behavior.
  • Identify with real-life parent testimonials and discover strategies for managing specific behavior problems.
  • Authors Rex Forehand, Ph.D., and Nicholas Long, Ph.D., are experts in the field of child psychology.
  • New research highlights the scientific foundation behind the program.

Topics include:
Understanding Your Strong-Willed Child's Behavior; Strong-Willed Behavior and How It All Begins; Why Is My Child Becoming Even More Strong-Willed?; It Takes More than Just Good Parenting; Does My Child Have ADHD?; Addressing Strong-Willed Behavior: A Five-Week Program; Does My Child’s Behavior Really Need to Change?; Week 1: Attending; Week 2: Rewarding; Week 3: Ignoring; Week 4: Giving Directions; Week 5: Using Time-Outs; Integrating Your Parenting Skills; Creating a Positive Climate for Behavior Change; Creating a More Positive Home; Improving Your Communication Skills; Developing More Patience; Building Positive Self-Esteem; Helping Your Child Solve Problems with Peers; Solving Some Common Behavior Problems: Additional Recommendations; Specific Problem Behaviors

Learn the secret to making changes that stick

Every so often people get inspired (again!) to lose weight, get organized, start saving, or stop worrying –but a few months later they give up, frustrated. It doesn’t have to be that way. In This Year I Wil . . .l, bestselling author M.J. Ryan offers breakthrough wisdom and coaching to help readers make this time the time that change becomes permanent.

Why do people find it so hard to change? The secret is that everyone has their own formula for making changes that stick, but most people don’t know what theirs is. They think there is one way to lose five pounds, and another way to stay on top of their e-mail, but they don’t realize that for all changes, there is one system that works best for each individual. This Year I Will . . . helps you lock on to your unique formula for planning, implementing, and seeing a life change through, so you can use it again and again to tackle anything else you’d like to do.

For anyone who has broken a New Year’s resolution, fallen off a diet, or given up on fulfilling a dream, the ingenious strategies, inspiring stories, and sheer motivational energy of This Year I Will . . . help you make a promise to yourself that you can actually keep.

Answers to the jacket quiz: c, c, false, b. Take the whole quiz and learn your score at M.J. Ryan’s Web site, www.mj-ryan.com.

Are you really ready to change? Take this quiz and find out.


Every New Year’s Day, my list of resolutions is:
Ambitious. I aim for everything from losing weight to saving more money for my retirement.
Realistic. I just try to bump my good behavior up a notch--be a better friend, give more money to charity---without giving myself any strict deadlines or goals.
Precise. I decide exactly how many men I will ask for a date, or how many new jobs I will apply for.

Whenever I decide to change something, it’s usually because:
My doctor has put the fear of God into me.
I read a magazine article about why making this change is important.
I start daydreaming about how great life will be after I make the change.

True or False: When you want to make a big change in your life, timing is crucial.

Failure is:
Impossible.
Inevitable.
Not in my vocabulary.

(The answers are on the inside back flap.)
Bestselling author and world-renowned executive coach Marshall Goldsmith examines the environmental and psychological triggers that can derail us at work and in life.

Do you ever find that you are not the patient, compassionate problem solver you believe yourself to be? Are you surprised at how irritated or flustered the normally unflappable you becomes in the presence of a specific colleague at work? Have you ever felt your temper accelerate from zero to sixty when another driver cuts you off in traffic?

Our reactions don’t occur in a vacuum. They are usually the result of unappreciated triggers in our environment—the people and situations that lure us into behaving in a manner diametrically opposed to the colleague, partner, parent, or friend we imagine ourselves to be. These triggers are constant and relentless and omnipresent. So often the environment seems to be outside our control. Even if that is true, as Goldsmith points out, we have a choice in how we respond.

In Triggers, his most powerful and insightful book yet, Goldsmith shows how we can overcome the trigger points in our lives, and enact meaningful and lasting change. Goldsmith offers a simple “magic bullet” solution in the form of daily self-monitoring, hinging around what he calls “active” questions. These are questions that measure our effort, not our results. There’s a difference between achieving and trying; we can’t always achieve a desired result, but anyone can try. In the course of Triggers, Goldsmith details the six “engaging questions” that can help us take responsibility for our efforts to improve and help us recognize when we fall short.

