INTRODUCTION

Behavior modification is a therapeutic technique rooted in the principles of operant

conditioning, a theory of learning developed by B.F. Skinner. It involves systematically
applying interventions to change an individual's behaviors by reinforcing desired
behaviors and reducing or eliminating unwanted ones. The ultimate goal of behavior
modification is to increase the likelihood of engaging in positive behaviors while
decreasing the likelihood of engaging in negative behaviors.
The foundation of behavior modification lies in the understanding that behavior is
shaped by its consequences. According to operant conditioning, behaviors followed by
reinforcing outcomes, such as rewards or praise, are more likely to be repeated in the
future. On the other hand, behaviors followed by punishing outcomes, such as criticism or
penalties, are less likely to recur. This approach utilizes a range of techniques, including
positive reinforcement (adding a positive stimulus following a behavior), negative
reinforcement (removing an unpleasant stimulus following a behavior), punishment
(introducing an unpleasant stimulus or removing a pleasant one to decrease a behavior),
and extinction (withholding reinforcement to reduce the occurrence of a behavior).
Behavior modification can be applied to a wide variety of contexts and issues. It
has been used effectively to address mental health conditions such as anxiety, depression,
and phobias, as well as behavioral problems like addiction and compulsive behaviors.
Additionally, it is employed in educational settings to manage classroom behaviors, in
parenting to guide children's actions, and in organizational environments to enhance
employee performance.
One of the key strengths of behavior modification is its versatility and adaptability.
Techniques can be tailored to meet the specific needs of individuals and the particular
problems they are facing. For instance, a therapist working with a child who has difficulty
completing homework might use a system of rewards to encourage homework completion,
while a clinician addressing an adult's smoking habit might implement a combination of
reinforcement and punishment strategies to reduce cigarette consumption.

Moreover, behavior modification is evidence-based and relies on empirical research

to guide its practices. It emphasizes measurable outcomes and observable changes in
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behavior, making it a practical and scientific approach to behavior change. This focus on
measurable results ensures that interventions can be adjusted based on their effectiveness,
allowing for continuous improvement in treatment strategies.
In summary, behavior modification is a comprehensive and dynamic approach to changing
behaviors, underpinned by the principles of operant conditioning. By reinforcing desired
behaviors and diminishing unwanted ones, it offers a powerful tool for therapists,
educators, parents, and other professionals dedicated to helping individuals improve their
behaviors and overall quality of life.

Definition:

1. According to B.F. Skinner, a pioneer in the field of behaviourism, behaviour

modification is "the systematic manipulation of the environmental conditions that
occasion behaviour so as to produce a specified change in that behaviour" (Skinner,
1953).

2. Martin and Pear (2015) define behaviour modification as "the application of

principles of learning to bring about desired changes in behaviour."

3. Kazdin (2018) defines behaviour modification as "an applied science devoted to

developing and implementing techniques to change behaviour."

4. Cooper, Heron, and Heward (2020) define behaviour modification as "a

systematic approach to changing behaviour through the application of the principles
of operant conditioning."

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Types of behaviour:

1. Innate behaviour: This is behaviour that an organism is born with and does not
need to learn. Examples include reflexes and instincts.
2. Learned behaviour: This is behaviour that an organism acquires through
experience. Examples include language, social skills, and academic skills.
3. Adaptive behaviour: This is behaviour that helps an organism to survive and
thrive in its environment. Examples include foraging for food, avoiding
predators, and seeking shelter.
4. Maladaptive behaviour: This is behaviour that is harmful to the individual or
others, or that interferes with normal functioning. Examples include substance
abuse, self-harm, and aggression.
5. Pro social behaviour: This is behaviour that benefits others or society as a
whole. Examples include volunteering, helping others, and following social
norms.
6. Antisocial behaviour: This is behaviour that goes against social norms and may
harm others. Examples include stealing, lying, and bullying.
7. Verbal behaviour: This is behaviour that involves language, such as speaking,
writing, and gesturing.
8. Nonverbal behaviour: This is behaviour that does not involve language, such
as facial expressions, body language, and eye contact.

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Adaptive behaviour:

“Adaptive behaviour is the collection of conceptual, social, and practical skills

that all people learn in order to function in their daily lives” (AAIDD)

To break these skills down, they are:

➢ Conceptual skills: These are skills that enable the individual to handle
important life functions and adapt to their surroundings. This includes: learning
to read, to count, and understanding the concept of time and money.
➢ Social Skills: These are interpersonal skills that allow the individual to
communicate with others and function socially. This includes: the ability to
follow social norms and rules, engage in social problem-solving, and avoid
situations that could lead to exploitation.
➢ Practical skills: These are skills that involve personal care and the ability to
independently perform activities necessary in daily life. This includes: the
ability to use money, being able to travel to and from places, use the telephone,
and possess occupational skills.

Adaptive Behaviour Examples:

➢ Tying shoes (Practical skill): A new student in a K2 classroom is able to put on

their shoes and coat all by themselves.
➢ Counting (Conceptual skill): Most children in first grade are able to count to at
least 20 and understand what “greater than” and “lesser than” means.
➢ Organization (Conceptual skill): A high school student keeps their locker and
backpack tidy, making it easy to find the necessary books and materials for each
class.
➢ Conflict resolution (Social skill): A team member in a workplace setting is able
to effectively communicate with co-workers to resolve conflicts and come to a
mutually beneficial solution.

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➢ Asking for help (Social skill): When a child is having difficulty reaching a book
on a high shelf, they ask their teacher for help.
➢ Street smarts (Practical skill): As students develop independence, they
understand when it is safe to cross the street.
➢ Critical thinking (Conceptual skill): An adult is able to evaluate different
options and make informed decisions based on logical reasoning and evidence.
➢ Shopping (Practical skill): Middle school students know how to purchase small
items in a local mart and make sure the change is correct.
➢ Asking for permission (Social skill): One student asks another if they can
borrow their eraser instead of grabbing it from their hand.
➢ Problem-solving (Conceptual skill): A college student is able to identify the
root cause of a complex issue and find a practical solution to resolve it.
➢ Driving (Practical skill): A young adult has learned how to safely operate a
motor vehicle and navigate different road conditions.
➢ Reading (Conceptual skill): By the end of third grade, most students will be
able to read approximately 100 words per minute.
➢ Taking Turns (Social skill): Most students in first grade have learned to take
turns going down a playground slide.
➢ Managing finances (Practical skill): A middle school student has started a lawn
mowing business and can keep track of how much money they are making each
month.
➢ First aid (Practical skill): A scout has learned how to administer basic first aid,
such as cleaning and dressing a wound, until medical professionals arrive.
➢ Research (Conceptual skill): A graduate student is able to gather information
from various sources and synthesize it to create a comprehensive report or thesis.
➢ Time management (Conceptual skill): Knowing what it means to be “on time”
or “late” is important for maintaining employment.
➢ Teamwork (Social skill): A member of a sports team is able to effectively
communicate and collaborate with their teammates to achieve a shared goal.

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Mal adaptive behaviour:

Maladaptive behaviour refers to actions, thoughts, or patterns of behaviour that

are ineffective, counterproductive, or harmful in meeting one's needs or achieving
desired goals. These behaviours are typically considered inappropriate or out of sync
with the individual's social, cultural, or environmental context. They often hinder
personal well- being, disrupt relationships, and impede personal growth and
functioning.

Maladaptive behaviours can manifest in various ways, such as excessive

aggression, self-destructive habits, chronic procrastination, substance abuse, persistent
negative thinking, avoidance of social interactions, or obsessive-compulsive rituals.
These behaviours are typically maintained despite their negative consequences and may
become entrenched patterns over time.

It is important to note that maladaptive behaviour is often a symptom of an

underlying psychological or emotional issue, such as anxiety, depression, trauma, or
personality disorders. Addressing the root causes and developing healthier coping
mechanisms is crucial in overcoming maladaptive behaviours and promoting overall
psychological well-being. Professional intervention, such as therapy or counselling, is
often recommended to identify and address these behaviours effectively.

