Behavior modification

Short description: Psychological treatment approach using conditioning principles to change behavior

Template:Behavioural influences Behavior modification is a treatment approach that uses respondent and operant conditioning to change behavior. Based on methodological behaviorism,[1] overt behavior is modified with (antecedent) stimulus control and consequences, including positive and negative reinforcement contingencies to increase desirable behavior, as well as positive and negative punishment, and extinction to reduce problematic behavior.[2][3][4]

Contemporary applications of behavior modification include applied behavior analysis (ABA), behavior therapy, exposure therapy, and cognitive-behavioral therapy. Since the inception of behavior modification, significant and substantial advancements have been made to focus on the function of behavior, choice, cultural sensitivity, compassion, equity, and quality of life (QoL).[5] Paradigm shifts have been made since the inception of behavior modification, and these changes are focused on the dignity of the individual receiving treatment,[6] and found in today's graduate training programs.[7]

## Contents

* 1 Description and history
* 2 Areas of effectiveness
* 2.1 People with autism spectrum disorder
* 2.2 Children with ADHD
* 2.3 Uncontrollable diabetes Type 2
* 2.4 Residential treatment
* 2.5 Weight loss outcomes
* 2.6 Addictions
* 2.7 Depression
* 3 Criticism of early behavior modification approaches
* 4 See also
* 5 References
* 6 External links

## Description and history

The first use of the term behavior modification appears to have been by Edward Thorndike in 1911. His article Provisional Laws of Acquired Behavior or Learning makes frequent use of the term "modifying behavior".[8] Through early research in the 1940s and the 1950s the term was used by Joseph Wolpe's research group.[9] The experimental tradition in clinical psychology used it to refer to psycho-therapeutic techniques derived from empirical research.[10] In the 1960s, behavior modification operated on stimulus-response-reinforcement framework (S-R-SR), emphasizing the concept of 'transactional' explanations of behavior.[11] It has since come to refer mainly to techniques for increasing adaptive behavior through reinforcement and decreasing maladaptive behavior through extinction or punishment (with emphasis on the former). Furthermore, B. F. Skinner proposed the concept of reinforcement and punishment through his behaviorism theory, which suggested that humans are susceptible to changes based under reinforcement or punishment-based stimuli that can alter their behaviors.[12] The evaluations of each of these analysts helped to shape the foundation of behavioral modification and how it can utilized to alter certain behaviors.

In recent years, the concept of punishment has had many critics, though these criticisms tend not to apply to negative punishment (time-outs) and usually apply to the addition of some aversive event. The use of positive punishment by board certified behavior analysts is restricted to extreme circumstances when all other forms of treatment have failed and when the behavior to be modified is a danger to the person or to others (see professional practice of behavior analysis). In clinical settings positive punishment is usually restricted to using a spray bottle filled with water as an aversive event. When misused, more aversive punishment can lead to affective (emotional) disorders, as well as to the receiver of the punishment increasingly trying to avoid the punishment (i.e., "not get caught").

Behavior modification can also be applied to areas of study in habitual formation and in the classroom. According to a study done in 2021, behavioral modification techniques were tested with individuals with habits and saw positive change.[13] While there is still much research to be done on understanding different techniques of behavioral modification and how it can be implemented, it can be used in classrooms as well in a form of teaching. In an educational setting, behavioral modification such as reinforcement or punishment are often provided automatically or manually by secondary school teachers and can have varying outcomes.[14] The further implementation of behavioral modification techniques in the classroom and their effectiveness could imply more positive outcomes for students in the future if more research is completed.

Behavior modification relies on the following:

* Reinforcement (positive and negative)
* Punishment (positive and negative)
* Extinction
* Shaping
* Fading
* Chaining

The usage of techniques such as reinforcement, punishment, and extinction point to a similarity between operant conditioning and behavioral modification. Operant conditioning relies on the effects of rewards and punishment, and this can be intertwined within the confines of behavioral modification in regards to treating children in school settings.[15]

## Areas of effectiveness

Functional behavior assessment forms the core of applied behavior analysis, and this technology was not part of behavior modification. A Functional Behavioral Assessment (FBA) is a systematic process used to identify the underlying causes and functions of challenging behaviors. Unlike traditional behavior modification, which often focused solely on altering the behavior itself, FBA seeks to understand the reasons behind a behavior by examining the environmental, social, and psychological factors that contribute to it. The FBA process involves several steps: defining the problematic behavior in observable and measurable terms, collecting data through direct observation, interviews, and review of records, identifying patterns and triggers, hypothesizing the function of the behavior, and developing intervention strategies based on these hypotheses.