Filled with revealing and illuminating stories from his work with some of the most successful chief executives and power brokers in the business world, Goldsmith offers a personal playbook on how to achieve change in our lives, make it stick, and become the person we want to be.

This book reviews how people and animals learn and how their behaviors are changed as a result of learning. It describes the most important principles, theories, controversies, and experiments that pertain to learning and behavior that are applicable to diverse species and different learning situations. Both classic studies and recent trends and developments are explored, providing a comprehensive survey of the field. Although the behavioral approach is emphasized, many cognitive theories are covered as well, along with a chapter on comparative cognition. Real-world examples and analogies make the concepts and theories more concrete and relevant to students. In addition, most chapters provide examples of how the principles covered have been applied in behavior modification and therapy. Thoroughly updated, each chapter features many new studies and references that reflect recent developments in the field. Learning objectives, bold-faced key terms, practice quizzes, a chapter summary, review questions, and a glossary are included. The volume is intended for undergraduate or graduate courses in psychology of learning, (human) learning, introduction to learning, learning processes, animal behavior, (principles of) learning and behavior, conditioning and learning, learning and motivation, experimental analysis of behavior, behaviorism, and behavior analysis. Highlights of the new edition include:

-A new text design with more illustrations, photos, and tables.

-In the Media, Spotlight on Research, and Applying the Research boxes that highlight recent applications of learning principles in psychology, education, sports, and the workplace.

-Discussions of recent developments in the growing field of neuroscience.

- Coverage of various theoretical perspectives to the study of learning—behavioral, cognitive, and physiological.

- Expanded coverage of emerging topics such as the behavioral economics of addictions, disordered gambling, and impulsivity.

-New examples, references, and research studies to ensure students are introduced to the latest developments in the field.

- A website at www.routledge.com/9781138689947 where instructors will find a test bank, Powerpoint slides, and Internet links. Students will find practice questions, definitions of key terms, chapter outlines, and Internet sources for additional information.

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
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.
A leading neuroscientist and pioneer in the study of mindfulness explains why addictions are so tenacious and how we can learn to conquer them

“I found [The Craving Mind] to be one of the best things I’ve read . . . on addiction.”—Ezra Klein, New York Times.

“Accessible and enjoyable. The Craving Mind brilliantly combines the latest science with universal real-life experiences—from falling in love to spending too much time with our phones.”—Arianna Huffington

We are all vulnerable to addiction. Whether it’s a compulsion to constantly check social media, binge eating, smoking, excessive drinking, or any other behaviors, we may find ourselves uncontrollably repeating. Why are bad habits so hard to overcome? Is there a key to conquering the cravings we know are unhealthy for us?

This book provides groundbreaking answers to the most important questions about addiction. Dr. Judson Brewer, a psychiatrist and neuroscientist who has studied the science of addictions for twenty years, reveals how we can tap into the very processes that encourage addictive behaviors in order to step out of them. He describes the mechanisms of habit and addiction formation, then explains how the practice of mindfulness can interrupt these habits. Weaving together patient stories, his own experience with mindfulness practice, and current scientific findings from his own lab and others, Dr. Brewer offers a path for moving beyond our cravings, reducing stress, and ultimately living a fuller life.  

Sue Cowley's bestselling behaviour guide. Essential reading for all teachers in all schools.

'Show the students the can of dog food, open it up and then eat from it. Offer it round the class to see if anyone else will have a taste...'*

This is just one of Sue Cowley's infamous ways of captivating your students, seizing control and getting that unruly class to behave! *(WARNING: Make sure you read the crucial preparation advice before putting this idea into practice!)

