Behavioral programs

Introduction:
My interest in the development of this topic arises from observing the needs that
they are presented in a regular kindergarten that has the support of USAER.

My experience with these children in special education made me reflect on

various issues, I realized that most of the time both educators
how parents apply behavior modification techniques to children without
realizing that these have a theoretical basis corresponding to the theories and approaches
behavioral.
The first chapters generally describe what the programs are.
behavior modification as well as the implications in their elaboration.
My purpose is to make known the different techniques or procedures that can be
to use to decrease or eliminate behaviors as well as to develop them or
increase them.
Another of my goals is to make known that behavior modification in education
especially more than being seen as a 'WHAT', it becomes a 'HOW', to achieve
the utility that this approach can provide us. That is to say, in the educational field and
social, most of the teachers and parents can give you information about
what the child needs or about what is important for the child to modify, but to
the time to talk about the 'HOW' that child can achieve those results is rather little
practical. That is why this monograph will refer to that 'HOW'
intervene with children with educational needs.
Thus, reference will be made to the importance of behavioral evaluation within the
development of a behavior modification program.
Another important aspect to address in this monograph is the participation of
parents and teachers in the implementation of behavior modification in
special education.
CHAPTER 1:
WHAT ARE BEHAVIOR MODIFICATION PROGRAMS:
INTRODUCTION:
Throughout this chapter, a general overview of what is will be mentioned.
behavior modification programs (BMP), as well as the necessary implications
for the preparation of the same.
Thus, some of the important aspects in the development will be addressed.
diagnosis of the child and the important areas to evaluate before the intervention
behavioral. This behavioral assessment will allow us to know important data that
they will be very useful in the selection of the techniques used according to
each individual.
DEVELOPMENT:
Behavior modification programs (BMP) are those that are oriented towards
both to the acquisition or increase of adaptive behaviors, as well as to the
extinction or decrease of those who are not.
Adaptive behaviors are understood as those that will allow the child
to integrate into certain social groups, whether in the educational, social, emotional, or
emotional. These behaviors are regulated according to both implicit rules
how you make explicit that society marks good or bad.
These programs include both their structure and their objectives,
primarily terminal, and the strategies that must be followed for their achievement and
contingency management, modeling, aids, restriction of stimuli, etc.
On the other hand, behavioral intervention can be defined as all
those actions (or conscious inactions) in which teachers and parents participate
to broaden the chances that children, individually and in groups,
they exhibit effective behaviors that are satisfactory to them in
the personal is also to be productive and acceptable in social terms.
Following this line of thought, it is important to mention that for the realization
from a behavior modification program it is necessary to make a diagnosis of
child taken into account 2 important aspects:
The study of human behavior (behavioral assessment)
2. The application of principles and functional relationships that govern behavior; it is
to speak one's own behavioral intervention.

When discussing the first aspect of conducting the diagnosis, it is

the following is important:

yIt is developed based on direct observation of behavior. What behavior occurs?

with what quantitative dimensions and under what stimuli or environmental situations?
yIts result is not a label, but a set of quantifications of the
behavior and descriptions of the conditions under which this was observed.

The diagnosis consists of two parts, in the first one the child is observed and evaluated.
following areas: basic behaviors, social and adaptation skills, skills
academic and behavioral issues. The second part is an interview with the
parents that allows us to complement the information obtained in the first part,
detect household problems and make contact with the social and cultural environment of
individual. In each of the areas of the first part, the following are evaluated
repertoires:
BASIC BEHAVIORS: this type of behavior Attention
they are the basis for the acquisition of others
Motor imitation
more complex behaviors.
Following instructions

SOCIAL AND ADAPTATION SKILLS: Gross motor behavior

are those that will allow the individual
Fine motor skills
the interaction with others.
Vocal imitation (echoic)

Tactics

Intraverbals

Articulation

ACADEMIC SKILLS. These are color discrimination

behaviors considered as prerequisites for
Complex tactics
academic behavior as attending to
teacher, follow instructions, raise your hand Textual
to talk, to be sitting on the bench.