The importance of FBA lies in its comprehensive and individualized approach. By understanding the function of a behavior, interventions can be tailored to address the root cause rather than just the symptoms. This leads to more effective and lasting behavior change. For example, if a behavior is identified as a way for an individual to escape a difficult task, the intervention might include teaching more appropriate ways to request a break or modifying the task to make it more manageable. In contrast, traditional behavior modification might only attempt to suppress the escape behavior without addressing the underlying issue, which could lead to frustration and the emergence of other problematic behaviors.

Additionally, FBA emphasizes a positive and proactive approach, focusing on teaching alternative, contextually appropriate behaviors and modifying the environment to support these behaviors design to support QoL. This stands in contrast to the often punitive nature of previous behavior modification techniques. Overall, FBA represents a more humane and effective method for understanding and addressing challenging behaviors, leading to improved outcomes for individuals.

### People with autism spectrum disorder

Professionals use this science of behavior modification often with individuals with autism spectrum disorder (ASD). The purpose of behavior modification for these people is to work on increasing socially significant behavior such as academic skills, adaptive skills, social skills, and vocational skills, while decreasing problem behaviors.[16] One of the main issues behavior modification addresses is deficits in communication skills that cause problem behaviors such as crying, screaming, falling, and hitting in those with autism.[17]

One of the main forms of behavior modification used with people who have ASD is applied behavior analysis (ABA).[18] Applied behavior analysis is a form of behavior modification that has a specific framework and ethical rules, and it has gained popularity in the field of psychology over the past 50 years.[19] Applied behavior analysis can be seen an intervention that allows people with autism to gain bodily autonomy and choice making in their life, all while learning adaptive skills to become independent.[20]One way the usage of behavior modification can teach individuals to discriminate between preferred and non preferred items and further be generalized to other areas of their life to give them control.[21]

While behavior modification is more commonly known to be used with those with ASD, behavior modification teachings can also improve interactions between neurotypical people and people with autism. Teachings like modeling, as done in one study, found that it was able to teach typical people communication and social skills that helped them in their field of work with approaching and interacting with people who have ASD.[22]

Although a popular treatment, newer research on ABA has questioned the evidence of its effectiveness, and suggested it may even be harmful.[23] As autistic adults are increasingly able to publish their own perspectives on the ABA used with them as children, the predominant view among autistic adults is that ABA is abusive.[24] This has lead to discussion of non-behavioral alternatives.[25]

### Children with ADHD

For children with attention deficit hyperactivity disorder (ADHD), one study showed that over a several-year period, children in the behavior modification group had half the number of felony arrests as children in the medication group.[26][27] These findings have yet to be replicated, but are considered encouraging for the use of behavior modification for children with ADHD. There is strong and consistent evidence that behavioral treatments are effective for treating ADHD. A 2008 meta-analysis found that the use of behavior modification for ADHD resulted in effect sizes in between group studies (.83), pre-post studies (.70), within group studies (2.64), and single subject studies (3.78) indicating behavioral treatments are highly effective.[28]

### Uncontrollable diabetes Type 2

Drawing upon Bandura's self-efficacy theory, which has proven effective in programs aimed at promoting health-related behavioral modifications in adults with diabetes, various interventions have been implemented. These interventions incorporate group counseling, group discussions, and an empowerment process, all geared towards encouraging individuals to adopt healthy dietary practices, adhere to medication regimens, and engage in regular exercise, with the goal of improving glycemic levels. Notably, the outcomes of these programs have demonstrated promising advancements, with improvements observed in self-efficacy and trends towards significance in hemoglobin A1c levels.[29]

### Residential treatment

Behavior modification programs form the core of many residential treatment facility programs. They have shown success in reducing recidivism for adolescents with conduct problems and adult offenders. Though use of these facilities for adolescents is a controversial practice. One particular program that is of interest is teaching-family homes (see Teaching Family Model), which is based on a social learning model that emerged from radical behaviorism. These particular homes use a family style approach to residential treatment, which has been carefully replicated over 700 times.[30] Recent efforts have seen a push for the inclusion of more behavior modification programs in residential re-entry programs in the U.S. to aid prisoners in re-adjusting after release.

