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Blasé, Gary D. Timbers and Montrose M. Wolf In Search of Program Implementation: Replications of the Teaching-Family Model. Behavior Analyst Today Volume 8, No. Terence Community Reinforcement and the Dissemination of Evidence-based Practice: Implications for Public Policy.

In Yamamoto, Kaoru ed. The Child and His File: Self Concept in the Early Years. New York: Houghton Mifflin. ISBN A study of alternative models". Family Process. The Academy of Management Journal.

JSTOR European Management Journal. Academy of Management Executive. Academy of Management Journal. Archived from the original on Retrieved The Counseling Psychologist. Beyond Freedom and Dignity. Harmondsworth: Penguin. Baer, R. Cognitive behavioral therapy list.

Psychotherapy list. Adlerian therapy Analytical therapy Mentalization-based treatment Psychoanalysis Transference focused psychotherapy.

Clinical behavior analysis Acceptance and commitment therapy Functional analytic psychotherapy Cognitive behavioral therapy Cognitive therapy Dialectical behavior therapy Mindfulness-based cognitive therapy Rational emotive behavior therapy.

Emotionally focused therapy Existential therapy Focusing Gestalt therapy Logotherapy Person-centered therapy. Art therapy Dance therapy Feminist therapy Music therapy Narrative therapy Play therapy Reality therapy Systemic therapy Transactional analysis List.

Eclectic psychotherapy Multimodal therapy Transtheoretical model. Brief psychotherapy Counseling Online counseling Residential treatment Self-help Support groups.

Clinical formulation Clinical pluralism Common factors theory Discontinuation History Practitioner—scholar model. Autogenic training Biofeedback Clean language Cognitive restructuring Emotion regulation Affect labeling Free association Homework Hypnotherapy Modeling.

Co-therapy Couples therapy Family therapy Psychodrama Sensitivity training. Philippe Pinel Josef Breuer Sigmund Freud Pierre Janet Alfred Adler Sándor Ferenczi Carl Jung Ludwig Binswanger Melanie Klein Otto Rank Karen Horney Harry Stack Sullivan Fritz Perls Anna Freud Donald Winnicott Wilhelm Reich Milton H.

Erickson Jacques Lacan Erik Erikson Carl Rogers Viktor Frankl George Kelly Rollo May Virginia Axline Carl Whitaker Albert Ellis Silvano Arieti James Bugental Joseph Wolpe Virginia Satir Aaron Beck Salvador Minuchin Paul Watzlawick Haim Ginott Ogden Lindsley Paul Watzlawick Arthur Janov Eugene Gendlin R.

Laing Jean Baker Miller Otto F. Kernberg Nathan Azrin Irvin D. Yalom Arnold Lazarus Lorna Smith Benjamin Marsha M. Linehan Vittorio Guidano Les Greenberg William R. Miller Steven C. Hayes Michael White Jeffrey Young Peter Fonagy.

Association for the Advancement of Psychotherapy Association for Applied Psychophysiology and Biofeedback Association for Behavioral and Cognitive Therapies Association for Behavior Analysis International European Association for Psychotherapy Society for Psychotherapy Research World Council for Psychotherapy.

Authority control databases. Association for the Advancement of Behavior Therapy. This famous urban legend was perpetuated by a photo that appeared in Life magazine of behavioral psychologist B.

Skinner's two-year old daughter standing up in a glass-fronted box. The box was, in fact, a climate-controlled, baby-sized room that Skinner built, called the "aircrib. Dissatisfied with traditional cribs, Skinner built the box to keep his new daughter warm, safe, and quiet without having to wrap her in clothes and blankets.

Skinner was quoted in New Yorker magazine as saying his daughter " … spent most of the next two years and several months there, naked and happy.

The box-like structure and people's misunderstandings about behavioral psychology contributed to the misconception that Skinner was experimenting on his daughter and also probably prevented the crib from becoming a commercial success.