Types of Mal-Adaptive Behaviour:

Maladaptive behaviours in students can appear in countless ways. Some categories

and examples are explained below:

➢ Violent or destructive behaviours: Example-Tearing of books, breaking

objects, throwing objects etc.
➢ Temper tantrums: Example- Rolls on the floor, screening, cries excessively,
etc.
➢ Misbehaviour with others: Example- Grab objects from others, spit on others
etc.
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➢ Self-injurious behaviours: Example- Bangs head, scratches self, pull own hair,
bites self, peels skin, wounds etc.
➢ Repetitive behaviour: Example- Rocks body, nods head, shakes parts of the
body repeatedly etc.
➢ Odd behaviours: Example-Smiles, laughs or talks to self without reason,
collects rubbish etc.
➢ Over activity: Example- Does not sit at one place for required time, does not
complete the task at hand etc.
➢ Rebellious behaviours: Example- Refuse to obey commands, does opposite of
what is requested etc.
➢ Antisocial behaviours: Example- Steals, cheats in games, lies or twists the twist
the truth, blame others etc.
➢ Fears: Example-Fear of places, persons, animals, or objects etc.

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 BEHAVIOUR MODIFICATION – AIM, SCOPE, IMPORTANCE

Behavior modification is a therapeutic approach rooted in the principles of operant

conditioning, a concept developed by B.F. Skinner. This method aims to alter behavior
patterns by systematically applying reinforcement and punishment to increase desired
behaviors and decrease undesired ones. Behavior modification has proven to be a versatile
and effective tool in various fields, including psychology, education, healthcare, and
organizational management. This extended overview explores the aims, scope, and
importance of behavior modification in depth.

Aim of Behavior Modification:

The primary aim of behavior modification is to effect meaningful and positive
behavioral change that enhances an individual’s overall functioning and quality of life.
This approach focuses on the following objectives:

• Increase Desirable Behaviors: One of the core goals is to encourage and

strengthen behaviors that are beneficial to the individual and society. This can
involve teaching new skills, improving social interactions, enhancing academic
performance, or fostering healthy lifestyle choices.
Examples: Reinforcing a child for completing homework, rewarding an employee
for punctuality, or praising a patient for adhering to a medication regimen.

• Decrease Undesirable Behaviors: Behavior modification seeks to reduce or

eliminate behaviors that are harmful, disruptive, or counterproductive. This can
involve addressing issues like aggression, substance abuse, or procrastination.
Examples: Implementing a time-out for a child who exhibits aggressive behavior,
applying fines for tardiness in the workplace, or providing negative feedback for
missed deadlines.

• Improve Coping Skills: Another aim is to equip individuals with effective

coping strategies to handle stress, challenges, and changes in their environment.
This includes teaching problem-solving skills, stress management techniques, and
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 adaptive responses.
Examples: Teaching relaxation techniques to manage anxiety, providing
problem-solving training to deal with daily challenges, or offering support for
developing resilience.

• Promote Independence: Behavior modification aims to foster self-regulation

and autonomy, enabling individuals to manage their behaviors independently
without constant external intervention. This is particularly important in long-term
behavior change.
Examples: Gradually reducing the frequency of rewards as a person becomes
more self-sufficient, encouraging self-monitoring techniques, or promoting self-
reinforcement strategies.

Scope of Behavior Modification:

Behavior modification has a broad and diverse scope, making it applicable in
numerous settings and for a wide range of issues. Its flexibility and adaptability allow it
to be used effectively across different domains:

• Clinical Settings: In psychotherapy and counseling, behavior modification is

used to treat mental health conditions such as anxiety disorders, depression,
phobias, obsessive-compulsive disorder (OCD), and addictions.
Applications: Implementing exposure therapy for phobias, using contingency
management for substance abuse, or applying cognitive-behavioral techniques for
depression.

• Educational Settings: In schools and other educational environments, behavior

modification helps manage student behavior, enhance learning outcomes, and
support children with special needs or behavioral disorders.

Applications: Using token economies to encourage classroom participation,

applying differential reinforcement to reduce disruptive behavior, or
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 implementing individualized behavior plans for students with ADHD.

• Parenting and Family: Parents use behavior modification techniques to shape

their children's behaviors, establish routines, and address common issues such as
tantrums, non-compliance, and sibling rivalry.
Applications: Implementing a reward system for chores, using time-out for
misbehavior, or applying consistency in enforcing rules and expectations.

• Workplace: In organizational settings, behavior modification is used to improve

employee performance, enhance job satisfaction, and address issues like
absenteeism, tardiness, and workplace conflict.
Applications: Offering performance-based incentives, applying behavior-based
safety programs, or using coaching and feedback to improve work habits.

• Healthcare: In the context of health and wellness, behavior modification

promotes health-promoting behaviors, such as medication adherence, diet, and
exercise, and helps manage chronic conditions.
Applications: Using behavioral interventions to promote smoking cessation,
applying reinforcement to encourage physical activity, or implementing strategies
to improve compliance with medical advice.

• Community and Social Services: Behavior modification is used in community

settings, such as group homes or correctional facilities, to promote pro social
behaviors and reduce recidivism.
Applications: Implementing behavior management programs in juvenile
detention centers, applying social skills training in group homes, or using
community reinforcement approaches for substance abuse recovery.

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Importance of Behavior Modification:
Behavior modification is important for several key reasons:

• Empirical Basis: It is grounded in well-established psychological theories and

supported by extensive research, making it a reliable and effective approach for
behavior change.
Research Evidence: Numerous studies have demonstrated the effectiveness of
behavior modification in treating a variety of psychological and behavioral
disorders.

• Measurable Outcomes: The focus on observable and measurable behaviors

allows for clear tracking of progress and effectiveness of interventions. This
empirical approach ensures that interventions can be adjusted based on data and
outcomes.
Outcome Tracking: Regular monitoring and data collection help in evaluating the
success of interventions and making necessary adjustments.

• Versatility: Behavior modification can be tailored to individuals of all ages and

backgrounds, addressing a wide range of behavioral issues across various
contexts.
Adaptability: Techniques can be customized to suit the specific needs and
circumstances of each individual, making the approach highly flexible.

• Practical Application: It provides concrete strategies and tools that individuals,

families, educators, and professionals can implement in everyday situations.
Real-World Utility: Practical tools such as token economies, behavior contracts,
and self-monitoring techniques can be easily integrated into daily life.

• Promotes Positive Change: By focusing on reinforcing positive behaviors,

behavior modification fosters a supportive environment that encourages growth
and development.
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 Positive Reinforcement: Emphasizing positive reinforcement helps build a more
encouraging and motivating atmosphere for behavior change.

• Enhances Quality of Life: Through the improvement of adaptive behaviors and

reduction of maladaptive behaviors, individuals can achieve better mental health,
improved relationships, and greater overall well-being.
Life Improvement: Effective behavior modification can lead to significant
improvements in personal, social, and professional areas of life.

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 IDENTIFICATION OF MAL ADAPTIVE BEHAVIOUR, FUNCTIONAL
ANALYSIS

Before a functional behavioural assessment can be implemented, it is necessary

to pinpoint the behaviour causing learning or discipline problems, and to define that
behaviour in concrete terms that are easy to communicate and simple to measure and
record. If descriptions of behaviours are vague (e.g., poor attitude), it is difficult to
determine appropriate interventions. It may be necessary to observe the student’s
behaviour carefully and objectively in different settings and during different types of
activities, and to conduct interviews with other school staff and caregivers, in order to
pinpoint the specific characteristics of the behaviour.

Steps in identification of maladaptive behaviour:

The behaviour modification technology for decreasing the undesirable behaviour

involves a detailed assessment of the child in tune with the principle of developing IEP.

The following steps are involved in this process.

Step 1: Identification of Problem Behaviour: Once problem behaviour is brought to

the notice of the teacher, it is his/her duty to identify it appropriately - by applying the
guidelines given in this regard.

Step 2: Behavioural Description of Problem Behaviour: In behaviour modification,

symbolic terms of the behaviour have no value. Only behavioural terms are used for
describing behaviour. For example, the problem behaviour 'anger' can be viewed as,
abusing somebody, shouting at others, beating others, or self-beating throwing things at
others. Hence, by using the term 'anger' it is essential that the behaviour is described in
an objective manner which could be observed and measured.

Step 3: Principle for Selection of Problem Behaviour: A child may possess more
than one problematic behaviour. But only one or two problems at a time is selected for
management since, selection of more problems would pose difficulty in controlling the
environmental factors which has influence on behaviour is done by applying the
following criteria.
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 a) Choosing the problem behaviours which are easy to manage as this will help the
teacher to gain confidence in managing more difficult problem behaviour later.
b) Choosing problem behaviours which are dangerous in nature for self or to others

Step 4: Baseline Assessment (Observation Technique): Observation is the process in

which one/more persons observe what is occurring in some real-life situation and
pertinent happenings are classified and recorded according to some planned scheme.