PROBLEMATIC BEHAVIORS: aggression

calls those maladaptive behaviors that
Hyperactivity
interfere with the socialization process of the
child Tantrums

To annoy or interrupt others

Self-destruction

To carry out a good intervention, it is necessary to prepare the assessment.

behavioral.
The behavioral assessment is made up of different stages:
yDESCRIPTION DEL PROBLEM E IDENTIFICATION DE
THE INTERMITTENT VARIABLES:

The objective is obtain information about

TOPOGRAPHIC ANALYSIS FUNCTIONAL ANALYSIS

y The nature of the problem y Identification of antecedent variables to the

y Frequency behavior
y Intensity y Identification of consequent variables to the
y Duration of behaviors. conduct

yFORMULATION OF HYPOTHESES:

The objective is to formulate hypotheses about the origin, maintenance, and modification of
the individual's problem behaviors. Establish or deduce the predictions
verifiable from those hypotheses.
At this stage, the role of the behavior modifier is to select the key behaviors to
modify, as well as select the relevant variables that need to be manipulated.
yESTABLISHMENT OF THE OBJECTIVES OF THE INTERVENTION:

The objective at this stage is to define what is intended to be achieved with the intervention already.
short or long term.
The role of the behavior modifier will be to decide which aspects need to be modified, thus
as the establishment of order of priorities and the manipulation of variables
relevant.
ySELECTION OF THERAPEUTIC PROCEDURES AND IMPLEMENTATION
IN PRACTICE OF THE INTERVENTION PROGRAM.

The objective at this stage will be the selection of the procedures used in the
intervention, and the implementation of treatment techniques, as well as the
evaluation and control of the controlled variables in the intervention.
The role of the behavior modifier is to inform, train, and implement the
specific strategies for each individual. Informing the patient will allow them to know
its limitations as well as its abilities, the training in the use of
The tools or strategies will be fundamental for their development already
that many times it is not enough to give the indication to the individual but that it
requires the advice of the behavior modifier to achieve better results.
It is worth mentioning that the tools provided to the child
will be directed towards its needs and characteristics.
yEVALUATION OF THE RESULTS:

The goal is to contrast the data and verify the confirmation of the hypotheses
formulated. The intervention ends with the post-intervention evaluation.
It is important to carry out this part because many times we only focus on the
child's progress, without verifying that it is due to our intervention, with
I don't want to say that the intervention is not useful, but on some occasions
There are other variables that intervene in the change or modification of behavior.
child
The participation of parents and teachers is essential for achieving better outcomes.
results since they are in contact with the child for the longest possible time and of
they depend on the child's progress or setbacks.
CONCLUSIONS:
It is important to mention that within special education, just like in any other
Another area where these programs are very useful is that they focus on the needs.
individuals of the subject.

The application of a PMC is not just about following a series of instructions or

techniques proposed for the modification of adapted or maladaptive behaviors
in an individual, but it goes beyond that, since a must be prepared first of all a
behavioral assessment, where it will not only provide us with data on behaviors
observables but it can also be of great use for verification of the
effectiveness of the program, using the subject's behaviors as comparison
before, during, and after the intervention.
Each of the stages mentioned in the behavioral evaluation are
important since each one of them will make a difference in an intervention
effective and an intervention without results.
Success depends not only on the specific techniques used but also on the
ways in which behaviors are measured and intervention programs are evaluated.
CHAPTER 2
IDENTIFICATION OF THE PROGRAM GOAL:
INTRODUCTION:
Within this chapter, a series of guidelines will be mentioned that will be
great utility for the identification of the program's goal, that is to say of the choice of
the behavior in the child that is intended to be modified.

DEVELOPMENT:
The achievement of a PMC requires clearly establishing the program's goal and
carefully describe the behaviors to be developed, increased, or eliminated.
The first thing to do is to identify the behavior or conduct that is
it will change or modify. Whether it is intended to increase or decrease it,
or when a behavior has not yet occurred, that is to say it is intended
develop
Therefore, we will call the program's goal the target behavior that is intended.
modify. The target behavior should be explicitly defined so that in
reality can be observed, measured, and agreed upon among individuals who are applying
the program.
Guidelines that determine the goal of a program:

Guidelines

y The behaviors that lead children to normative levels of functioning in relation to their
companions.
y Behaviors that are dangerous to oneself and to others
y Behaviors that reduce the risk of harm, illness, or physical or psychological dysfunction.
y Behaviors that affect adaptive functioning.
y Behaviors that can lead to other positive changes.
y Behaviors that reduce problems for individuals who suffer from them (parents, teachers,
companions) with whom the child has contact.