People got the impression that Skinner was raising his child in a box similar to the kind he used to study animal behavior — with levers for releasing food. Another behavior modification technique is negative reinforcement.

Negative reinforcement is a method of training that uses a negative reinforcer. A negative reinforcer is an event or behavior whose reinforcing properties are associated with its removal. For example, terminating an existing electric shock after a rat presses a bar is a negative reinforcer.

In addition to rewarding desirable behavior, behavior modification can also discourage unwanted behavior, through punishment. Punishment is the application of an aversive or unpleasant stimulus in reaction to a particular behavior.

For children, this could be the removal of television privileges when they disobey their parents or teacher. See also Aversion therapy ; Cognitive-behavioral therapy ; Token economy system. New York , NY, Literature and the Arts Art and Architecture Art: General Behavior modification.

Behavior Modification gale. MLA Chicago APA " Behavior Modification. Learn more about citation styles Citation styles Encyclopedia.

Behavior modification A treatment approach, based on the principles of operant conditioning, that replaces undesirable behaviors with more desirable ones through positive or negative reinforcement.

See also Behaviorism Further Reading Martin, Garry. Further Information Association for the Advancement of Behavior Therapy. DID SKINNER RAISE HIS OWN CHILD IN A SKINNER BOX? Behavior modification gale. Behavior modification Definition Behavior modification is a treatment approach, based on the principles of operant conditioning, that replaces undesirable behaviors with more desirable ones through positive or negative reinforcement.

Purpose Behavior modification is used to treat a variety of problems in both adults and children. Description Behavior modification is based on the principles of operant conditioning, which were developed by American behaviorist B. Results Normal results are that undesirable behaviors are replaced with more desirable ones.

See also Aversion therapy ; Cognitive-behavioral therapy ; Token economy system Resources BOOKS Martin, Garry. OTHER Association for the Advancement of Behavior Therapy. MLA Chicago APA " Behavior modification.

More From encyclopedia. Antisocial… Burrhus Frederic Skinner , Skinner, Burrhus Frederic B. SKINNER, BURRHUS FREDERIC B. Susquehanna, Pennsylvania, 20 March ; d.

Cambridge, Massachusetts, 18 Aug… Behavior Therapy , Behavior therapy is a term used to describe a number of therapeutic procedures that share certain assumptions about the nature of behavioral and psyc… Operant Conditioning , Simply put, operant conditioning refers to a systematic program of rewards and punishments to influence behavior or bring about desired behavior.

About this article Behavior modification All Sources -. Updated Aug 13 About encyclopedia. com content Print Topic. You Might Also Like Skinner, Burrhus Frederic. Reinforcement Theory. Skinner, B.

SKINNER, B. Parent Management Training. Behavior Modification Therapies. NEARBY TERMS Behavior Management.

To use modeling effectively, you must determine whether a child has the capacity to observe and then imitate the model. is this a student whom the other students like and respect? is this child capable of observing and imitating the behavior , and 3 the positive or negative consequences associated with the behavior.

Children are more likely to respond to teacher modeling when they view their teachers as competent, nurturing, supportive, fun, and interesting. Children are also more likely to imitate behavior that results in a positive consequence.

Younger children have been reported as more frequently imitating others than older children. Children consistently model someone whom they value or look up to.

They also imitate the behavior of a same-sex child more often than that of a different-sex child. They model someone whom they perceive as successful and socially valued regardless of whether the teacher perceives that child as successful and socially valued. Finally, if a child observes a model being reinforced or punished for certain behavior, this influences the likelihood that the child will then model that behavior.

Modeling is a powerful tool, often underutilized by teachers. When teachers are cheerful and enthusiastic, their attitudes are contagious. When they are respectful of students, students respect each other. When teachers are patient, fair, consistent, and optimistic, their students exhibit these traits as well.

Teacher behavior sets the tone for the classroom environment. In , Kaplan described a ripple effect in transactions between teachers and misbehaving students that affected not only those students but also the entire classroom. Teachers who were firm reduced the problem behaviors both from the first child who misbehaved and from those students who saw the initial problem behavior.