### Weight loss outcomes

Research has shown effectiveness for obese people who binge eat. One program called the Trevose Behavior Modification Program (TBMP) is an accessible self-help weight loss program that emphasizes ongoing care. TBMP, administered and directed by non-professionals, has demonstrated remarkable success in facilitating substantial and lasting weight loss. This program not only offers the advantage of being cost-effective but also provides continuous support. Notably, individuals with and without frequent binge eating have achieved significant long-term weight loss through TBMP's continuing care approach.[31]

### Addictions

One area that has repeatedly shown effectiveness has been the work of behaviorists working in the area of community reinforcement for addictions.[32]

Behavior modification can also help those recovering from addiction to find replacement behaviors that is more functionally and equivalent to the satisfaction or need.[33]

### Depression

Another area of research that has been strongly supported has been behavioral activation for depression.[34]

One way of giving positive reinforcement in behavior modification is in providing compliments, approval, encouragement, and affirmation; a ratio of five compliments for every one complaint is generally seen as being effective in altering behavior in a desired manner[35] and even in producing stable marriages.[36]

## Criticism of early behavior modification approaches

Behavior modification is critiqued in person-centered psychotherapeutic approaches such as Rogerian Counseling and Re-evaluation Counseling,[37] which involve "connecting with the human qualities of the person to promote healing", while behaviorism is "denigrating to the human spirit".[38] B.F. Skinner argues in Beyond Freedom and Dignity that unrestricted reinforcement is what led to the "feeling of freedom", thus removal of aversive events allows people to "feel freer".[39] Further criticism extends to the presumption that behavior increases only when it is reinforced. This premise is at odds with research conducted by Albert Bandura at Stanford University. His findings indicate that violent behavior is imitated, without being reinforced, in studies conducted with children watching films showing various individuals "beating the daylights out of Bobo". Bandura believes that human personality and learning is the result of the interaction between environment, behavior and psychological process. There is evidence, however, that imitation is a class of behavior that can be learned just like anything else. Children have been shown to imitate behavior that they have never displayed before and are never reinforced for, after being taught to imitate in general.[40]

Based on the early improper use of behavior modification techniques, substantial emphasis has been placed on the importance of ethics and licensure.[41] Ethics is paramount because it ensures that practitioners prioritize the well-being, dignity, and rights of their clients. Given the vulnerable populations often served by ABA professionals, such as individuals with developmental disabilities, maintaining high ethical standards helps prevent exploitation, harm, and abuse. In today's era, The Behavior Analyst Certification Board (BACB) Code of Ethics is a comprehensive framework that guides behavior analysts in their professional conduct. For instance, Code 1.04 emphasizes the importance of integrity, urging behavior analysts to be honest and truthful in their professional dealings. Code 2.01 mandates the prioritization of client dignity and welfare, ensuring that the client's needs come first. Code 2.06 requires informed consent, meaning clients must be fully aware of and agree to the interventions used. Confidentiality is protected under Code 2.07, which ensures that all client information is kept private and secure. Additionally, Code 3.01 stresses the necessity of providing evidence-based treatments, ensuring interventions are scientifically supported and effective. By adhering to these and other ethical guidelines, behavior analysts foster trust, promote positive outcomes, and uphold the integrity of the field.