Intervention often depends on definitions of abnormality, deviation,

dysfunction, inappropriate behaviors and lifestyles.
All of this will be implicitly marked by the society or group in which it develops.
child
CONCLUSIONS:
The choice of behavior is important within any PMC as it
intervention is focused solely and exclusively on the behavior to be decreased,
increase or develop.
The main problem lies in the selection of these target behaviors as many
Sometimes it is not only one behavior that is intended to be modified but several, it is
It is advisable to prioritize in order of importance according to the needs that
they urge more in the child.

CHAPTER 3
BEHAVIOR MODIFICATION AND BEHAVIORAL ANALYSIS
APPLIED.
INTRODUCTION:
In recent years, a set of MC techniques has emerged that has received the
generic name of applied behavioral analysis. These techniques are based on the
experimental principles that govern behavior and have been observed and tested in
strict laboratory control conditions.
DEVELOPMENT:
The MC is often used to increase a range of behaviors in life.
daily, as well as the development of healthy lifestyles.
On the other hand, some of the characteristics will be mentioned below and
proposals for behavior modification:
yRelationship with learning psychology
yExperimental methodology
yAdapted to the characteristics of the patient
yFocused on the here and now. (focusing on the problem currently being faced)
individual, but without forgetting its past
yResort to behavioral assessment. (collects and studies that information
relevant, what happened to the patient, what factors have caused it to appear and which
they keep the problem alive.
yChange criterion: manifest behaviors. (improvement at the behavioral or motor level).

Various factors such as biological, behavioral, social, cultural, and others can
influence behavior, meaning that they will largely determine the
characteristics and direction of it. Thus, these behaviors will operate on the
environment itself resulting in consequences that affect the probability of
that they will perform in the future.

The basic techniques used within the MC are derived from conditioning.
operating and these are highly effective in both animals and humans.
Applied behavioral analysis, unlike other areas within the MC, often
it is referred to as radical behaviorism. It is considered radical because its focal point
is exclusively in open behavior rather than in subjective states (affect) and
thoughts (cognition).
The analysis of applied behavior develops from the observation of three
fundamental changes:
yA change in the environment: in the form of an object or event, that influences the
organism that we will call stimulus.
yA change in the organism that translates into some form of behavior
observable that we will call response or behavior.
yA new change in the medium: in the form of an object or event, effect of said
behavior, which we will call consequence.

Applied behavioral analysis is objective and functional, it seeks to relate a

behavior with various stimuli or vice versa and formulate the relationship in the form of
a function.
CHARACTERISTICS OF APPLIED BEHAVIOR ANALYSIS:
y It focuses on open behaviors
yIt focuses on applied significance behaviors. (social or clinical)
yLook for the marked intervention of effects that makes a clear difference for the
daily functioning of the individual.
yIt focuses on the behaviors of one or a few individuals over time.
yContinuous evaluation over extended periods (hours, days,
weeks).
yUse of environmental events and observables to influence frequency of
the behavior.
yEvaluation and demonstration of the factors (for example events) that are
responsible for behavioral change.

Through the manipulation of the preceding and consequent stimuli to a

behavior, we have demonstrated that this particular behavior is a function of said
stimuli.
The previous stimulus gains control over the response as long as it discriminates or
distinguish the occasion when that response is followed by a specific consequence.
Behavior is always defined in physical terms, that is, in an observable way: its
form, its duration, frequency, etc. What interests us most about it is its
probability.
The increase in the future probability of behavior is called reinforcement.
It is important to know the child's background to create their program.
intervention: four basic factors determine behavior:
1. The biological determinants of the past: genetic, prenatal, and peri
Natal
2. The current biological determinants: nutritional status, fatigue, drugs, etc.
3. Previous history of interaction in the environment is prior to reinforcement.
4. The momentary environmental conditions or discriminative events,
reinforcers and dispositional.