When teachers enforced rules, the ripple effect worked in their favor. When they failed to follow through with rules, the ripple effect worked against them.

When teachers successfully managed the behavior of high-status troublemakers, their control tended to benefit the entire classroom. Likewise, the ripple effect when high-status offenders were not managed increased negative behaviors among others.

Finally, when managing a disruptive behavior, it is important to focus on tasks and behaviors rather than on approval. In the latter situation, teachers may focus on their relationship with the disruptive student when trying to get that student to behave. This strategy, unfortunately, is usually ineffective over the long term.

Waiting for the appropriate target behavior or something close to that behavior to occur before reinforcing the behavior is referred to as shaping. Shaping can be used to establish behaviors that are not routinely exhibited. Walker and Shea described the steps to effective shaping:.

Any behavior that remotely resembles the target behavior should initially be reinforced. Prompts can be used and then faded. Shaping can be used for all kinds of behavior in the classroom, including academics. Steps toward successive approximation, however, must be carefully thought out; otherwise, behaviors that are not working toward the desired goal may inadvertently be reinforced.

Punishment suppresses undesirable behavior but may not necessarily eliminate it McDaniel, In some cases, suppression may be of short duration, and when the punishment is removed, the behavior may reoccur.

Punishment can involve presentation of an unpleasant consequence or the loss of a pleasurable consequence following the occurrence of the undesirable behavior.

Punishment is designed to reduce the probability that the behavior that precedes it will reoccur. Although punishment is an efficient way of changing behavior, it can become seductive and reinforcing for classroom teachers and can be overused.

The greatest problem with punishment is that it does not provide an appropriate model of acceptable behavior. Furthermore, in many classrooms, punishment is accompanied by an emotional response from the teacher.

Although most teachers consider punishment as involving a reprimand, time-out, or loss of an activity such as recess, in many classrooms, physical punishment designed to embarrass children into submission is still used, even though it has a high emotional cost.

Shea and Bauer made a strong case for minimizing the use of punishment, especially more severe punishment, such as embarrassment or spanking, because these interventions are likely to erode self-esteem and further impair an already strained teacher-student relationship.

When punishments are used, these guidelines should be followed:. Loss of the privilege during which the inappropriate behavior is exhibited is fair. Warning, nagging, threatening, and debating, however, should be avoided.

Punishment can exert a complex, negative effect in the classroom and on teacher-student relationships. Furthermore, when less punishing interventions are combined with positive reinforcers, they tend to be effective in the long run.

In , Anderson and Brewer reported that teachers using dominating behaviors of force, threat, shame, and blame had classrooms in which children displayed nonconforming behavior at rates higher than in classrooms in which teachers were more positive and supportive. Personal hostility from teachers and punishments in an atmosphere containing minimal positive reinforcement and emotional warmth are unproductive.

To be effective, punishment must be related in form to the misbehavior. It must be consistent, fair, and just; must be delivered impersonally; and must not involve the assignment of extra work that is unrelated to the act for which the student is being punished.

Opportunities must also be offered for the student to exhibit and receive reinforcement for more appropriate behavior. Reprimands are the most frequent punishment used by teachers.

Contacting parents, losing privileges, and time-outs come next in frequency. Reprimands include a statement of appropriate alternative behavior. Students respond well to short reprimands followed by clear, directed statements.

Effective reprimands are specific, do not humiliate the child, are provided immediately, and are given with a firm voice and controlled physical demeanor. They are often backed up with a loss of privilege, including a statement encouraging more appropriate behavior.

Attempt to describe the behavior that you observe, rather than how you feel about the certain behavior. I will answer your question as soon as I finish the explanation.

Jeremy had complained to his mother that his teacher was always yelling at him to keep still or be quiet. Feeling particularly upset one afternoon, Jeremy wrote his fifth-grade teacher the letter presented in Figure 4.