Now in its fifth edition, Getting the Buggers to Behave remains a firm favourite with trainees, newly qualified teachers and experienced staff alike. The advice ranges from the basics of behaviour management to how to deal with the class from hell and is applicable whether you are working in the early years, primary, secondary or further education, with level-specific examples in every chapter. The book covers preparing for your first meeting with a new group of students, developing your individual teaching style, creating a positive learning environment and working in really challenging schools. Sue is famed for the practical, honest and realistic nature of her advice, and all her ideas include case studies and anecdotes based on her years of experience working as a teacher and the stories and problems she has advised on 'agony aunt' style.

In this brand new edition, Sue takes a detailed look at the use of incentives for managing behaviour, considers how to implement a restorative justice approach in order to change children's behaviour and also identifies the ten most common forms of misbehaviour and how to deal with them.

So, if your two-year-olds are ignoring you, your Year 11s are unmanageable, your tutor group is running riot or that unmentionable nine-year-old is driving you round the bend then this is the book for you!
"As a teaching and instructional guide, Functional Behavior Assessment, Diagnosis, and Treatment is a first-rate resource for students and young professionals new to the field of ABA or looking to expand their knowledge and practice competencies."--New England Psychologist

"[This book provides] the practicing behavior analyst [with] a well-grounded tool in completing the process from analysis to treatment. I highly recommend the book for all practicing behavior analysts as well as for graduate students entering the field."

Michael F. Dorsey, Ph.D., BCBA
Professor of Program in Applied Behavior Analysis, Endicott College

"...one of the most detailed, practical, and useful textbooks geared for behavioral graduate students who are also concurrent practitioners....I learned a lot in one semester with the use of this textbook."

Albee Ongsuco
Doctoral Student, Pediatric School Psychology, East Carolina University

"Ever since I began assigning Functional Behavioral Assessment, Diagnosis, and Treatment for my courses on behavioral assessment, I have had no complaints (from students) about giving out too many pages to read each week. In fact, I have only had positive comments about how the material in this book really helps them to apply what they are learning in class to their work with clients. Now I recommend this text to faculty I supervise for their courses on functional assessment and treatment planning!"

Jose A. Martinez-Diaz, PhD, BCBA-D
Professor and Associate Dean, Graduate School of Behavior Analysis
Florida Institute of Technology & CEO, ABA Technologies, Inc.

Now in its second edition, this popular text provides a comprehensive approach to functional behavioral assessment, a function-based diagnostic classification system of the target problem, and functional behavioral treatment. This new edition also provides a wealth of new case studies, some drawn from the authors' own clinical experiences, in addition to a greater analysis of the role of establishing operations (EO) and abolishing operations (AO).

An ideal textbook for courses in Applied Behavioral Analysis (ABA), this book helps students cultivate an in-depth understanding of assessing, diagnosing, and treating problem behaviors in a functional perspective.

Key features:

  • Provides a methodology for functional behavioral assessment, including indirect as well as direct measurement techniques such as analogue and in-situ methods
  • Includes innovative recommendations for conducting descriptive and trigger analyses and discusses how to use them in assessment and treatment evaluation
  • Presents a function-based, diagnostic classification system for diagnosing problem behaviors, as well as functional diagnostic system for assessing the current strength of potential replacement behaviors
  • Includes integrated online ancillary materials for students-brief narrated PowerPoint presentations and video lectures-ideal for generating class discussions
  • Features an online instructor's manual, including test items and PowerPoint slides for use in lectures
This exciting new edition of the best-selling and beloved teacher′s companion looks at the everyday behaviour issues facing teachers working in today′s classrooms. Describing real situations and dilemmas, Bill Rogers provides theoretically sound strategies and best practices to support you in meeting the challenges of the job, as well as building up a rapport with both students and colleagues to enable positive and productive learning environments.

Written jargon-free in Bill′s accessible and empathetic voice it includes in-depth strategies, practical examples, case studies and pragmatic hints and tips to put in to practice. This will make for informative and inspiring reading to all those involved in educating our children and young people.