Behavioral treatment encompasses three fundamental aspects:

yThe creation of new behaviors
yThe increase in frequency of already existing behaviors
yThe suppression of undesirable behaviors.

CONCLUSION:
Before making any intervention on the individual, it is important to keep in mind that the
the environment is an important factor in development and maintenance
certain behaviors in children. Thus, behavior modification requires
the manipulation of stimuli and consequences for the acquisition of one or more behaviors
desired.
In applied behavioral analysis, we will not focus on the way of feeling and thinking.
of the individual, but what interests us most is that the child shows changes
favorable for their academic, social, and personal development.
CHAPTER 4:
HOW TO ACQUIRE AND MAINTAIN BEHAVIORS.

INTRODUCTION:
In the text, you will find reflections on the great importance that it has.
appropriate acquisition of behaviors and their main procedures or techniques
for these to be acquired.
DEVELOPMENT:
The acquisition of behaviors is an important topic within the development of
any PMC, since the aim is for an individual to acquire a behavior
that it previously lacked. It is important to mention that not all individuals
they completely lack the desired behaviors, that is to say, they may exhibit
adapted behaviors, however, are poorly developed.
The professional's task is to evaluate both the behaviors to be developed in the individual.
but, what would be the adapted ones like the maladaptive behaviors.

In case of exhibiting inappropriate behaviors, it is advisable to modify the acquisition.

of behaviors incompatible with them so that these decrease.
We will detail the procedures more thoroughly below.
fundamentals for the acquisition of behaviors.
THE REINFORCEMENT
It is a set of rules that apply in the process of behavior modification.
When a behavioral change program is proposed and implemented, who
modifying behavior should largely be based on these principles for
achieve good results
yReinforcement depends on the manifestation of the target behavior. That is,
only the behavior to be changed should be reinforced and done only afterward
What this behavior manifests.
yThe meta behavior must be reinforced immediately after it has been
manifested. This is very important in the early stages of the modification of
conduct
yWhen the target behavior is achieved at a satisfactory level, it is reinforced.
intermittent form.
yThe application of social reinforcers is important. This is with the aim that the
the child is not only waiting for his reward or reinforcer but also doing it for
a satisfaction of a personal achievement.
TYPES OF REINFORCERS:
It is the increase in the frequency of a response when it is
immediately followed by a particular consequence. This last one can be
both the presentation of a positive reinforcer and the removal of a reinforcer
negative. Positive reinforcement is distinguished because it produces
consistently an increase in the likelihood of the behavior's occurrence,
that is to say, it makes it more likely that a certain behavior will occur more often
frequency in a future.
Examples of positive and negative reinforcement: in a girl who is in charge.
of some house chores and does not want to do homework.
POSITIVE REINFORCEMENT: If you do the homework, I will give you a candy.
something you like
NEGATIVE REINFORCER: If you do the homework, you don't wash the dishes. (that is,
I take away something you don't like.

2. POSITIVE REINFORCEMENT:
3. NEGATIVE REINFORCEMENT:

Negative reinforcement refers to the increase in the probability that a response will
present as a consequence of the omission of a stimulus or object. The simple is not enough.
absence of the object or fact for the response to be reinforced negatively, but instead
it is essential that the response is the means through which it is removed or excluded
that object or fact, that is, the disappearance of the fact or stimulus must be a
consequence of behavior.
Both positive reinforcement and negative reinforcement increase the
future possibility of behaviors. What distinguishes them is that, in the positive, the
consequence is a fact or object that occurs after the behavior, on the other hand,
in the negative, the consequence of behavioral acquisition is the disappearance of a
object or fact that is presented before the terminal behavior.
SHAPING BY SUCCESSIVE APPROXIMATIONS:
The first thing that needs to be done is to define as precisely as possible what is the
final behavior that we wish to obtain. Once that response has been defined
terminal, one begins by choosing a broader behavior within which it is
including the one we have anticipated, or that has some formal resemblance to it. After
chosen behavior that, of course, the subject must display within their
repertoire, is consistently reinforced until it is presented frequently.
The next step is to restrict the scope of this behavior and make it less frequent.
more similar to the desired behavior, through a differential reinforcement.
This procedure promotes the acquisition of new behaviors through
differential reinforcement of responses increasingly similar to the final response
provisioned.
The result of the procedure is a new response, very different from the one to
from which we begin molding, which is added to the functional repertoire
of the subject.