There are four points for observation:

a) What to observe
b) When to observe
c) How to observe
d) Where to observe

Behaviour can be observed by direct observation or by automatic recording. Commonly

used observation techniques are:

➢ Event or Frequency recording: In the event or frequency recording, the number

of occurrences of the problem behaviour is documented after direct observation
for a specified period of time in a given day, which is repeated for a minimum of
three days. This will enable the teacher/person concerned to get more idea about
the behaviour under observation. This will also enable to find out the average
occurrence of the problem behaviours like, beating, pushing, not sitting at one
place etc. (the occurrence of the behaviours which could be counted in numbers).
It is not appropriate for behaviours, where it is difficult to count.

➢ Duration Recording: This is used to record behaviours which vary in its length
of occurrence. For examples, not paying attention in the class (staring out, over
active behaviour, rocking behaviour, etc. Recording of the behaviour is obtained
by documenting for a specified period of time in given day, which is repeated for
a minimum of three days. The average duration of occurrence of the problem
behaviour could be calculated for the specified period of time. This method is

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 useful to record behaviours which vary in length. However, continuous attention
is required for accurate assessment, which may not be always possible in group
teaching set-up.

➢ Interval Recording: Occurrence of the problem behaviour is observed in short

span of intervals like, observing the behaviour in every one hour for five minutes.
It can be used for recording both frequency and duration responses. However,

even if the problem behaviour occurs in between, the recording will be done only
during the interval chosen for the same.

➢ Time Sampling: The problem behaviour is recorded only at a predetermined time.

For example, observing the behaviour of the child at every 30 minutes interval.
This method is used when the frequency or the duration of the problem behaviour
is more. It does not require continuous observation.

Functional analysis:

The term functional analysis was used by Skinner (1953) to denote empirical
demonstrations of "cause-and-effect relations" between environment and behaviour;
however, the term has been extended by behaviour analysts and psychologists in general
to describe a wide range of procedures and operations that are different in many
important ways.

Functional Analysis is the process of understanding the complexity of the

problem behaviour in its simpler or most elementary parts. The problem behaviours
which are learnt may have various environmental influences. According to learning
theories, learning occurs through association (classical and operant conditioning), and
observation learning etc.

There are several models available for analysing behaviour problems. One of the
simplest models is known as A-B-C model, which is used commonly to analyse problem
behaviours of mentally retarded children. This model helps to identify the factors, which

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contribute to the occurrence of the problem behaviours.

A stands for the ANTECEDENT factors, the analysis of antecedent will help
the teacher to find the factors which contribute to the problem behaviour before its
occurrence. The following factors must be looked into to get more information in this
regard:

➢ When does the problem behaviour generally occur, - during recess, or I the class
room when the teacher is busy with another student, or during lunch break.
➢ Are there particular times of the day when the problem behaviour tends to occur
more - for example, during morning hours or meal times.

➢ With whom does the problem behaviour occur - are there specific places or
situation where the problem behaviour occurs. - In the school playground or
classroom or at home or when the child is sitting alone. Where does the problem
behaviour occur, that is, are there specific place or situation where the problem
behaviour occurs, Example, in the school playground or classroom or at home or
when the child is sitting alone?

B stands for the BEHAVIOUR that is, what happens during the problem
behaviour. Result from the base line assessment of the behaviour will help to analyse
the 'during' factors contributing to the problem behaviour, that is, it will answer the
following question: How many times does the problem behaviour occur, or for how long
does the problem behaviour occur.

C stands for the CONSEQUENCES of the behaviour, that is, the factor which
fallow immediately after the behaviour. Analysis of 'after 'factors includes answering
the following question:

➢ What is The Reaction of the people around the child immediately after the
occurrence of the problem behaviour?
➢ What effect does the problem behaviour have on the given child or others?
➢ Does the child benefit or gain something by indulging in the problem behaviour?

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The analysis of consequences or after factors generally shows that most of the behave
ours have a link with benefits (reward or reinforcement). As per the operant conditioning
therefore, if there were no benefits, the behaviour would cease to occur. Thus, functional
analysis gives the complete details which would help in identifying the reasons for the
behaviour.

Assumption of Functional Behavioural Analysis:

The Fundamental assumption of functional behaviour analysis is that the problem

behaviour is learned, like any other behaviour. The other assumptions related to
problematic behaviour are:

➢ Problematic behaviours serve a purpose for the child.

➢ All problem behaviours are a function of environmental conditions.

➢ Extraordinary behaviours develop and are maintained under ordinary conditions.

➢ To help children with their problem behaviours we have to understand the effect
their problem behaviour is having on the environment, i.e., the consequence of
their behaviour.

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 STRATEGIES FOR BEHAVIOUR MODIFICATION, DIFFERNETIAL
REINFORCEMNT, CBT

Behaviour modification means changing human behaviour by the

application of Conditioning or other Learning techniques. (J.B Watson).

Steps involved in behaviour management programme:

1. Identification of problem behaviours

2. Statement of problem behaviours
3. Selection of problem behaviours
4. Identification of rewards
5. Recording baseline of the problem behaviours
6. Functional analysis of the problem behaviours
7. Development and implementation of behaviour management programmes
8. Evaluation of behaviour management programmes

Steps in identifying problem behaviours:

➢ Identification of problem behaviour

➢ Observation
➢ Interview
➢ Direct testing
We use BASIC- MR Part B for assessing the problem behaviour

Selection of problem behaviours:

After identifying the various problem behaviours in a child, and after stating
them in observable and measurable terms, you need to then select a specific problem
behaviour which you want to change first. This step is called as prioritizing specific
problem behaviours.

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Guidelines for selecting and prioritising problem behaviours:

1. Choose only one or two problem behaviors

2. Problem behavior that can be managed with in the stipulated time
3. Behaviors that are injurious to the child himself, or to others in his environment.
4. Behaviors that interfere most with the child's, or others classroom
learning/teaching activities.
5. Choose specific problem behaviors for intervention only after due consideration
about their relative frequency, duration, or severity,
6. Problem behavior that can managed so as the child can involve more in
classroom/school learning activities.
7. Choose the problem behavior after consultation with the parents

Identification of rewards:

Definition: “The event that happens after a behaviour which makes that behaviour
to occur again in future is called 'reward".

Types of Rewards:

The following are the types of reward for Children with Intellectual Disability
1. Primary reward:
They are eatables liked by children E.g.,
chocolate, ice cream etc.
2. Materials reward
They are things or articles liked by children E.g.,
ball, toys, watch etc.
3. Social Reward
They are verbal praises or sign of appreciation liked by children E.g.,
Verbal reward such as “good”, “well done” etc.
4. Activity reward
They are action or behaviours liked to be performed by children. E.g.,
allowing to listen music, to dance, to play etc.

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 5. Token reward
They are items though valueless in their own right, gain value through
association with other things that are given to children.
E.g., giving star or tick marks in the book, smiley etc.

Reinforcement/ Reward Schedules

The timing of when a reinforce is presented can be manipulated. During the early
stages of learning, continuous reinforcement is often used. This involves reinforcing a
response each and every time it occurs, such as giving a puppy a treat every time it pees
outside.

Once a behaviour has been acquired, a partial reinforcement schedule can be used.
The four main types of partial reinforcement include:

➢ Fixed-interval schedules: Reinforcing a behavior after a specific period of time

has elapsed.
➢ Fixed-ratio schedules: Reinforcing a behavior after a specific number of
responses have occurred.
➢ Variable-interval schedules: Reinforcing the behavior after an unpredictable
period of time has elapsed.
➢ Variable-ratio schedules: Reinforcing the behavior after an unpredictable
number of responses.

How to select rewards for children

➢ Observe the child's behaviour

➢ Ask the child directly
➢ Ask parents, caretakers or others who know the child
➢ Use a Reward Preference Checklist
➢ Elicit the child's reward history
➢ Choose rewards which are easily available and dispensable
➢ Use reward sampling techniques
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 ➢ Choose an appropriate reward
➢ Choose a strong reward
➢ Change of rewards

How to give rewards?