## See also

* Behavioural change theories
* Behavior change (public health)
* Behavior management
* Behavior therapy
* Conversion therapy
* Covert conditioning
* Decoupling for body-focused repetitive behaviors
* Habit reversal training
* Pain model of behaviour management
* Positive behavior interventions and supports
* Token economy

## References

1. ↑ Mahoney, M. J.; Kazdin, A. E.; Lesswing, N. J. (1974). "Behavior modification: delusion or deliverance?". in Franks, C. M.. Annual Review of Behavior Therapy: Theory and Practice. 2. Brunner/Mazel. pp. 11–40.
2. ↑ Mace, F. C. (1994). "The significance and future of functional analysis methodologies". Journal of Applied Behavior Analysis 27 (2): 385–92. doi:10.1901/jaba.1994.27-385. PMID 16795830.
3. ↑ Pelios, L.; Morren, J.; Tesch, D.; Axelrod, S. (1999). "The impact of functional analysis methodology on treatment choice for self-injurious and aggressive behavior". Journal of Applied Behavior Analysis 32 (2): 185–95. doi:10.1901/jaba.1999.32-185. PMID 10396771.
4. ↑ Mace, F. C.; Critchfield, T. S. (2010). "Translational research in behavior analysis: Historical traditions and imperative for the future". J Exp Anal Behav 93 (3): 293–312. doi:10.1901/jeab.2010.93-293. PMID 21119847.
5. ↑ Tincani, Matt; Brodhead, Matthew T.; Dowdy, Art (2024-02-27). "ABA Promotes Autonomy and Choice of People with Intellectual and Developmental Disabilities" (in en). Journal of Developmental and Physical Disabilities. doi:10.1007/s10882-024-09949-5. ISSN 1573-3580.
6. ↑ TEDx Talks (2021-04-06). "No such thing as a bad boy" Ignite compassion for problematic behavior | Dr. Pat Friman | TEDxOmaha. Retrieved 2024-07-19 - via YouTube.
7. ↑ Parry-Cruwys, Diana E.; MacDonald, Jacquelyn M.; Slaton, Jessica D.; Karsina, Allen; MacManus, Cormac (2024-04-10). "Strategies for Incorporating Compassionate Care in a Behavior Analysis Graduate Program" (in en). Behavior Analysis in Practice. doi:10.1007/s40617-024-00934-0. ISSN 2196-8934.
8. ↑ Thorndike, E.L. (1911). "Provisional Laws of Acquired Behavior or Learning". Animal Intelligence (New York: The Macmillan Company).
9. ↑ Wolpe, J. (1968). "Psychotheraphy by Reciprocal Inhibition". Conditional Reflex 3 (4): 234–240. doi:10.1007/BF03000093. PMID 5712667. https://link.springer.com/article/10.1007/BF03000093.
10. ↑ In Bachrach, A. J., ed (1962). Experimental Foundations of Clinical Psychology. New York: Basic Books. pp. 3–25. https://archive.org/details/experimentalfoun0000bach.
11. ↑ Keehn, J.D; Webster, C.D (February 1969). "Behavior Therapy and Behavior Modification". The Canadian Psychologist 10 (1): 68-73. doi:10.1037/h0082506.
12. ↑ Leeder, Thomas M. (2022-05-04). "Behaviorism, Skinner, and Operant Conditioning: Considerations for Sport Coaching Practice". Strategies 35 (3): 27–32. doi:10.1080/08924562.2022.2052776. ISSN 0892-4562. https://www.tandfonline.com/doi/full/10.1080/08924562.2022.2052776.
13. ↑ Gardner, Benjamin; Arden, Madelynne A.; Brown, Daniel; Eves, Frank F.; Green, James; Hamilton, Kyra; Hankonen, Nelli; Inauen, Jennifer et al. (2023-04-03). "Developing habit-based health behaviour change interventions: twenty-one questions to guide future research" (in en). Psychology & Health 38 (4): 518–540. doi:10.1080/08870446.2021.2003362. ISSN 0887-0446. https://www.tandfonline.com/doi/full/10.1080/08870446.2021.2003362.