IMITATION:
Procedure to promote the acquisition of a new behavior, can be used
with subjects who have a minimal prior behavioral repertoire.
The subject's behavior should be copied from the model presented to them, it is important.
clarify that it is not essential for the two behaviors to be identical. There must be a
close temporal relationship between the behavior of the model (or stimulus) and the behavior of the
subject. The response of the subject must occur immediately after that of the
model or after a very brief interval.
In imitation, there are three important aspects.
y The similarity between the behavior of the imitating subject and that of the model.
yThe temporal relationship between these behaviors
yThe omission of explicit instructions for the subject to imitate the behavior.

THE PREMACK PRINCIPLE:

Of any pair of responses or activities in which an individual is involved, the
more frequent will reinforce the less frequent. That is, a behavior of higher
Probability can reinforce one of lower probability.
The Premack principle is useful for applied purposes because it broadens the range of
reinforcers that can be used in behavioral modification.
Example of Premack's Principle:
The boy does not want to do homework because he wants to watch his favorite cartoons, therefore:

The child is told that if he doesn't do his homework, he won't be able to watch his favorite show.

Watching your favorite show is the highly probable answer.

Doing the homework is a low probability response.
MAINTENANCE OF BEHAVIORS:
The purpose is to ensure that a behavior continues to be emitted indefinitely even
under conditions different from those of its acquisition, meaning that it is not required to continue
always reinforcing each and every one of those that are presented. The objective
it is possible to maintain the response indefinitely with very little or no
reinforcement.
Next, we will mention a series of procedures for the
maintenance of behaviors
INTERMITTENT REINFORCEMENT:
When we find that the behavior occurs with sufficient frequency as
to consider that the subject has acquired it, so that this behavior continues to occur without
the need for us to continuously reinforce it is used with intermittent reinforcement.
It consists of presenting the reinforcer intermittently, meaning that they are not reinforced.
all and each of the subject's responses, but only some of them.
Intermittent reinforcement can be administered based on the number of responses, or
well over the course of time. In several cases, the fixed criterion or criteria can be applied.
variable. These criteria can be fixed or variable (fixed or variable) or interval (fixed or
variable). We refer to ratio when we talk about number or frequency of the
behaviors, when we talk about interval we refer to the time elapsed of the
behaviors.
It is important to mention that in this type of procedure there is a risk that the
subject stopped responding and it is necessary to redo the acquisition process of the
conduct
STIMULUS CONTROL:
If a stimulus is always present when a response is reinforced (and also
when it is not reinforced), the behavior in question is emitted with greater probability in the presence of
said stimulus in any other situation. When the probability of the response
varies depending on the presence or absence of the discriminative stimulus, we say that
that behavior is under the control of stimuli.
For a behavior to be under the control of stimuli, it is required that once the
response is emitted with a certain frequency, under continuous reinforcement, it
present any stimulus, preferably easily distinguishable (the light,
a sound, etc.) and the response provided in presence is reinforced with the aim of
to obtain that the presence of such a stimulus notably increases the probability of the
response. If the subject produces this response in the absence of the discriminative stimulus,
the reinforcement will be omitted.

Example of establishing stimulus control over a behavior:

Suppose we are training a child to learn the meaning of the word
"ball". Once the child can say "ball" by imitating the adult who is training them,
a real ball is presented, and the child is told "ball", so now the child
repeat the verbal behavior 'ball', in the presence of the object ball. Each time this happens
we reinforce it, so that it becomes a discriminative stimulus of the
reinforcement when the child responds with 'ball' in the presence of the object
ball.
Subsequently, we can start to decrease the number of reinforcements and the
imitation control that the adult still exerts, so that upon the mere presentation of the
ball, the child responds immediately 'ball', without any need for reinforcement.
We can say, in this case, that the word "ball" is under stimulus control,
given that it becomes more likely when the ball object is presented to the subject.
Naturally, this procedure implies that the child will not be reinforced when they speak.
"ball" in response to stimuli other than the mentioned.