➢ Reward only desirable behaviours

➢ Reward clearly
➢ Reward Immediately
➢ Reward the desirable target behaviour each and every time after it occurs
➢ Reward in appropriate amounts
➢ Combine the use of social rewards along with other types of rewards
➢ Change the rewards
➢ Fading of rewards

Behavioural Techniques in Managing Problem Behaviours:

1. Changing the Antecedents: There are a number of antecedent (before) factors,

in the presence of which, behaviour problems may tend to occur more. These
factors may include particular settings, situations, places, persons, times, specific
demands placed on the child, task difficulty levels, methods of instructions used
by the teacher, sudden change in routine, etc. If the teacher can identify links
between any of these factors and the occurrence of specific problem behaviours,
then a simple avoidance, alteration or change of such factors may be sufficient
to manage problem behaviours

2. Extinction/Ignoring: Extinction means removal of attention rewards

permanently following a problem behaviour. Extinction is the no reinforcement
of a previously reinforced behaviour. This procedure involves ignoring a
behaviour that is withholding reinforcing attention for a previously reinforced

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 response. In all cases, when an inappropriate behaviour is ignored, another
behaviour, which is appropriate, must be reinforced.

3. Time Out: Time out method includes removing the child from the reward or the
reward from the child for a particular period of time following a problem
behaviour Ensure that rewards or a rewarding situation is removed following the
problem behaviour.

Types of Time Out

➢ Remove the child to an area in the class
➢ Remove the rewarding activity materials
➢ Place the child outside
➢ Head down position
➢ Seclude the child to an isolated room.

4. Physical Restraint: Physical restraint involves restricting the physical

movements of the child for some time following a problem behaviour.

5. Response Cost: Another way of decreasing problem behaviours in children is to

take away the rewards that the child has earned by performing specific good
behaviours. In other words, this technique involves the child to pay a fine or the
cost for indulging in a problem behaviour by giving away some thing or event
he has earned from showing desirable behaviours.
Response cost is a procedure in which a specific amount of available reinforces
is contingently withdrawn following a response in an attempt to decrease
behaviour. Response cost is often used with token economy programs. The
response cost must be less than the total amount of number of reinforces
available (i.e., never go in the hole). Response cost procedures are often referred
to as “fines.
6. Overcorrection (RESTITUTION): The use of this technique will not only
decrease problem behaviours in children, but also teach appropriate ways of

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 behaving. When this technique is implemented, after the occurrence of a problem
behaviour, the child is required to restore the disturbed situation to a state that is
much better than what it was before the occurrence of the problem behaviour.
➢ Restitution overcorrection requires the student to correct the effects of
his/her misbehaviour by restoring the environment to better than its
original condition.
➢ Positive overcorrection requires the student to practice an appropriate
behaviour an abundant number of times.
➢ Neutral practice overcorrection has a student repeat an action that is
neither restitution nor related to the desired behaviour. This often takes
the form of contingent exercise.
➢ Full cleanliness training requires the student to excessively clean the
result of wetting or soiling her/ himself

7. Conveying Displeasure: we use of THIS technique, the teacher is required to

give clear verbal commands expressing displeasure to a child following
occurrence of a specific problem behaviour.

8. Gradual Exposure for Fears: Graduated exposure techniques are especially

used to decrease fears in children, either in the school or home setting. The
procedure of graduated exposure involves a step by step gradual exposing of the
child to a feared person, place, object or a situation

9. Differential Rewards:
➢ Differential reward of opposite behaviour
➢ Differential reward of other behaviour
➢ Differential reward of low rate Behaviour
➢ Differential reward of alternate behaviours

10. Self-management Techniques:

➢ Self-observation
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 ➢ Self-recording techniques
➢ Self-cueing techniques
➢ Self-reward techniques
➢ Correspondence training
➢ Anger control technique

Differential Reinforcement: Non-punishment techniques are the first choice of

management plan for reducing the undesirable behaviour. Non-punishment techniques
simultaneously aim at the reduction of the undesirable behaviour and the occurrence of
a desirable behaviour. The principle used in achieving this is the differential
reinforcement techniques. Differential reinforcement is the procedure of the application
of reinforcement to one of the two alternatives.
There are four types of differential reinforcement: Behaviour Modification Record

➢ Differential Reinforcement of Incompatible Behaviour (DRI): This is also called

as Differential Reinforcement of Opposite Behaviour. The technique involves the
reinforcement of the exactly opposite behaviour to the undesirable behaviour. For
example, a child who is overactive, if sits at a place for a specific period / duration,
it is reinforced.

➢ Differential Reinforcement of Other Behaviour (DRO): It is the process of

reinforcing a desirable behaviour when an undesirable behaviour fails to elicit. For
example, a child who beat others for minor reasons, does not do that on a particular
day or for a specific period of time and is engaged in some other activity that is not
problematic, is reinforced.

➢ Differential Reinforcement of Alternative Behaviour (DRA): It is the process

involving the diversion of a probable undesirable behaviour by presenting a
desirable behaviour and reinforcing it. For example, two children who fight
frequently for trivial reasons are given an opportunity to work together to do
something which both of them like very much and are frequently reinforced for their
24
 joint effort. In reality, the frequent fighting behaviour is replaced by a desirable
behaviour of joint completion of a task.

➢ Differential Reinforcement of Low rate of response (DRL): This technique is

used to control behaviour in its low frequency. The technique involves reinforcing
the behaviour in its low frequency level and ignoring it in its high frequency level.
For example, a child who repeatedly asks the teacher whether it is a holiday the next
day, despite telling him every time, that it is not a holiday. Here, asking this question
once is reasonable and a desirable behaviour. But asking the same question every
now and again despite receiving an answer, is an undesirable behaviour. Behaviour
Modification Record
DRL can be applied here by responding to his question only once and not paying
attention to his question when it is repeated. This, over a period of time, will make
the child maintain the desirable behaviour in its required frequency.

25
 MANAGEMENT OF MAL ADAPTIVE BEHAVIOUR AT HOME &
SCHOOL & INTEGRATION OF BM IN CLASSROOM CONTEXT

Behaviour management at home:

To manage mal adaptive behaviour at home we must follow the following points:

➢ Positive attention for positive behaviours: Giving the child positive

reinforcement for being good helps maintain the ongoing good behaviour.
Positive attention enhances the quality of the relationship, improves self-esteem,
and feels good for everyone involved. Positive attention to brave behaviour can
also help attenuate anxiety, and help kids become more receptive to instructions
and limit-setting.

➢ Ignoring actively: This should use ONLY with minor misbehaviours - NOT
aggression and NOT very destructive behaviour. Active ignoring involves the
deliberate withdrawal of attention when a child starts to misbehave - ignore, wait
for positive behaviour to resume. Give positive attention as soon as the desired
behaviour starts. By withholding the attention until one get positive behaviour
that are taught to the child what behaviour gets the teacher to engage?

➢ Reward menus: Rewards are a tangible way to give children positive feedback
for desired behaviours. A reward is something a child earns, an
acknowledgement that she’s doing something that’s difficult for her. Rewards
are most effective as motivators when the child can choose from a variety of
things: extra time on the iPad, a special treat, etc. This offers the child agency
and reduces the possibility of a reward losing its appeal over time. Rewards
should be linked to specific behaviours and always delivered consistently.

➢ Time outs: Time outs are one of the most effective consequences parents can
use but also one of the hardest to do correctly. Here’s a quick guide to effective
time out strategies.

26
 ➢ Be clear: Establish which behaviours will result in time outs. When a child
exhibits that behaviour, make sure the corresponding time out is relatively brief
and immediately follows a negative behaviour.

➢ Be consistent: Randomly administering time outs when one feeling frustrated

undermines the system and makes it harder for the child to connect behaviours
with consequences.

➢ Set rules and follow them: During a time out, there should be no talking to the
child until the ending of the time out. Time out should end only once the child
has been calm and quiet briefly so they learn to associate the end of time out with
this desired behaviour.

➢ Return to the task: If time out was issued for not complying with a task, once
it ends the child should be instructed to complete the original task. This way,
kids won’t begin to see time outs as an escape strategy.

By bringing practicing behavioural tools management at home, parents can make it a

much more peaceful place to be.

