Artifact 3

Cheryl Hoskinson
ED 252
May 7, 2016

Week 6 Chapter 11 summary Questions

1.
What is cognitive behavior modification? List and explain the three basic assumptions
and goals of CBM.
Cognitive Behavior Management is not a particular intervention, but rather a set of
different but related, interventions. Problem solving, anger control, self-instruction, selfmanagement, self-monitoring, self-evaluation, and self-reinforcement training.

All CBM interventions share three basic assumptions:

Behavior is mediated by cognitive events (thoughts, beliefs)
A change in cognitive mediating events results in a change of behavior
All persons are active participants in their learning
CBM is based on the reciprocal relationship between ones thoughts and behaviors. Thus,
the intent of these interventions is to modify thoughts and beliefs to change behavior. The
major goal of CBM therefore, is to teach students to manage their own behavior through
cognitive self-regulation. CBM interventions have been used with a wide range of
students and behaviors.

2.
Discuss some advantages of teaching individuals to manage their own behavior using
CBM.
Self-management represents a proactive rather than a reactive approach to behavior
management. Teaching students to control their behavior prevents behavior problems
from occurring.
Students with self-management skills can learn and behave more appropriately without
the constant supervision of the teacher.
Self-management may enhance the generalization of behavior change. When behaviors
are under external control by the teacher, the behaviors may not occur in situations, and
settings where the teacher is absent. When students manage their own behaviors,
however, these behaviors are more likely to endure and to carry over to different
situations and settings.
Behavioral improvements established through self-management procedures may be more
resistant to extinction than are behavioral improvements established through external
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control procedures, these improvements may disappear when the external reinforcers are
removed. However, some researchers have suggested that this is less of a problem when
behaviors are improved through self-management and reinforcement is internal.
3.
On page 258, Classroom Connection 11.1, read about Nick and a classroom example of
self-monitoring. What are the reinforcement properties of Nicks self-monitoring program? How
and why do you think the element of being in control of your own data collection effects Nicks
behavior? Do you think Nicks data will be accurate, and do you think that makes a difference?
Can you think of examples of adults monitoring their own behavior in an effort to control their
behavior?
Nick was on a point system every time he raised his hand to answer a question the
teacher gave him a point.

The reason why I believe that Nicks own self-monitoring was good for him was because
it made him more aware that there was an issue with him blurting out the answers. When
he became aware of the correct behavior it would be easier for him to do it.

It will be accurate because Nick will be in charge of his own program with the teachers
assistance

I think examples of adults trying to be in charge of their own success story with some
assistance is when they are trying to break a bad habit like smoking or weight loss.

4.
Discuss the three components of self-management training: self-monitoring, selfevaluation, and self-reinforcement.
A. Self- Monitoring Protocol
Select a target behavior- choose a behavior that interferes with teaching, the
students education, or the education of others.
Operationally define the target behavior- define the target behavior precisely so
both the student and the teacher agree when it occurs
Monitor the target behavior- set up a monitoring system to ensure accuracy
(random student-teacher matches)
Evaluate progress- the student and the teacher should have frequent evaluation
meetings so that the teacher can provide feedback and monitor progress.
Fade self-monitoring- when the students behavior approaches desired levels the
self-monitoring procedure should be faded (increasing the intervals between selfmonitoring periods, using self-monitoring less frequently).
Teach your students how to use self-monitoring
B. Self-Evaluating Guidelines:
Students must be able to monitor their own behavior accurately. To do a selfevaluation procedure, students must be adept at monitoring behaviors, then they
may (a) compare the behaviors they monitored with a preset criterion and (b)
evaluate their performance.

The teacher and student should set a daily goal. This goal will then serve as a
criterion by which the student can self-evaluate. The goal describes the level of
performance toward which the student should work.
The student should receive feedback from the teacher. If the student reaches the
goal, he or she should receive systematic reinforcement. If the teacher is
concerned about accuracy in ratings, he or she may want to include a matching
procedure for additional reinforcement.
Teachers should systematically fade their presence in the process. If selfevaluation training is to be effective, the student must be able to self-evaluate
independently of the teacher.
Teach your students how to self-evaluate

C. Self-Reinforcement Guidelines:
The student should be fluent at self-monitoring
The student should be involved in setting the criteria for receiving reinforcement
and selecting reinforcers
Teachers should provide reinforcement for target behaviors displayed by the
student, accurate matches between teacher and student data, and accurate
determination by the student of whether the criteria for reinforcement were met.
Matching requirements and teacher evaluation should be faded over time.
Opportunities for the student to evaluate their performance, determine criteria for
reinforcements, select reinforcers, and administer reinforcements should be
increased systematically.
Naturally occurring reinforcers should be used throughout the process.
Teach your students how to use self-reinforcement.
5.