14. ↑ Vijayalakshmi, N (2019). "Behavior Modification Techniques - An Awareness Study". Shanlax International Journal of Education 7 (2): 1-5. https://files.eric.ed.gov/fulltext/EJ1245283.pdf.
15. ↑ Scott, Hannah K.; Jain, Ankit; Cogburn, Mark (2025), "Behavior Modification", StatPearls (Treasure Island (FL): StatPearls Publishing), PMID 29083709, https://www.ncbi.nlm.nih.gov/books/NBK459285/#:~:text=While some therapies focus on,therapy and improve patient outcomes., retrieved 2025-04-23
16. ↑ Roth, Matthew E.; Gillis, Jennifer M.; DiGennaro Reed, Florence D. (2014-06-01). "A Meta-Analysis of Behavioral Interventions for Adolescents and Adults with Autism Spectrum Disorders" (in en). Journal of Behavioral Education 23 (2): 258–286. doi:10.1007/s10864-013-9189-x. ISSN 1573-3513. https://link.springer.com/article/10.1007/s10864-013-9189-x.
17. ↑ Adams, Lynn; Gouvousis, Aphroditi; VanLue, Michael; Waldron, Claire (2004). "Social Story Intervention: Improving Communication Skills in a Child With an Autism Spectrum Disorder" (in en). Focus on Autism and Other Developmental Disabilities 19 (2): 87–94. doi:10.1177/10883576040190020301. ISSN 1088-3576. https://journals.sagepub.com/doi/10.1177/10883576040190020301.
18. ↑ Matson, Johnny L.; Turygin, Nicole C.; Beighley, Jennifer; Rieske, Robert; Tureck, Kimberly; Matson, Michael L. (2012-01-01). "Applied behavior analysis in Autism Spectrum Disorders: Recent developments, strengths, and pitfalls". Research in Autism Spectrum Disorders 6 (1): 144–150. doi:10.1016/j.rasd.2011.03.014. ISSN 1750-9467. https://www.sciencedirect.com/science/article/abs/pii/S1750946711000778.
19. ↑ Denne, Louise D.; Hastings, Richard p.; Carl Hughes, J.; Bovellc, Virginia; Redford, Linda (2011). "Developing a Competence Framework for ABA and Autism: What Can we Learn From Others?" (in en). European Journal of Behavior Analysis 12 (1): 217–230. doi:10.1080/15021149.2011.11434365. ISSN 1502-1149. https://www.tandfonline.com/doi/full/10.1080/15021149.2011.11434365.
20. ↑ Tincani, Matt; Brodhead, Matthew T.; Dowdy, Art (2025-06-01). "ABA Promotes Autonomy and Choice of People with Intellectual and Developmental Disabilities" (in en). Journal of Developmental and Physical Disabilities 37 (3): 383–409. doi:10.1007/s10882-024-09949-5. ISSN 1573-3580.
21. ↑ Tincani, Matt; Brodhead, Matthew T.; Dowdy, Art (2025-06-01). "ABA Promotes Autonomy and Choice of People with Intellectual and Developmental Disabilities" (in en). Journal of Developmental and Physical Disabilities 37 (3): 383–409. doi:10.1007/s10882-024-09949-5. ISSN 1573-3580.
22. ↑ MacFarland, Mari C.; Plavnick, Joshua B.; Kipfmiller, Kailie J.; McElyea, Adam S. (2025-05-01). "Using Video Modeling to Teach Neurotypical Adolescents to Interact Socially with Peers with ASD" (in en). Journal of Autism and Developmental Disorders 55 (5): 1580–1594. doi:10.1007/s10803-024-06277-7. ISSN 1573-3432.
23. ↑ Sandoval-Norton, Aileen Herlinda; Shkedy, Gary; Shkedy, Dalia. "How much compliance is too much compliance: Is long-term ABA therapy abuse?". Cogent Psychology. doi:10.1080/23311908.2019.1641258.
24. ↑ Sparrow, Maxfield (October 20, 2016). "ABA". https://unstrangemind.com/aba/.
25. ↑ Sparrow, Maxfield (April 7, 2017). "If Not ABA Therapy, Then What?". https://thinkingautismguide.com/2017/04/if-not-aba-therapy-then-what.html.