Behaviour management at School:

Behaviour intervention plans to help them modulate their behaviour. Use student
strengths (and interests) to build those behaviours plans so they will be more effective in
curbing unwanted behaviours. Focus on strengths, to engage students too.

Classroom Behaviour Management Strategies:

It is challenging to manage a classroom with a variety of unique needs. Often those

behaviours can be distracting and frustrating for both teachers and other students.

On average, 144 minutes per week of instructional time is lost in classrooms

because of behaviour disruptions. Special education teachers must master classroom
behaviour management to become effective.

27
 Students with disabilities present with so many unique needs, it becomes
necessary to have a whole list of strategies to engage and manage their needs. With 13%
of students who qualify nationally for special education, there is an abundance of need.
In fact, a large percentage of new teachers say they felt much unprepared for
managing the behaviours in their special education classroom.

Establish Relationships with Students:

Special Educator spend a whole lot of time with the students over the course of a
year and spend more face to face time with them than their parents or guardians. It is
most important to develop a real relationship with the students.

They need to believe that Special educators are invested in them and that they
know them. It goes beyond smiling and welcoming them, although important. One need
to find a way to make a connection with every student.

They won’t always make it easy either. If they come from a home where they
don’t have positive relationships with adults, they will be wary. Work to get to know
their interests, their love languages, learn about their life outside of school. Attempt to
and teach them about real conversations.

Quality of relationships matter because when there are inevitable behaviour issues
that arise, have goodwill and a student who is invested in a positive way. They are less
likely to misbehave or less likely to want to give a difficult time because of the strong
relationship.

Positive Learning Environment:

As a teacher, pay attention to a student’s intellectual, emotional, physical, and

social needs. Set up the special education classroom that aims to meet those needs in
each and every student in the classroom.

28
 Establishing a positive learning environment where the focus is on both learning
and positives will go a long way in curbing student behaviours. If the student needs are
met and remain positive, they will be less likely to show the negative behaviours.

A classroom with good procedures and expectations (more on this later) will make
the students understand how the classroom will function.

In a special education classroom, students will want to know that the educators
are available to support their learning and will help them when the learning is
challenging for them. Create accommodations and scaffolds to help them learn like a
student without a disability.

Set Expectations:

➢ Students understand schools have rules. Let the students know about these
expectations.
➢ There are a few students, who by nature, are rule followers. But many who are
not rule followers, and some of them with disabilities, will also test those
expectations.
➢ Establish expectations with the students about how the classroom operates, so
the students can follow them.
➢ Set a clear and concise communications with students about the routine, and
practice. Students know what things bother them in the classroom. Establish
routine and practice routines. Create and post anchor charts that give students
information about the things they need to know.
➢ Talk together as a class to establish norms of behaviour that was agreed by all to
abide by. When they are invested in creating those norms, they are much more
likely to follow them.

29
Organize Your Lessons:

Teachers need to focus on thoughtful and deliberate lesson design so kids stay
engaged in what is being taught. The higher the engagement in the learning, the less
likely there will be behaviour issues.

The special education teachers should know part of that lesson design includes
how to accommodate and structure lessons for individual learners. What changes in
lessons is needed so all students can learn based on the goals of their IEP?

Students need to know the objectives of the lesson and what is expected out of
them to learn. They need to have opportunities for practice and multiple checks for
understanding. These are all engagement strategies for students that keep them focused
on the lesson and not on negative behaviours.

Focus on Strengths:

Sometimes when a student is being particularly difficult, it’s easy to forget that
everyone is good at something. Students forget this too, especially if they struggle with
academic work in school. Often educators see students misbehave as a coping
mechanism for when they don’t understand what school wants them to learn.

It’s so important for both special education teachers and students to remember that
everyone is good at something. Focus on their strengths. This is also where having a
relationship with them comes into play.

Many special education students also have behaviour to help them modulate their
behaviour. Use student strengths (and interests) to build those behaviour plans so they
will be more effective in curbing unwanted behaviours. Praise the child whenever
he/she displays appropriate behaviour. Focus on more of positive attributes then the
negative ones.

Make the praise specific to the behaviour what are expected to be displayed. Use
language to communicate specifically the behaviour that need to be exhibited.
30
Greet Students at the Door:

A greeting can have. A huge impact. Offering students an enthusiastic, sincere

greeting when they enter the classroom.

While greeting them individually, set the tone for how the class will go. Have an
established positive interaction. One study suggests that greeting students at the door
can get a 20% boost in student engagement. This is a pretty big boost for being at the
door with a friendly and personalized greeting.

The other value is that one can get a gauge almost right away for how a student is
feeling. See their face and interact personally with them. One can detect right away if
they are having an off day and can be prepared for it. Use specific social strategies to
counteract a potential problem right at the beginning of the day.

Reminders and Cues:

Students respond to reminders and cues. It’s important to let students know what
and how to do. If students aren’t sure what to do, they will do what they want or perhaps
do something they shouldn’t do. If students are finishing their math, for example, and
wondering what to do next, verbally give a reminder for everyone to hear.

Use specific praise that will work as a reminder for other students. For example,
thank a student by name for putting their math assignment in the tray and getting started
on their independent reading. That way, the student got praise for their work, and the
others got a reminder.

Cues can be important too that can be used in behaviour plans. Perhaps it’s
something as simple as placing a post-it note on a student’s desk to let them know they
are doing something they shouldn’t be doing.

Also, use student behaviour plans to establish what cues will work best with individual
students.

31
 When making eye contact with students use nonverbal cues to remind them what
they should be doing (or not doing).

Active Supervision:

Proximity is very effective in addressing potential negative behaviours. Maybe

students are working on something quietly. Instead of sitting behind the desk, Special
educators can go sit next to or near a student. She/ he can monitor what they are doing
and their presence helps prevent negative behaviours from happening.

Students will quickly get used to seeing educator moving around the room. One
can also answer questions as they move around and have small, quiet conferences with
students. Approach it positively, as a way to interact about what they are working on
instead of looking for unwanted behaviours.

Ignore:

There are some who might think that ignoring bad behaviours is not a good
strategy. However, it can be a very effective strategy when ignoring is done deliberately.

If a behaviour is causing problems from a particular student in the classroom,

instead of continually addressing it, try to ignore it. Then give the student positive
feedback for other things and all the cue and reminders.

Recognize the students around the non-compliant student who are doing the things
that are expected out of them. It will be challenging to ignore, there’s no doubt. But
when the student realizes they might not get the feedback or reaction they were trying
for, eventually it’s likely they will comply and do what is asked of them.

Optimize Your Seating Plan:

At times, comfortable seating works as a reward area. There are some kids who will
need separate seating. They will even appreciate it. Maybe they need to be separate
because it provides them a place to work with fewer distractions or stimuli. An

32
educators need to make deliberate decisions about where and how kids choose to sit and
work.

Use Research-Based Classroom Behaviour Management in Your Classroom:

One of the biggest challenges an educator face in special education classroom will be
managing unwanted behaviours. Be proactive and try one of these many strategies to
get the classroom running smoothly.

Make the classroom behaviour management decisions with care and deliberation so
students can engage, learn, and behaving appropriately.

33
 INTRODUCTION OF ABOUT BASIC – MR PART B CHECKLIST

It is a scale for children with special needs. It has two-part part A and part B. It is
to measure children with special needs their strength and weakness. The BASIC-MR lists
75 behavioural problems in 10 domains based on their nature. Dr.Reeta peshawaria and
Dr. S.Venkatesan at the National Institute for Mentally Handicapped, in India, developed
this tool. This assessment tool is used for assessing the current level of behaviour and for
programme planning for children with intellectual disability between the ages 3 to 16
years (or 18 years).

The assessment tool is divided into two parts - part A and part B.

The BASIC-MR part A includes 180 items grouped under seven domains - motor,
activities of daily living, language, reading and writing, number-time, domestic-social,
prevocational-money. Each domain consists of 40 items. All items are written in clear
observable and measurable terms and are arranged in increasing order of difficulty.

The BASIC -MR part B consist of 75 items grouped under ten domains - violent and
disruptive temper tantrums, misbehaves with others, self -injurious behaviours,
repetitive behaviours, hyperactive behaviours, rebellious behaviours, odd behaviours,
antisocial behaviours and fears. The number of items in each domain varies.