Over the course of the study, short reprimands resulted in significantly lower off-task rates than long reprimands. Prudent reprimands that are immediate, unemotional, brief, and consistently backed up with consequences are clearly preferred to lengthy reprimands that are delayed, loud, emotional, and not matched to consequences.

The authors hypothesized that non-interactive, off-task behavior may be an avoidance response to difficult schoolwork. Interactive, off-task behaviors may be reinforced by peer attention and modified more effectively by the timing of feedback.

When misbehaviors followed with reprimands versus ignoring are evaluated, however, reprimands are not particularly effective in managing off-task behavior. Reprimanding every incident of off-task behavior did not prove to be any more effective than reprimanding one quarter of misbehavior incidents.

In this study, children were exposed to teachers who delivered either consistently strong reprimands from the outset with immediate brief and firm close proximity to the child or reprimands that increased in severity over time.

Results supported the hypothesis that gradually strengthening initially weak reprimands was less effective for suppressing off-task behavior than the immediate introduction and maintenance of full-strength reprimands.

Response cost is a punishing technique that translates to the equivalent of losing what you possess or have earned. Earned consequences are considered reinforcers. When they are lost, this is response cost. The child places in jeopardy what he or she has earned as the result of inappropriate behavior.

In many situations, response cost in the form of a penalty or fine is combined with positive reinforcement. To be effective, more reinforcers must be earned than lost. Response cost is often used to reduce off-task behavior and improve compliance with directions.

In a traditional model of response cost, many children with ADHD may immediately go bankrupt. Alternative systems have included adjusting the ratio of the number of reinforcers provided for each positive behavior versus those lost for negative behavior as well as increasing the number of opportunities to exhibit positive behavior and receive reinforcement.

In the former case, six points might be provided for the appropriate behavior but only one point lost for the negative behavior. In the latter case, increased opportunities are provided, making it easier for children to earn a greater number of points, thereby decreasing their chances of going bankrupt when they exhibit negative behavior.

Under this system, the child is initially provided with a maximum number of points or tokens to be earned during a school day and must work throughout the school day to retain those reinforcers.

Some impulsive children seem to work harder to keep their plates full rather than attempt to fill an empty plate. Possibly because they have a long history of not working well for positive reinforcement, a system in which they are provided with all of their reinforcement initially and must work to keep, a response cost system may appear more motivating or attractive to them.

A substantial body of research documents the effectiveness of response cost in the classroom Kazdin, The response cost procedure resulted in significant increases in on-task behavior and academic performance.

Stimulant medication was notably less effective. Pfiffner and colleagues found that response cost in the form of lost recess was more effective than reprimands in maintaining on-task behavior.

Response cost has also been compared with reward alone. Both conditions resulted in a twofold increase in academic output or reduction in inappropriate classroom behavior and a corresponding increase in on-task behavior. A response cost system can be as simple as chips in a cup, marks on a chart, or marbles in a jar.

This device provides the student with a digital readout showing the number of points he or she has earned. By not having to move within physical proximity of the child, the teacher avoids becoming a negative reinforcer when the child is off task. DuPaul, Guevremont, and Barkley demonstrated the efficacy of response cost contingencies for managing classroom behavior and academic productivity using the Attention Training System.

Response cost contingencies led to marked improvements on task-related attention and a reduction in ADHD symptoms during work time. The number of students in the program must be manageable, and highly motivating rewards must be provided. Response cost can be difficult to implement.

When students who become bankrupt quickly or who are oppositional from the start are placed in a group contingency situation with built-in failure e. everyone must earn the reinforcer or no one has access to it , the result is often greater rather than fewer classroom problems.

Morgan and Jenson suggested the following guide-lines for using response cost in the classroom:. Time-out from reinforcement excludes children from the opportunity to participate with others and receive any kind of positive reinforcement.

Time-out is by far the best known disciplinary technique among teachers. It is also the most likely to be overused and misused in the classroom. The least restrictive form of time-out consists of removal of certain reinforcing activities or objects from the misbehaving child for a short period.