The new edition has been revised and updated and now also includes access to an interactive website packed with a host of extra material to take you further. Visit https://study.sagepub.com/rogers4e to access:
  • Videos of Bill demonstrating his behaviour strategies in real classroom settings
  • Podcasts where Bill explains his ideas and ethos in more detail as well as answering teachers′ FAQs
  • Extra reading material for even more support on difficult subjects
  • Behaviour Management Tool Templates to use with students in the everyday classroom
  • Role-play scenario cards to help understand and prepare for challenging situations

"We often think of behaviour management in terms of dealing with challenging behaviour, but Dr Rogers begins by looking at classroom organisation and whole-class strategies. Alongside the theory, he provides examples that create a much deeper understanding of exactly what works and what doesn’t." - Special magazine

BILL ROGERS IN THE UK!

Dr Bill Rogers will be lecturing in the UK and for schools, authorities and universities this autumn 2017, mid-September to mid-December. For details of events, or to book Bill in to do training for your organization, please contact Lora Rogers at lrrogers07@gmail.com See his website for further information http://www.billrogers.com.au

In this profound and profoundly controversial work, a landmark of 20th-century thought originally published in 1971, B. F. Skinner makes his definitive statement about humankind and society.

Insisting that the problems of the world today can be solved only by dealing much more effectively with human behavior, Skinner argues that our traditional concepts of freedom and dignity must be sharply revised. They have played an important historical role in our struggle against many kinds of tyranny, he acknowledges, but they are now responsible for the futile defense of a presumed free and autonomous individual; they are perpetuating our use of punishment and blocking the development of more effective cultural practices. Basing his arguments on the massive results of the experimental analysis of behavior he pioneered, Skinner rejects traditional explanations of behavior in terms of states of mind, feelings, and other mental attributes in favor of explanations to be sought in the interaction between genetic endowment and personal history. He argues that instead of promoting freedom and dignity as personal attributes, we should direct our attention to the physical and social environments in which people live. It is the environment rather than humankind itself that must be changed if the traditional goals of the struggle for freedom and dignity are to be reached.

Beyond Freedom and Dignity urges us to reexamine the ideals we have taken for granted and to consider the possibility of a radically behaviorist approach to human problems--one that has appeared to some incompatible with those ideals, but which envisions the building of a world in which humankind can attain its greatest possible achievements.
Behavior Change Research and Theory: Psychological and Technological Perspectives provides a unified account of behavior change theories and broad coverage of application domains and best practices. From a psychological and human-computer interaction perspective, the book puts a strong emphasis on the psychological foundations of behavior change, and explores the relationship between technology and behavior change. It will cover the major behavior change theories: planned behavior; health belief model; protection motivation; transtheoretical; and more recent approaches to behavior change like Nudge, and Mindspace.

The section on health research and behavior change will cover interventions like diet and fitness, mental health, smoking cessation, and diabetes management. Topics also include financial and security research, and behavior change in relation to financial and other forms of sensitive information (passwords, phishing, and financial transactions). The last section will highlight the challenges and opportunities afforded by the increasing use of mobile technology with respect to the design of programs and apps aimed at facilitating behavior change and the role of social media.

  • Provides case studies of key theoretical models of behavior change
  • Evaluates the success of key theories
  • Details cost/benefit analyses of each particular approach
  • Includes techniques such as implementation intentions, self-affirmation, feedback, and social support
  • Offers practical consideration of the impact of technology and design
  • Delves into sustainability issues such as recycling and energy reduction
  • Highlights future directions for research
The three-volume Encyclopedia of Behavior Modification and Cognitive Behavior Therapy provides a thorough examination of the components of behavior modification, behavior therapy, cognitive behavior therapy, and applied behavior analysis for both child and adult populations in a variety of settings. Although the focus is on technical applications, entries also provide the historical context in which behavior therapists have worked, including research issues and strategies. Entries on assessment, ethical concerns, theoretical differences, and the unique contributions of key figures in the movement (including B. F. Skinner, Joseph Wolpe, Aaron T. Beck, and many others) are also included. No other reference source provides such comprehensive treatment of behavior modification—history, biography, theory, and application.