BASIC -MR (part B)

The BASIC-MR, part B, consists of seventy five items grouped under the following
ten domains.
1. Violent and destructive behaviours
2. Temper tantrums
3. Misbehaves with others
4. Self-injuries behaviours
5. Repetitive behaviours
6. Odd behaviours

34
7. Hyperactive behaviours
8. Rebellious behaviours
9. Antisocial behaviours
10. Fears

Administration and scoring of BASIC-MR (part-B)

There are specific guidelines which the teachers/users need to follow while
administering and scoring BASIC-MR part-B. The BASIC-MR part-B is to be
administered individually on each child with intellectual disability. The teacher/user
should go through the entire scale and familiarize with the meaning of each item before
beginning to administer the scale.

Administration of BASIC-MR (part-B)

The following points need to be followed while administering the scale:

➢ Administer the BASIC-MR, part B, along with the part a on each child with
intellectual disability in the school/classroom setting. Do not a particular child
have or does not have behaviour problems.
➢ Read each item within every domain in the scale and assess whether the given
child with intellectual disability has or does not have, the stated problem
behaviour.
➢ As far as possible, use direct observation techniques rather than interview
techniques to determine if the child has or does not have the stated problem
behaviour.
➢ It is not essential that the teacher should complete the behavioural assessment of
the child using part b, within a single session. Depending on the nature of
problem behaviours observed or reported, children may have to be assessed over
few sessions of observation. In rare cases, where direct observation of some
problem behaviours is not possible, information can be elicited and
supplemented from parents/caretakers.

35
 ➢ Some of the items in the scale describe behaviours which cannot be considered
as problematic for very young children (for example, fears). The question of
whether a given behaviour is problematic or not depends on the way that
particular behaviour is viewed by the teacher as interfering in the teaching/
learning process. Nevertheless, record a person behaviour as accurately as
possible while completing the scale.
➢ Use a record booklet (as you administer the scale for each child. Enter the
performance of the child and the score obtains as you administer the scale for all
four occasions that you assess and evaluate the child during the year.

Scoring of BASIC-MR (part-B)

The following is the criteria of scoring which need to be used for BASIC-MR (part-
B): For any given child with intellectual disability, check each item of the scale and rate
them along a three point rating scale, viz, never (n), occasionally (o) or frequently (i)
respectively given in the record booklet against each item on the sea.

If the stated problem behaviour does not occur in the child, mark "never"(n) and
give a score of zero.

If the stated problem behaviour presently occurs once in a while or now or then,
it is marked "occasionally" and given a score of one.

If the stated problem behaviour presently occurs quite often or, habitually, is
marked "frequently" and given a score of two.
1. This, for each item on the BASIC-MR, part B, a child with intellectual disability
get any score ranging from zero to two depending on the frequency of that
problem behaviour. Enter the appropriate score obtained severity/ by the child
for each item in the record booklet.
2. The maximum possible score for a child on part B, is 150.
3. Add the individual scores of the child on each item within a domain and express
it 'Raw Score'(rs) for that domain. Convert it into percentage for each domain

36
 by dividing the obtained Raw Score (rs) with maximum score for that particular
domain and multiple by 100.
4. Calculate the total 'Raw Score' for all the ten domains and express it as total 'Raw
Score'(rs) for BASIC-MR (part-B). A lower score indicates fewer behaviour
problems.
5. Convert the total Raw Score (rs) into cumulative percentages by dividing the total
Raw Score (rs) with the maximum possible score i.e. 150 and multiply by 100.
6. Plot the cumulative percentages on the graphic profile.
7. Administer the BASIC-MR part B, according to the above procedure on four
Occasions each time along with part a. The first or initial assessment of the child is
done before starting the teaching or training programme. This is called as baseline
assessment. Repeat the next three assessments at the end of every three months i.e.
One quarter.
8. Enter the Raw Scores, percentages, total Raw Scores and cumulative percentages
attained by the child at the end of each quarter in the appropriate columns and
plot the graph under "graphic profile".

Use the report card (appendix 3) to communicate the performance/progress to the

parents or significant others of each child. Enter the information/scores obtained in the
appropriate columns of the report card after each assessment.

37
 SUMMARY OF THE CASE ALLOTTED

Mithula. M, an 11-year-old female, was born on December 5, 2012. She belongs to

the Hindu religion and speaks Tamil. The information for this assessment was provided
by her mother.

Mithula lives in a nuclear family in Periyanaickenpalayam. Her father, Mathiyalagan,

is a professor, and her mother, Punitha. R, is a housewife. There is no family history of
mental illness, mental retardation, epilepsy, or other significant conditions. The family
resides at ¼ Cheran Nagar – 1, Kottur, Malaiyandipattanam, Aanaimalai, Coimbatore. The
household also includes her grandparents: Makkali (90), a retired teacher; Muthammal
(79); and Mariyayee (75). All are in good health, with Makkali receiving a pension as
income.

Mithula has moderate autism with functional learning problems, recognized at 1 ½

years old. She has no associated conditions and has previously been treated with Ayurvedic
medicine.

There were no complications during the prenatal period, such as attempted or

threatened abortion, Rh incompatibility, diabetes, bleeding, poor nutrition, trauma,
hypertension, jaundice, fetal movement issues, infections, STDs, irradiation, harmful
medication, nicotine, or alcohol exposure.

Mithula was delivered via caesarean section at Gogul Poly Clinic in Udumalaipettai.
She was full-term, with a birth weight of 3.25 kg, normal birth cry, and no respiratory
distress. She did experience feeding problems but had no congenital anomalies, infections,
or convulsions.

Mithula had no significant postnatal issues such as infections, jaundice, convulsions,

injury, failure to thrive, nutritional disorders, or accidents.

38
 Mithula received all primary and booster vaccinations, including Polio, BCG, DPT,
Tetanus, and Measles, with no adverse reactions.

In terms of developmental milestones, Mithula achieved head control at 3 months,

sitting at 9 months, standing at 11 months, and walking at 1 year. She started babbling at 1
month, said her first word at 1 year, and used two-word phrases at 1 ½ years, but she has
not yet developed sentence formation. She was able to feed herself and dress herself by 4
years and gained toilet control at 5 years. Socially, she smiles at others, responds to her
name, and interacts with others.

Mithula has attended school for nine years and changed schools for academic
improvement. She has rare peer group adjustments but is reported to have normal scholastic
performance and classroom behaviour.

The family provides for Mithula's personal and educational needs and ensures play
and leisure activities. She has good interpersonal relationships with her father, mother, and
grandparents. The family lives in a rented house with four rooms.

Mithula's interaction with her neighborhood is normal, as is her family's participation

in socio-religious activities and visits outside the home. There are no reported problems in
her neighborhood, and the family provides emotional support to extended family members.

Mithula's case involves moderate autism with functional learning challenges. She
comes from a supportive nuclear family with a stable home and social environment. There
are no significant medical or developmental issues beyond her diagnosed condition.
Addressing her educational and social needs with structured interventions and ongoing
support will be essential for her development and well-being.

39
RAMAKRISHNA MISSION VIVEKANANDA EDUCATIONAL AND RESEARCH
INSTITUTE
Faculty of Disability Management and Special Education
Coimbatore-20
INDIVIDUALIZED EDUCATIONAL PROGRAMME
CASE STUDY FORMAT

Section 1: IDENTIFICATION DATA (CASE)

1. Name: Mithula. M
2. Date of birth: 5-12-2012
3. Age: 11
4. Sex: Female
5. Religion: Hindu
6. Language Known: Tamil
7. Informant: Mother

Section 2: FAMILY HISTORY

1. Name of the father: M. Mathiyalagan
2. Father’s Occupation: Professor
3. Name of the Mother: Punitha. R
4. Mother’s Occupation: House wife
5. Type of Family; Nuclear family
6. Address and Phone Number
Present Address: ¼ Cheran nagar – 1, Kottur, Malaiyandipattanam, Aanaimalai,
Coimbatore.