List and explain guidelines for increasing the effectiveness of self-monitoring strategies.
The behavior to be self-managed should first be brought under external control so that
the student associates the appropriate behavior with reinforcement.
Behavioral contracts can for self-management can be used initially to provide structure.
The student must have numerous opportunities to practice self-management with
immediate feedback given.
The student must be motivated to participate; motivation can be encouraged by involving
the student in the procedure from the initial stages
To involve the student in the process and to increase motivation, teachers should record
and post the students behavioral performance.
The teacher should monitor the procedure periodically and provide booster sessions if
needed.
In order for self-monitoring to be effective the student and the teacher must work together to
make sure that self-monitoring occurs as was shown in the example of Nick and his raising
his hand to answer questions.

6.

Discuss procedures for encouraging the generalization of CBM strategies.

o Model the strategies: The teacher should model the strategies taught when appropriate.
Students should be able to observe the strategies in action. Teachers should share how
they are using the strategies to help modify their behavior.
o Teach the strategies to mastery: The teacher should teach the skills and subskills in the
CBM strategy taught to mastery. Periodic assessments may be needed to determine
whether the student has indeed achieved mastery. When mastery is achieved, a student is
much more likely to utilize the strategy. The student has become a master when both
speed and accuracy are achieved.
o Reinforce appropriate use of strategies. Whenever the teacher observes a student using
a CBM strategy outside the training context, it is important that the teacher reinforces the
student. Teachers should also encourage the students peers to reinforce appropriate
behavior.
o Program for generalization by giving homework assignments: Give homework
assignments that require the CBM strategies to be used in environments outside the
classroom.
o Discuss the relevance of each strategy when it is taught: Students must be taught how
the particular strategy is relevant to them and their situations. An effective way to do this
is for the teacher to discuss the relevance of the strategies prior to training.
7.
List and discuss the three basic assumptions shared by cognitive behavior modification
interventions. Think about and discuss how these assumptions fit into your own philosophy of
learning.
Task Analysis: The teacher must determine the cognitions and strategies needed for
successful performance in whatever is being taught. In determining the necessary
strategies, the teacher may model the task themselves and note the strategies used or
observe those who do well on a task to determine needed strategies. The determination of
strategies involved in a task include the production of appropriate strategies, and the
application and monitoring of these strategies.
Learner analysis: In analyzing the learner, the teacher must consider a variety of
characteristics (age, cognitive capabilities, language development, learning ability, initial
knowledge state). These characteristics will influence the development of the training
procedure. It is very important that the cognitive behavior training procedures and
requirements be matched to the learners characteristics if the training is to be successful.
Development and Implementation: The teacher must establish the goals of training. The
next step is to select the cognitive behavior procedures that are appropriate given the
results of the task and learner analysis. In designing the intervention, the teacher must
take the learning activities to the desired goals. After developing the cognitive behavior
procedure, the teacher initiates the training.

 These assumptions fit into my philosophy in that I would teach to the student I would see
where their strengths and weaknesses lie, and teach to that level. Realizing that everyone
learns differently I would make sure that everyone was on the same page when I started
to teach knowing that my main goal was to make sure that everyone in my classroom
would learn something that would make them a success in the future.
8. What is the turtle technique? To view a video of Dr. Donald Meichebaum discussing
cognitive behavior modification and the turtle technique, visit
https://www.youtube.com/watch?v=064A5roTHYI

9.
DZurilla and Goldfried (1971) present five steps that could be used to teach problemsolving ability. List the 5 steps.

The first step in problem solving is that teachers should direct instructions to teach the
fundamental concepts of problem solving. We cant assume that children will learn by
observing others. They should be taught by lectures, discussions, examples, and nonexamples. When appropriate role-play the situation.
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Whenever possible, problem situations should be taken from students real life
experiences so that the instruction is much more likely to be socially valid. This means
that the situations will be more meaningful for the students because they are congruent
with the students social setting and age. Students can brainstorm ideas during group
discussions, and their ideas can also be used to generate lists of potential problems.

Problem-solving training should include the following components (a) recognizing the
problem, (b) defining the problem, (c) generating alternative solutions, (d) evaluating the
solutions, and (e) making a plan to solve the problem. This can be done individually or
during group discussions. Also discuss the relevance of problem solving for students
lives.

Provide your students with numerous opportunities to practice problem solving. This
should occur inside and outside of class.

Be a model of effective problem solving. When a problem arises deal with it in an

effective manner, and share your methods of arriving at a solution with the students. If
you observe students using effective problem-solving strategies outside the classroom
reinforce them.