Time-out, in a restricted environment outside of the classroom is the most extreme form of this type of discipline. The child cannot see the classroom nor interact with others. The effectiveness of time-out is well established; however, additional research is needed to identify specific situations, parameters, and procedures associated with the success of time-out for children with ADHD.

Time-out can be quite effective for noncompliant children, but for children with ADHD, you must distinguish between noncompliant behaviors and behaviors resulting from ADHD. The length of time-out is also critical in determining effectiveness. Long periods of time-out constitute seclusion and lose their punishing value.

It is also important for the time-out activity to be less reinforcing than the setting or activity from which the child is being removed. If a particular activity the child is leaving is non-reinforcing, this child may in fact learn to misbehave as a means of going to time-out to do something else.

Work should not be missed due to time-out. Time-out should be boring, uninteresting, and something the child places last on his or her list of chosen school activities. If time-out does not work in the first few interventions, an alternative strategy should be considered.

Time-out can be effective in typical classroom settings because it restores order by removing the child who is disrupting class, by reducing the opportunity for peer approval that maintains some children who disrupt, by reducing the opportunity for students to manipulate situations, and by allowing the student to demonstrate appropriate behavior before exiting time-out.

In elementary classroom settings, time-out should be from 2 to 5 minutes. If a student is not in control, an additional minute should be added. Teachers should not force resistant students into time-out but should seek help from the principal or other school personnel.

There are many things you can do to minimize the need to use time-out. Make sure that classroom activities are more reinforcing than time-out. Provide students with ample but not excessive opportunities to comply. Provide disruptive students with additional positive consequences for not requiring time-out in a given time span.

From Morgan, D. Teaching behaviorally disordered students: Preferred practices p. New York: Macmillan; reprinted by permission.

Consequential versus Rule-Governed Behavior Due to their inhibitory problems, children with ADHD may function quite well under appropriate external or environmental consequences but struggle to develop the internal self-monitoring skills to govern their own behavior.

Thus, even when appropriate reinforcers are located, the child with ADHD requires a greater number of successful trials to make the transition to self-management.

In part, this speaks to the difference between behavior modification and behavior management. When this model is applied to children with ADHD, many interventions are often deemed to be failures.

For the child with ADHD, demonstrating a behavior in the presence of consequences is not synonymous with having developed the self-management skills to use the behavior.

Focus on behavior management. The child has yet to make the transition from consequentially managed behavior to rule-governed behavior for that particular task. Three Keys to Using Punishment Effectively Timing, intensity, and consistency are the three keys to using punishment effectively and appropriately in the classroom.

The punishing procedures should be initiated as soon as possible after the aversive behavior is exhibited and should be as closely related to the misbehavior as possible. Furthermore, if punishments are too mild, they will not be effective and may slowly habituate the child to tolerate or adapt to more intensive or lengthy punishments.

If too intense, however, punishments are not only abusive but likely create other problems. Be conservative when using punishing techniques but make certain their intensity is appropriate.

To be effective, punishments must be consistent and predictable. Following punishment, you should return the child to the situation without expecting overt guilt, making efforts to reassure or reinforce the child. A consistent schedule of punishments should also be used.

A continuous schedule of punishment for a specific targeted behavior is best. Finally, it is valuable to attempt to find out what drives the misbehavior and work toward managing the environment to minimize causative factors. As noted previously in this chapter, children who are experiencing LD may misbehave out of frustration.

This may also be the case for children who are experiencing anxiety or depression. When used appropriately, punishment can make a positive difference; however, punishing interventions should always follow efforts at using reinforcing interventions to model and shape appropriate classroom behavior.

Through practice comes proficiency. The building block of emotions and behavior likely contains the largest and most diverse set of problems encountered in the classroom.

By first understanding these problems and seeing the world through the eyes of your students, and, by then developing and using a set of intervention strategies on a regular basis, problems of emotions and behavior can be effectively managed and changed in the classroom.