26. ↑ Satterfield, J. H.; Satterfield, B. T.; Schell, A. M. (1987). "Therapeutic interventions to prevent delinquency in hyperactive boys". Journal of the American Academy of Child and Adolescent Psychiatry 26 (1): 56–64. doi:10.1097/00004583-198701000-00012. PMID 3584002.
27. ↑ Satterfield, J. H.; Schell, A. (1997). "A prospective study of hyperactive boys with conduct problems and normal boys: Adolescent and adult criminality". Journal of the American Academy of Child and Adolescent Psychiatry 36 (12): 1726–35. doi:10.1097/00004583-199712000-00021. PMID 9401334.
28. ↑ Fabiano, G. A.; Pelham Jr., W. E.; Coles, E. K.; Gnagy, E. M.; Chronis-Tuscano, A.; O'Connor, B. C. (2008). "A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder". Clinical Psychology Review 29 (2): 129–40. doi:10.1016/j.cpr.2008.11.001. PMID 19131150.
29. ↑ Ounnapiruk, Liwan; Wirojratana, Virapun; Meehatchai, Nitaya; Turale, Sue (2014). "Effectiveness of a behavior modification program for older people with uncontrolled type 2 diabetes". Nursing & Health Sciences 16 (2): 216–223. doi:10.1111/nhs.12089. PMID 23991917.
30. ↑ Dean L. Fixsen, Karen A. Blasé, Gary D. Timbers and Montrose M. Wolf (2007) In Search of Program Implementation: 792 Replications of the Teaching-Family Model. Behavior Analyst Today Volume 8, No. 1, pp. 96–106 Behavior Analyst Online
31. ↑ Delinsky, Sherrie Selwyn; Latner, Janet D.; Wilson, G. Terence (2006). "Binge Eating and Weight Loss in a Self-Help Behavior Modification Program". Obesity 14 (7): 1244–1249. doi:10.1038/oby.2006.141. PMID 16899805.
32. ↑ Milford, J.L.; Austin, J.L.; Smith, J.E. (2007). Community Reinforcement and the Dissemination of Evidence-based Practice: Implications for Public Policy. IJBCT, 3(1), pp. 77–87 [1])
33. ↑ Bogue Kerr, Stephanie; Moreau, Nicolas (2025). "Running and Stumbling to Recovery: A Carnal Sociological Study of Change in Substance Use" (in en). Sociology of Health & Illness 47 (5). doi:10.1111/1467-9566.70052. ISSN 1467-9566. PMID 40445864. PMC 12124470. https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9566.70052.
34. ↑ Spates, R.C.; Pagoto, S.; Kalata, A. (2006). "A Qualitative and Quantitative Review of Behavioral Activation Treatment of Major Depressive Disorder". The Behavior Analyst Today 7 (4): 508–17. doi:10.1037/h0100089. https://www.baojournal.com.
35. ↑ Kirkhart, Robert; Kirkhart, Evelyn (1972). "The Bruised Self: Mending in the Early Years". in Yamamoto, Kaoru. The Child and His File: Self Concept in the Early Years. New York: Houghton Mifflin. ISBN 978-0-395-12571-7. https://archive.org/details/childhisimagesel0000unse.
36. ↑ Gottman, J.M.; Levenson, R.W. (1999). "What predicts change in marital interaction over time? A study of alternative models". Family Process 38 (2): 143–58. doi:10.1111/j.1545-5300.1999.00143.x. PMID 10407716.
37. ↑ "Re-evaluation Counseling". https://www.rc.org/.
38. ↑ Holland, J.L. (1976). "A new synthesis for an old method and a new analysis of some old phenomena". The Counseling Psychologist 6 (3): 12–15. doi:10.1177/001100007600600303.
39. ↑ Skinner, B. F. (1974). Beyond Freedom and Dignity. Harmondsworth: Penguin.
40. ↑ D. Baer, R.F.; Peterson, J.A. Sherman Psychological Modeling: Conflicting Theories, 2006 [ISBN missing]
41. ↑ Sellers, Tyra P.; Seniuk, Holly A.; Lichtenberger, Sarah N.; Carr, James E. (2023-05-16). "The History of the Behavior Analyst Certification Board's Ethics Codes" (in en). Behavior Analysis in Practice. doi:10.1007/s40617-023-00803-2. ISSN 2196-8934.