GENERALIZATION OF STIMULUS:
The generalization of stimuli refers to the transfer of a response to
situations different from those in which the training took place.
Generalization is the opposite of discrimination, when an individual discriminates in
the realization of a response means that the response fails to generalize
In situations, the individual fails to discriminate their execution of such a response.

Example:
If we have taught a child to say: 'good morning' to his dad, and we wish that, as
next step, this behavior is replicated in front of any adult, that is, that it
generalize in the face of as many stimuli as possible termed 'adults', enough
by systematically reinforcing the response 'good morning', every time it is issued before
any adult and, when the child responds this way consistently,
give intermittent character to the reinforcement until it is no longer necessary
manage it. This type of procedure is generally used for the
training in socialization, where it is required that the child emits the same
response to all members of a certain social group.
CONCLUSION:
It is important to realize that it is not only necessary to work on regarding the
acquisition of behaviors but also in the maintenance of them.
Currently, it is very common that importance is only given to the simple acquisition of
behaviors in a child with special educational needs, as it is believed
erroneously that if the child has already acquired the behavior, he will maintain it. I believe that
many behavioral interventions are not entirely effective because they
they forget about their maintenance.
CHAPTER 5.
HOW TO REDUCE OR DIMINISH BEHAVIORS:
INTRODUCTION:
So far we have been fully dedicated to reviewing the procedures that
they reinforce a certain behavior, either by increasing its future probability or
facilitating its issuance under particular conditions. Now we will move on to a set
of procedures that pursue purposes opposed to the previous ones, that is to say
weaken, reduce the likelihood of the behavior.
Sometimes what is sought is not only to increase behaviors
desirable, but at the same time we will have to reduce the behaviors that cause us
problems in order to increase the effectiveness of our intervention.

DEVELOPMENT:
There is a great diversity of behavior suppression procedures. These
procedures are applied when we want a response that is to disappear
within the repertoire of a subject's behaviors. In general, it is about suppressing
those behaviors whose consequences are aversive or harmful to other subjects or
for the same subject, or that prevent them from accessing reinforcement sources
additional.
We will limit ourselves to reviewing those that may be of greatest utility in practice.
behavior modification.
yEXTINCTION:

It is the interruption of a reinforcer that maintains or increases a behavior, it is

an effective method that helps reduce undesirable behaviors that
the children declare. It consists of suspending the delivery of reinforcement, that is,
suppress the consequences that follow a certain behavior.
Walter defines it as follows: the interruption or withholding of the reinforcer
A behavior that has been previously reinforced is called extinction. This
The process is also known as systematic neglect.
yREPRIMANDS:

It consists of scolding, 'shouting' or verbally punishing the child in another way for
to manifest inappropriate behavior.
Reprimands are useful when a child displays a behavior that requires
an immediate action as it can potentially be harmful to him, to others or
for society.
yLOSS OF PRIVILEGES:

A part of the present or future positive reinforcers of the minor is removed afterwards.
of the manifestation of undesirable behavior.
yTIME OUT:
It consists of taking the child out of an apparently reinforcing environment and putting them into one
supposedly not a reinforcer for a specific and limited period. Time out
it is a period without positive reinforcement

Timeout modalities:
yTimeout for observation: the child is removed from a reinforcement situation.
That is to say, being on the sidelines of the activity, unable to participate, but listening and
observing what happens in it
yExclusion: a process in which the child leaves the situation of
reinforcement, but without being able to observe.
yIsolation: a procedure in which a time-out room is used, is
to say that the child is removed from the place where the behavior occurred.
yOVERCORRECTION:

Procedure that requires the child exhibiting misbehavior to improve

the environmental effects of their misconduct, repeatedly carry out the correct way
of behavior in the environment in which the undesirable conduct manifested itself.

yPUNISHMENT:

Presentation of an aversive event or withdrawal of a positive event contingent on

response, the probability of the response decreases.
conclusions
It is important to know some of the techniques for reduction or elimination of
behaviors in the child, since many times they are applied by the
teachers and parents unaware that they belong to a group of procedures already
established within behavioral modification.
Thus, it may happen that the teacher's methodology for teaching his students
is loaded with this type of techniques and for that reason cannot obtain good
results.
Not all the procedures described throughout this chapter are
effective in all children, we must select the appropriate one for each
according to its needs and characteristics.
CHAPTER 6.
TRAINING FOR PARENTS AND COLLABORATION BETWEEN HOME AND
THE SCHOOL:
INTRODUCTION:
The main purpose of this chapter is to refer to the great importance that
What do parents think about the effectiveness of managing their children's behavior?
in the home and community settings.
The importance of collaboration between parents and teachers will also be mentioned.
having a shared responsibility regarding the application of the PMC.
DEVELOPMENT:
Parent training is an integral part of a good PMC, at home and in school.
The various studies unequivocally show that children learn
but they adapt better and progress more quickly when parents receive
training". (Clements and Alexander 1975)
Purposes of training for parents:
yInformative: it is primarily to convey information to parents about
Various themes. Among the main points of these programs are:
y
oChild-rearing techniques
Child Development
oDesign of the educational program, objectives and procedures
oCauses, effects
oBehavioral management techniques.
yThe psychotherapeutic strategy: it is used to help parents in their
efforts to face the emotions and personal conflicts related to
the child's problem as well as its effects and contingencies. It is assumed that the parents
they must adapt emotionally before planning and implementing a
action program.

The PMCs applied at home involve the collaboration of parents and teachers with the
common objective of modifying the child's behavior.
According to the program applied to the child, it will be determined who will play the most important role.
Active if the teacher or the parents themselves, of course, the less active role does not want.
to say that it has less importance since this will support what has already been established in the
program.
The following will mention some of the advantages of implementing programs by
part of parents and teachers:
yThe programs are used to establish a communication channel between parents and
teachers that, on one hand, allow parents to actively participate in the
academic education of the children and on the other hand prevents the child from
establish rivalries among them for their own benefit. Communication between parents
 and teachers can be assisted through phone contact, observations by
written, etc.
yThe teachers feel relieved in the application of programs, as they are only
responsible for a part of it.
yThe observation procedures do not require the teacher to modify
significantly, neither its style nor its instructional program should simply
evaluate the student at regular intervals.
ySome of the important drawbacks of the applied PMCs are eliminated.
in class, especially in individual cases. For example; apply
a token economy for a particular child and manage the reinforcers
In front of their classmates, it can always be a source of conflicts in the classroom.
yA part of the greater effectiveness of this type of intervention is due to the fact that at home
parents have a much broader range of reinforcers than
the teacher arranges in class.
yIn general, these programs produce an increase in positive attention from the
parents towards their child. (praise, etc.) that influence the increase of their self-esteem.

conclusions
It is important that both the parents and the teachers in charge of the child are
involve in the process of selecting problematic behaviors since if the
behavior does not cause a problem for some of the parties will lose interest in
to modify it by the least interested person.
Thus, communication between parents and teachers will be very effectively beneficial.
the intervention in the child. Hence the importance of sharing responsibilities
within the PMC, there is no better way to intervene with a child than through school and the
home, by this I mean that if the child is reinforced and corrected in both parts of
in the same way, this will not find inconsistencies regarding
determined authority and following instructions. This type of support makes the
the child identifies more with the parents and teachers, this is of course due to the fact that it is ...
is paying more attention to the child in particular by observing their
behaviors.
FINAL CONCLUSIONS:
PMCs are very useful within special education, as they are a
most objective way to intervene with children. They focus on behaviors in
specific, setting aside other areas such as the cognitive.
Through the review of the different texts, it can be observed that the majority of the
authors agree that these types of programs (behavioral ones) are the most
effective in intervention with children in special education, as cognitive
many times it does not turn out to be as practical and effective as this. The modification of
conduct offers interested parties faster results compared to others
non-behavioral programs, that is why individuals see results sooner
they are more motivated and interested.