40
 Permanent Address: ¼ Cheran nagar – 1, Kottur, Malaiyandipattanam, Aanaimalai.
7. Locality: Periyanaickenpalayam
8. Consanguinity: No

9. Family history of mental illness and mental retardation, epilepsy and others(give
details):
MR: No MI: No EPI: No Others Specify: No
10. Household Composition( include all members like grandparents, relatives and
others):

S.No Name Relation Age Educatio Occupatio Healt Income

n n h

1. Makkali Grand 90 - Retire No Pension

Father teacher

2. Muthamma Grand 79 - House No -

l mother wife

3. Mariyayee Grand 75 - House No -

mother wife

SECTION III: MEDICAL HISTORY

1. Present complaints
(Nature and Duration): Moderate Autism with Functional learning problems
2. Associated Condition: No
3. Age at which the problem was Recognized: 1 ½ years old
4. Previous Consultations and treatment in Chronological Order: Ayurvedic medicine
5. Name and Address of the Physician to be Contacted in emergency:

SECTION- IV: PERSONAL HISTORY

41
4.1 PRENATAL HISTORY:
● Attempted Abortion: No
● Threatened Abortion: No
● Rh Compatibility: No
● Diabetes: No
● Bleeding During Late pregnancy: No
● Nutrition: No
● Trauma: No
● Hypertension: No
● Jaundice: No
● Fetal Movement: No
● Infection: No
● STD: No
● Irradiation: No
● Drugs( Give the trimester): No
● Nicotine: No
● Alcohol: No
● Potentially Harmful Medication: No
● Others(Specify): No

4.2 NATAL AND NEONATAL HISTORY

● Delivery Place: Udumalaipettai, Gogul poly clinic
● Term: Full term
● Labor Duration:
● Labor Induction: Caesarian
● Delivery Type: Caesarian
● Presentation: Normal
● Prolapsed Cord: No

42
 ● Birth Weight: 3.25 kg
● Color of the Baby: Pink
● Birth Cry: Normal
● Respiratory Distress: No
● Multiple Pregnancy: No
● Congenital Anomalies: No
● Infections: No
● Feeding Problems: Yes
● Convulsions: No
● Any others: No

4.3 POSTNATAL HISTORY

● Infections
(Exanthemata) : No
● Jaundice: No
● Convulsions: No
● Injury: No
● Failure to Thrive: No
● Nutritional Disorder: No
● Accidents: No

4.4 IMMUNIZATION HISTORY

MEDICINE PRIMARY BOOSTER REACTIONS IF ANY

Polio Yes Yes No

B.C.G Yes Yes No

D.P.T Yes Yes No

Tetanus Yes Yes No

43
 Measles Yes Yes No

4.5 DEVELOPMENTAL HISTORY

a. Motor Milestones:
● Head Control: 3 months
● Sitting: 9 months
● Standing: 11 months
● Walking: 1 year

b. Speech and Language:

● Babbling: 1 month
● First Word: 1 year
● Two Word Phrases: 1 ½ year
● Sentences: Nil

c. Personal:
● Feeds Self: 4 year
● Dresses Self: 4 year
● Toilet Control: 5 year

d. Social:
● Smiles at Others: Yes
● Responds to Name: Yes
● Interacts with Others: Yes

SECTION V : SCHOOL HISTORY

● School Previously Attended Before Enrolling In Play Therapy:
● Duration of school: 9 years

44
 ● Reason for School Change: Academic Improvement
● Peer Group Adjustment: Rare
● Teacher’s Report( in case of Non Availability, Parents Impression May be
Recorded):
a) Scholastic Performance: Normal
b) Classroom behavior: Normal
● Any other Information: No

SECTION VI: HOME ENVIRONMENT

1. Family Involvement:
● Personal Needs of the Case: Given
● Educational Activities: Given
● Play and Leisure Time:
2. Interpersonal Relationship of family members with the case:
● Father: Good
● Mother: Good
● Siblings: Nil
● Brothers: Nil
● Sisters: Nil
● Grand Parents: Good
● Significant Others:
3. Physical Environment:
● Accommodation:
● No. of Rooms: 4 rooms
● Ownership: Rent house

SECTION VII : SOCIAL ENVIRONMENT

1. Neighborhood interaction:
A. Normal B. Reduced C. Not Known
45
 2. Family’s Visit Outside:
A. Normal B. Reduced C. Not Known
3. Reasons for Poor Play Behavior, If exists:
No
4. Participation in Socio-religious Activities:
A. Normal B. Reduced C. Not known
5. Support to Extended Family:
A. Emotional Others (Specify)
6. Problems in the Neighborhood of the Case:
1. No Problem B. Rarely C. Often

SECTION- VIII: MANAGEMENT PROBLEMS WITH REGARD TO THE CASE

(As Expressed by the Informants) : She needs speech therapy, specifically to improve her
speech, and she often requires reinforcements and prompting, making speech therapy highly
beneficial for her. Furthermore, increased interaction with classmates would be
advantageous in enhancing her communication skills.

Signature of the father Signature of the Mother

46
 ASSESSMENT REPORT
BEHAVIOURAL ASSESSMENT SCALE FOR INDIAN CHILDREN
WITH MENTAL RETARDATION, (BASIC – MR) PART B

Introduction

This report presents the findings from the Basic MR Part B Assessment conducted
on M. Mithula. The assessment aims to evaluate her behavior in various contexts, focusing
on aggression, self-harm, inappropriate behaviors, and social interactions.

Observations

The following behaviors were observed during the assessment:

1. Aggressive Behaviors Toward Others:

o Never kicks, pushes, pinches, pulls hair, slaps, spits, bangs objects, slams
doors, bites, attacks, throws objects, tears clothing, breaks objects, damages
furniture, stamps feet, rolls on the floor, pulls objects from others.
o Occasionally hits others.
2. Inappropriate Use of Objects and Environment:
o Never throws objects at others or bangs objects.
o Never damages furniture or slams doors.
3. Self-Harm and Self-Stimulatory Behaviors:
o Never bangs head, bites self, scratches self, hits self, puts objects into eyes,
nose, or ears.
o Frequently peels skin or wounds.
o Occasionally bites nails, sucks thumb, makes peculiar sounds, bites ends of
pens or pencils, swings round and round, picks nose, grinds teeth, talks to self,
smells objects.

47
 4. Inappropriate Social Behaviors:
o Never laughs inappropriately, hoards unwanted objects, or plays with
unwanted objects like dirt.
o Occasionally takes a very long time intentionally to find things, cries
excessively, eats inedible things, does not sit at one place for the required
time, does not pay attention to what is told, does not continue with the task at
hand for the required time, refuses to obey commands, does opposite of what
is requested.
5. Interactions with Peers and Authority:
o Never wanders outside school, runs away from school, argues without
purpose, or shows antisocial behaviors.
o Occasionally takes others' possessions without permission.
6. Other Behaviors:
o Never fears most things, kicks, punches, pushes, pulls hair, slaps, hits, nags,
slams, bites, throws objects at others, damages furniture, screams, makes loud
noise when others are working or reading, uses abusive or vulgar language,
cuts or mutilates self, pulls own hair, kicks or licks people.

Summary of Findings

Mithula exhibits generally positive behavior with minimal aggression towards others
and herself. Notably, she occasionally engages in hitting others and taking others'
possessions without permission. She also shows occasional self-stimulatory behaviors such
as biting nails, sucking her thumb, making peculiar sounds, and swinging around.

While she rarely displays behaviors that disrupt others, such as making loud noises
or arguing without purpose, she occasionally struggles with attention and compliance,
which might affect her ability to stay focused and follow instructions. Her frequent skin-
picking and occasional nail-biting and thumb-sucking suggest a tendency towards anxiety
or sensory-seeking behaviors.
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Recommendations

1. Behavioral Interventions:
o Implement positive reinforcement strategies to encourage appropriate
behaviors and discourage hitting and taking others' possessions.
o Develop a behavior plan to address self-stimulatory behaviors and provide
alternative activities or sensory tools.
2. Focus on Attention and Compliance:
o Use structured routines and clear instructions to help Mithula stay on task.
o Employ visual aids and regular breaks to enhance focus and compliance.
3. Emotional and Sensory Support:
o Provide stress-relief activities and sensory integration techniques to manage
anxiety and self-stimulatory behaviors.
o Monitor her emotional state and offer support as needed, especially when she
appears to be excessively crying or engaging in skin-picking.
4. Ongoing Monitoring:
o Regularly assess Mithula's behavior to track progress and adjust interventions
as necessary.
o Collaborate with parents, teachers, and other caregivers to ensure consistency
in managing her behaviors across different settings.

Conclusion

Mithula exhibits a range of behaviors typical for her developmental stage, with
occasional challenges that can be managed with targeted interventions. By focusing on
positive reinforcement, structured routines, and sensory support, Mithula can develop more
appropriate behaviors and improve her overall functioning.