## External links

Library resources about
Behavior modification

* * *

* Resources in your library
* Resources in other libraries

* v
* t
* e

Cognitive behavioral therapy (list)

* Acceptance and commitment therapy
* Behavior therapy
* Behavioral activation
* Cognitive analytic therapy
* Cognitive therapy
* Compassion-focused therapy
* Contingency management
* Dialectical behavior therapy
* Direct therapeutic exposure
* Exposure and response prevention
* Functional analytic psychotherapy
* Habit reversal training
* Inference-based therapy
* Metacognitive therapy
* Method of levels
* Mindfulness-based cognitive therapy
* Multimodal therapy
* Prolonged exposure therapy
* Rational emotive behavior therapy
* Reality therapy
* Relapse prevention
* Schema therapy
* Self-control therapy
* Social skills training
* Systematic desensitization

* v
* t
* e

Psychotherapy (list)

Schools|

| Psychodynamic|

* Psychoanalysis
* Adlerian therapy
* Analytical therapy
* Mentalization-based treatment
* Transference focused psychotherapy

|

Cognitive and
behavioral|

* 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

Humanistic|

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

Other|

* Art therapy
* Dance therapy
* Feminist therapy
* Music therapy
* Narrative therapy
* Play therapy
* Reality therapy
* Systemic therapy
* Transactional analysis
* List

Integrative|

* Eclectic psychotherapy
* Integrative psychotherapy
* Multimodal therapy
* Transtheoretical model

Approaches|

* Brief psychotherapy
* Counseling
* Online counseling
* Residential treatment
* Self-help
* Support groups

Research|

* Clinical formulation
* Clinical pluralism
* Common factors theory
* Discontinuation
* History
* Practitioner–scholar model

Techniques|

| Behaviour therapy|

* Aversion therapy
* Chaining
* Contingency management
* Shaping
* Stimulus control
* Token economy
* Counterconditioning
* Desensitization/Exposure therapy
* Systematic desensitization

|

Other individual therapy|

* Autogenic training
* Biofeedback
* Cognitive restructuring
* Emotion regulation
* Free association
* Homework
* Hypnotherapy
* Modeling

Group psychotherapy|

* Co-therapy
* Couples therapy
* Family therapy
* Psychodrama
* Sensitivity training

People|

* Philippe Pinel (1745–1826)
* Josef Breuer (1842–1925)
* Sigmund Freud (1856–1939)
* Pierre Janet (1859–1947)
* Alfred Adler (1870–1937)
* Sándor Ferenczi (1873–1933)
* Carl Jung (1875–1961)
* Ludwig Binswanger (1881–1966)
* Melanie Klein (1882–1960)
* Otto Rank (1884–1939)
* Karen Horney (1885–1952)
* Harry Stack Sullivan (1892–1949)
* Fritz Perls (1893–1970)
* Anna Freud (1895–1982)
* Donald Winnicott (1896–1971)
* Wilhelm Reich (1897–1957)
* Milton H. Erickson (1901–1980)
* Jacques Lacan (1901–1981)
* Erik Erikson (1902–1994)
* Carl Rogers (1902–1987)
* Viktor Frankl (1905–1997)
* George Kelly (1905–1967)
* Rollo May (1909–1994)
* Virginia Axline (1911–1988)
* Carl Whitaker (1912–1995)
* Albert Ellis (1913–2007)
* James Bugental (1915–2008)
* Joseph Wolpe (1915–1997)
* Virginia Satir (1916–1988)
* Aaron T. Beck (b. 1921)
* Salvador Minuchin (1921–2017)
* Hans Herrman Strupp (1921–2006)
* Paul Watzlawick (1921–2007)
* Haim Ginott (1922–1973)
* Ogden Lindsley (1922–2004)
* Arthur Janov (1924–2017)
* Eugene Gendlin (1926–2017)
* R. D. Laing (1927–1989)
* Jean Baker Miller (1927–2006)
* Otto F. Kernberg (b. 1928)
* Nathan Azrin (1930–2013)
* Irvin D. Yalom (b. 1931)
* Arnold Lazarus (1932–2013)
* Lorna Smith Benjamin (b. 1934)
* Marsha M. Linehan (b. 1943)
* Vittorio Guidano (1944–1999)
* Les Greenberg (b. 1945)
* William R. Miller (b. 1947)
* Steven C. Hayes (b. 1948)
* Michael White (1948–2008)
* Jeffrey Young (b. 1950)
* Peter Fonagy (b. 1952)

Associations|

* 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

0.00

(0 votes)

Original source: https://en.wikipedia.org/wiki/Behavior modification. Read more

|

Retrieved from "https://handwiki.org/wiki/index.php?title=Philosophy:Behavior_modification&oldid=4300157"
*[v]: View this template
*[t]: Discuss this template
*[e]: Edit this template