Through the procedures used, visible changes can be obtained.

immediate from the first application.
One of the drawbacks that can be encountered is the lack of interest either due to
part of the parents or teachers in the process of behavior modification in the child, already
As previously mentioned, it is important that both parties are in
constant communication to continually and similarly reinforce the child in the
different learning scenarios. (School and home).
Another inconvenience could be that sometimes parents fail to understand what it is
a long process and they would like to see miraculous results in a very short time,
Many times, parents or teachers want the child to be on their own.
intervention modified your behavior in general, the intervention is directed only and
exclusively to certain behaviors previously selected by means of a
evaluation, although it is true that at times other areas benefit
behavioral in the child but it does not always occur.

Consistency is essential when the child is acquiring new behaviors,

once they have been acquired, we will move on to the application of techniques that will help us
maintenance of the same.
BIBLIOGRAPHY:

yCreative atmospheres: play, think and create

Julián Betancourt
Mary of the Sorrows Valadez
Editorial: The Modern Manual
Año de Edición: 2005
yCreative atmospheres: breaking mental locks

Julián Betancourt
Editorial: The Modern Manual
Year of Edition: 2005
yModification DE CONDUCT IN THE SPECIAL EDUCATION.
DIAGNOSIS AND PROGRAMS

Edgar Galindo
Teresa Bernal
Guillermo Hinojosa
Maria Isabel Galguera
Elvia Taracena
Flora Padilla
Editorial: TRILLAS
AÑO DE EDICION: 2001
yBEHAVIOR MODIFICATION TECHNIQUES AND THEIR APPLICATION TO DELAY
IN DEVELOPMENT

Emilio Ribes Iñesta

yMODIFICATION OF BEHAVIOR AND ITS PRACTICAL APPLICATIONS

Alan E. Kazdin. Second edition

Modern manual
yBEHAVIORAL MANAGEMENT: A PRACTICAL APPROACH FOR EDUCATORS.

2nd EDITION
J.E Walter
T.M. Shea
MODERN MANUAL
AÑO DE EDICION: 2002
ARANA CASILLAS IRMA NARALI
UNIVERSITY OF GUADALAJARA
UNIVERSITY CENTER FOR HEALTH SCIENCES
DEPARTMENT OF APPLIED PSYCHOLOGY
SUPERVISED PROFESSIONAL PRACTICES IN EDUCATIONAL PSYCHOLOGY
SPECIAL
PA 115
GUADALAJARA JALISCO, DECEMBER 2, 2004

The P.C.A.
Alternative Conduct Programs (PCA) consist of

in a trilogy of programs that include the SKILLS PROGRAM

SOCIAL (PHS), the WORK ORIENTATION PROGRAM
(POT) and the DAILY LIVING SKILLS PROGRAM (PVD).

The origin of the P.C.A. dates back to the early 1980s when not
there were materials on the market that guided professionals for the
development of programs and curriculum with people with special needs.
Then, these three original programs were built, and they have been applied.
since then systematically in different institutions. The step the
time has allowed to refine and generate better materials, which are the
reference in many sectors.

The joint application of the different programs represents an alternative.

curricular and planned both for exclusively academic training and for
the absence of planned content and activities that still describes the
to discourse about many institutions for people in their adult life.

The development of support materials for planning and structuring the

non-academic content is costly in time and dedication, which constitutes the
the main reason behind the great lack of support materials
for professionals who work in educational, mental health, and
social services.

The PCAs are directly related to the proposed skills of

adaptation made in 1992 by the American Association on Mental Retardation
A.A.M.R.). Eight of the ten proposed areas of adaptive skills
the A.A.M.R. are widely covered by the PCA: personal care and life
in the home in the PVD; social skills, communication, use of the
community, leisure, health and safety in the PHS; and work in the POT. For this
reason, the trilogy of programs is of great relevance and practical use in
the first measures of the twenty-first century.

The PCAs in their entirety include 14 general objectives, 35 objectives

specific and 455 operational objectives. The PVD includes 4 general objectives,
9 specific objectives and 106 operational objectives. The POT consists of 4 objectives.
general 9 specific objectives and 148 operational objectives. The PHS encompasses 6
objetivos generales, 17 objetivos específicos, y 201 objetivos operativos.
 P.O.T. Program of Orientation to the Work
P.H.S. Program de Skills Social
P.V.D. Daily Life Skills Program

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