Related resource from our partner:. Mather, N. Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management. Baltimore: Paul H. Brookes Publishing Co. Behavior Modification in the Classroom N. Mather , Sam Goldstein. Breadcrumb Home LD Topics Classroom Management Behavior Modification in the Classroom.

To manage behavior through consequences, use this multi-step process: The problem must be defined, usually by count or description. Design a way to change the behavior. Identify an effective reinforcer.

Apply the reinforcer consistently to shape or change behavior. Popular models and techniques for dealing with discipline referrals Model Techniques emphasized Focusing on Prevention.

Seclusionary time-out should not be used unless all other procedures have been tried and failed. This should be a last effort technique. The student should only be placed in time-out for approved behaviors on the IEP, such as aggression, severe noncompliance, or destructive tantrum-throwing.

Seclusionary time-out is defined as removing a student from a reinforcing classroom setting to a less reinforcing setting.

This setting can be another classroom, a chair or desk outside the classroom, or a room specifically approved for time-out. If a room is used for time-out, it should be used only for time-out and no other purpose e.

storage, counseling students, special academic work area. The time-out setting should be well-lit, well-ventilated, non-threatening, and clean. It must also have an observation window or device. The entire time-out procedure should be explained to the student before it is implemented, prior to the occurrence of misbehavior that results in its use.

If misbehavior occurs, identify it. Tell the student to empty his or her pockets in order to check for such items as pens, pencils, paper clips, knives, and so forth. If the student does not comply with these requests, call for help and then remove the items and check the pockets yourself.

No other conversation should ensue. When a student is placed in the time-out room, he or she must be constantly monitored by a staff member.

The student must never be left alone. When a student is placed in the time-out room, the following information should be placed in a time-out log: Name of the student Date Staff member responsible for monitoring student Time in and time out Target behavior warranting the procedures The student should be placed in the time-out room for a specific period of time.

A recommended formula is 1 minute per year of age e. If a student is screaming, throwing a tantrum, or yelling, he or she should be quiet for 30 consecutive seconds before being released from the time-out room. This 30 seconds does not begin until the original designated time-out period has lapsed.

Communication between the supervising staff member and the student should not take place when the student is in the time-out room i. do not talk with the student, threaten the student, or try to counsel the student at this time. Do remain calm while taking a student to the time-out room.

Do not argue with, threaten, or verbally reprimand the student. If a student refuses to go to the time-out room, add on time to the specified time-out duration e. If a student refuses to come out of the time-out room, do not beg or try to remove the student.

Simply wait outside, and sooner or later the student will come out on his or her own. If the student makes a mess in the time-out room, require him or her to clean it up before he or she leaves. Once the time-out period has ended, return the student to the ongoing classroom activity, making sure the student is required to complete the task he or she was engaged in prior to the time-out period.

This ensures that students do not purposely avoid unpleasant tasks by going to the time-out room. All staff members should be trained, and this training documented, before time-out procedures are started. To ensure the effectiveness of time-out, the reinforcement rate for appropriate behaviors in the classroom should meet the recommended rate of three or four positive responses to each negative response and never fewer than four positive responses per contact hour.

Data should be collected on target behaviors. If time-out is effective, these behaviors should decrease shortly after the technique is started. If they do not, check that the procedure is being used correctly, and the reinforcement rate for appropriate behavior in the classroom is high enough; consider another technique for possible use.

The use of time-out should not be threatened e. The student should be reinforced for not needing time-out. Like 9. Dislike 0. Topic :. Visit our sister websites: Reading Rockets Launching Young Readers Start with a Book Read.

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Effective teaching practices, frequent monitoring, clear rules and procedures, social praise, and so forth. Classroom moral discussions of real-life dilemmas, hypothetical situations, and literature; role playing; student participation in school government.

Direct teaching of SPS skills e. alternative thinking, means-ends thinking , self- instruction training, dialoguing. Values clarification activities, active listening, communication and interpersonal skills training for students and teachers.