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 BEHAVIOURAL MODIFICATION PROGRAM (BMP)

WORK SHEET

Name of the student: Mithula Age: 11 years

Level/ Class: Secondary Sex: Female

Name of the person recording: Vanlalchhuanawma

STEP I: IDENTIFY THE PROBLEM BEHAVIOUR/S

1. Self-injurious

2. Odd behaviour

3. Hyperactivity

STEP II: (STATEMENT OF PROBLEM BEHAVIOUR/S)

State the problem behaviour/s in behavioural terms
1. Peel skin/ wound
2. Talk to self
3. Does not continue with the task at hand for required time.

STEP III: SELECT THE PROBLEM BEHAVIOUR/S THAT YOU WANT TO

MODIFY

The problem behaviour attempted for modification is ‘Peel skin/ wound’

STEP IV: IDENTIFY THE REWARDS FOR THE CHILD

1. Paper work (Boat) 2. Clapping hands

3. Taking her to play (last 15 min) 4. Giving her own time (last 10 min)

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 Event recordings: Problem Behaviour

Peels skin/wound - Does not pay attention to what I told

BEFORE INTERVENTION:

Sl. No Days Time Occurrence of behaviour Total

1. Day 1 1.30 to 2.30 1111 4

2. Day 2 1.20 to 2.20 1111 5

3. Day 3 2.20 to 3.20 1111 4

4. Day 4 1.30 to 2.30 1111 5

5. Day 5 2.20 to 3.20 1111 5

0
Day 1 Day 2 Day 3 Day 4 Day 5

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Sl. Occurrence of behaviour per
Date Time Frequency
No. hour

1. Day 1 10.30 to 11.30 50 sec 5

2. Day 2 2.20 to 3.20 1 minute 3

3. Day 3 2.20 to 3.20 2 minute 5

4. Day 4 10.30 to 11.30 55 sec 6

5. Day 5 2.20 to 3.20 1 minute 3

STEP VI: FUNCTIONAL ANALYSIS OF PROBLEM BEHAVIOUR/S

State the problem behaviours of the child in actual words.

What happens immediately before the problem behaviour/s occurs? In

which places or situations does the problem behaviour/s occur?

Problem behaviour

The child was instructed to engage in the activity, but out of frustration the child
feels her skin on its own.

Are there any particular times of the day when the problem behaviour/s is more likely
to occur?

Problem behaviour

The problem behaviour is more likely to occur throughout the day because of her
inability to communicate and whenever the child gets instructed.
Was the child asked to do something or was the child refused something Immediately
prior to the problem behaviour/s?

Problem behaviour
Whenever the communication begins, she peels her skin/wound

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What happens during the occurrence of the problem behaviour/s?

How many times a day or week/how long does the problem behaviour/s occur?

Problem behaviour

Throughout the day the child repeatedly peel her skin on her own approximately 5
to 7 times in every hour.

What happens after the problem behaviour/s has occurred?

What do you or others generally do, immediately following the problem behaviour/s?

Problem behaviour

After the problem occurred, trainee instructed the child to keep her hand down or
distract by giving some task or activity.

Which person in your school is most affected by the problem behaviour? (If the
behaviour is being managed at home, the word ‘school’ can be read as home).

Problem behaviour

Peer groups and her teacher will be affected when problem behaviour occur
because they can’t able to make her complete the task.

What are the effects of problem behaviour/s on the normal functioning of the
school?

Problem behaviour

The peer group is influenced/ distracted when the teacher tries to stop her.

State the benefits that the child is getting by indulging in the problem
behaviour, or what is the function maintaining the child’s problem
behaviour

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Problem behaviour

To feel satisfied.

STEP VII: BEHAVIOUR MANAGEMENT PROGRAM

State the behavioural techniques to be used for managing problem

behaviour/s

Problem behaviour

The trainee teacher engages her all the time, distracting her with other fine motor
activities, differential reinforcement and reward is used to stop her from peeling the
wounds/skin.

STEP VIII: EVALUATION OF BEHAVIOUR MANAGEMENT PROGRAM

Problem behaviour

Child reduced peel off the wound herself whenever she wears hand gloves or while she is
engaging in some activity.

AFTER INTERVENTION

Sl. No Days Time Occurrence of Behaviour Total

1. Day 1 1.20 to 2.20 1111 4

2. Day 2 2.20 to 3.20 1111 4

3. Day 3 2.20 to 3.20 11 2

4. Day 4 1.20 to 2.20 111 3

5. Day 5 1.20 to 2.20 11 2

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 Problem behaviour After Intervention
4.5

3.5

2.5

1.5

0.5

0
Day 1 Day 2 Day 3 Day 4 Day 5

Occurrence of behaviour
Sl. No Date Time Frequency
per hour

1 Day 1 1.20 to 2.20 1 minute 4

2 Day 2 2.20 to 3.20 30 sec 4

3 Day 3 2.20 to 3.20 1 minute 2

4 Day 4 1.20 to 2.20 40 sec 3

5 Day 5 1.20 to 2.20 30 sec 2

55
 EVALUATION

Problem behaviour Before and After Intervention

7

0
Day 1 Day 2 Day 3 Day 4 Day 5

Before Intervention After Intervention

Child was well behaved and cooperative throughout the entire session. Initially I
observed problem behaviour like peel her wound/skin. I observed that problem behaviour
occurs when he could not express herself or bored or if someone poses. Questions or gets
agitated when other students are connected for their problem behaviour or when she gets
distracted. She face difficulty to sit at one place when required due to disinterest. She is a
child with ADHD and associated with speech problem. I modified that my teaching strategy
to incorporate her by soft verbal prompts or ask her interest to do that leads getting
effective. I maintained consistent and repetitive frequency of prompts to reduce the
frequency of occurrence of problem behaviour. I also adopted instant rewarding
mechanism to motivate the child to sustain adopted behaviour.

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 RECOMMENDATION AND CONCLUSION

Recommendation:

To sustain and further improve the behaviour management outcomes for M. Mithula, the
following recommendations are proposed:

➢ It is recommended to provide parents and beginners with training and guidance on

managing challenging behaviours, implementing positive behaviour support
strategies, and creating a structured and supportive environment at home.
➢ Explore and alternative methods of communication of the child, such as sign
language, picture communication system or augmentative and alternative
communication (AAC) devices. This can help improve communication and reduce
frustration.
➢ Consider involving on occupational therapist who can work on sensory integration
techniques, self-regulation strategies and activities to improve fine motor and self-
help skills.
➢ The intervention and strategies like one-to-one instruction, simple verbal
instructive, modelling, Task analysis, prompt teaching, reinforcement is
recommended for an effective behavioural modification program. Activity rewards
as also effective to address her hyperactivity.

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Conclusion:

The Behaviour Management Program (BMP) for Mithula has effectively reduced
the frequency of her problem behaviour of Peel skin/wounds. The intervention strategies,
which included engaging Mithula in various structured activities and employing
differential reinforcement and positive reinforcement techniques, have proven to be
successful. The reduction in the occurrence of the problem behaviour from an average of
5.2 to 3.8 per hour signifies the positive impact of the BMP.

To ensure continued progress, it is essential to maintain consistent engagement with

a variety of activities, incorporate sensory integration techniques, and reinforce positive
behaviours. Collaboration between educators and parents is crucial to provide a cohesive
and supportive environment for Mithula. Regular monitoring and adaptation of strategies,
along with ongoing training for educators, will further enhance the effectiveness of the
BMP, supporting Mithula’s behavioural development and overall well-being

To conclude there is a variety of problem behaviour found in children with

intellectual disability. Studies reveal that by using different behaviour modification
techniques it has reduced to a large extent.

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 REFERENCES:

https://dictionary.apa.org/behavior-modification
https://app.nova.edu/toolbox/instructionalproducts/edd8124/fall11/behavior-
modification.pdf
https://link.springer.com/referenceworkentry/10.1007/978-1-4419-1005-9_379#citeas
https://en.wikipedia.org/wiki/Behavior_modification#:~:text=Based%20on%20methodol
ogical%20behaviorism%2C%20overt,extinction%20to%20reduce%20problematic%20b
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https://en.wikipedia.org/wiki/Adaptive_behavior
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https://specialeducationnotes.co.in/C14unit4.htm

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