Thematic Coverage

The first of the thematic volumes covers Adult Clinical Applications. Adults are the most common population encountered by researchers, clinicians, and students, and therefore more than 150 entries were needed to cover all necessary methods. The second volume covers Child Clinical Applications in 140 entries. One especially useful aspect of this volume will be the complications sections, addressing "what can go wrong" in working with children. This is an area often overlooked in journal articles on the subject. Volume III, Educational Applications, addresses a range of strategies and principles of applied behavior analysis, positive behavior support, and behavior modification and therapy. These entries focus on classroom and school contexts in which the instructional and behavioral interactions between teachers and their learners are emphasized.

Unique, Easy-to-Follow Format

Each of the volumes′ entries address a full range of mental health conditions and their respective treatments, with the aim of providing systematic and scientific evaluation of clinical interventions in a fashion which will lend itself to the particular style of treatment common to behavior modification.

Major entries for specific strategies follow a similar format:

1. Description of the Strategy
2. Research Basis
3. Relevant Target Populations and Exceptions
4. Complications
5. Case Illustration
6. Suggested Readings
7. Key Words

Biographical sketches include the following:

1. Birthplace and Date
2. Early Influences
3. Education History
4. Professional Models
5. Major Contributions to the Field
6. Current Work and Views
7. Future Plans

Readership

This encyclopedia was designed to enhance the resources available to students, scholars, practitioners, and other interested social science readers. The use of in-text citations, jargon, and descriptions of research designs and statistics has been minimized, making this an accessible, comprehensive resource for students and scholars alike. Academic and research librarians in the social sciences, health, and medicine will all find this an invaluable addition to their collections.

Key Features

  • Three thematic volumes and over 430 total entries
  • Five anchor articles in each volume provide context on major issues within the field
  • Key words and lists of suggested readings follow each entry
  • Contributions by internationally renowned authors from England, Germany, Canada, Australia, New Zealand, and the United States

Volume Editors

Volume I: Adult Clinical Applications
Michel Hersen & Johan Rosqvist
Pacific University

Volume II: Child Clinical Applications
Alan M. Gross & Ronald S. Drabman
University of Mississippi

Volume III: Educational Applications
George Sugai & Robert Horner
University of Oregon

Advisory Board

Thomas M. Achenbach, Ph.D.
Department of Psychiatry, University of Vermont

Stewart W. Agras, M.D.
Department of Psychiatry & Behavioral Science, Stanford University School of Medicine

David H. Barlow, Ph.D., ABPP
Center of Anxiety and Related Disorders, Boston University

Alan S. Bellack, Ph.D., ABPP
Department of Psychiatry, University of Maryland School of Medicine

Edward B. Blanchard, Ph.D.
Department of Psychology, University of Albany, SUNY

James E. Carr, Ph.D.
Department of Psychology, Western Michigan University

Anthony J. Cuvo, Ph.D.
Rehabilitation Institute, Southern Illinois University

Gerald C. Davison, Ph.D.
Department of Psychology, University of Southern California

Eric F. Dubow, Ph.D.
Psychology Department, Bowling Green State University

Rex L. Forehand, Ph.D.
Psychology Department, University of Vermont

Arnold A. Lazarus, Ph.D., ABPP
Center for Multimodal Psychological Services

Robert P. Liberman, M.D.
Department of Psychiatry, West Louisiana VA Medical Center

Scott O. Lilienfeld, Ph.D.
Department of Psychology, Emory University

Marsha M. Linehan, Ph.D., ABPP
Department of Psychology, University of Washington

Nathaniel McConaghy, DSc, M.D.
School of Psychiatry, University of N.S.W, Australia

Rosemery O. Nelson-Gray, Ph.D.
Department of Psychology, University of North Carolina, Greensboro

Lars-Göran Öst, Ph.D.
Department of Psychology, Stockholms Universitet, Sweden

Alan D. Poling, Ph.D.
Department of Psychology, Western Michigan University

Wendy K. Silverman, Ph.D.
Department of Psychology, Florida International University

Gail Steketee, Ph.D.
School of Social Work, Boston University

Douglas W. Woods, Ph.D.
Department of Psychology, University of Wisconsin, Milwaukee

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