Direct instruction ; reinforcement techniques, including social praise, material reinforcers, and tokens; punishment-oriented techniques, including verbal reprimand, response cost, and time-out; group contingency techniques such as the Good Behavior Game; behavioral contracting.

Confrontation questioning, classroom meetings, classroom moral discussions, social problem solving, behavioral contracting, logical consequences, time-out, preventative techniques such as democratic governance. Direct instruction, modeling and rehearsal, coaching, self-instruction, manipulation of antecedents and consequences.

Social skills training techniques, self- instruction e. anger control training , moral discussions. From Bear, G.

Modeks and techniques that focus on prevention. Grimes Eds. Silver Spring, MID: National Association of School Psychologists; Copyright by the National Association of School Psychologists. Reprinted by permission of publisher. Spoken words, either friendly, neutral, or negative in content, are directed at either the teacher without first obtaining permission to speak or unsolicited at classmates during inappropriate times or during work periods.

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In other projects. Wikimedia Commons. Treatment approach using behavioral conditioning. For the journal, see Behavior Modification journal.

Obedience Compliance Disobedience Group influences Social perception. Attribution theory Cognitive dissonance theory Self-perception theory Stereotyping Social and cultural norms. See also: Cognitive behavioral therapy § Criticisms , and Psychotherapy § General critiques.

Applied behavior analysis Behavior management Behavior therapy Classical conditioning Cognitive behavioral therapy Cognitive bias modification Conversion therapy Decoupling for body-focused repetitive behaviors Covert conditioning Habit Reversal Training Life coaching Pain model of behaviour management Positive Behavior Interventions and Supports Edward Thorndike John B.

Watson Behaviorism. Annual Review of Behavior Therapy: Theory and Practice. Journal of Applied Behavior Analysis. doi : PMC PMID J Exp Anal Behav. Animal Intelligence.

New York: The Macmillan Company. Conditional Reflex. S2CID Experimental Foundations of Clinical Psychology. New York: Basic Books.

D; Webster, C. D February The Canadian Psychogist. The Behavior Analyst Today. Journal of the American Academy of Child and Adolescent Psychiatry. Clinical Psychology Review.

Fixsen, Karen A. Blasé, Gary D. Timbers and Montrose M. Wolf In Search of Program Implementation: Replications of the Teaching-Family Model. Behavior Analyst Today Volume 8, No. Terence Community Reinforcement and the Dissemination of Evidence-based Practice: Implications for Public Policy.

In Yamamoto, Kaoru ed. The Child and His File: Self Concept in the Early Years. New York: Houghton Mifflin. ISBN A study of alternative models".

Family Process. The Academy of Management Journal. JSTOR European Management Journal. Academy of Management Executive. Academy of Management Journal. Archived from the original on Retrieved The Counseling Psychologist. Beyond Freedom and Dignity. Harmondsworth: Penguin.

Baer, R. Cognitive behavioral therapy list. Psychotherapy list. Adlerian therapy Analytical therapy Mentalization-based treatment Psychoanalysis Transference focused psychotherapy. Clinical behavior analysis Acceptance and commitment therapy Functional analytic psychotherapy Cognitive behavioral therapy Cognitive therapy Dialectical behavior therapy Mindfulness-based cognitive therapy Rational emotive behavior therapy.

Emotionally focused therapy Existential therapy Focusing Gestalt therapy Logotherapy Person-centered therapy.

Art therapy Dance therapy Feminist therapy Music therapy Narrative therapy Play therapy Reality therapy Systemic therapy Transactional analysis List. Eclectic psychotherapy Multimodal therapy Transtheoretical model. Brief psychotherapy Counseling Online counseling Residential treatment Self-help Support groups.

Clinical formulation Clinical pluralism Common factors theory Discontinuation History Practitioner—scholar model. Autogenic training Biofeedback Clean language Cognitive restructuring Emotion regulation Affect labeling Free association Homework Hypnotherapy Modeling.