Research Proposal - The Usefulness of Behavior Modification Programs in Middle School

 

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The Usefulness of Behavior Modification Programs in Middle School

Behavior modification methods are based on changing possible maladaptive patterns of the patient’s behavior. Its rationale is based on the idea that maladaptive patterns depend on learning processes and, as such, can be unlearned (Eli, Baht and Blacher, 2004). Some examples of behavioral modification techniques that can be utilized in an effective program are Discrete Trial Training (Lovaas, 1987) and Pivotal Response Training (PRT) (Koegel et al., 1991; Pierce and Schreibman, 1995). Discrete Trial Training (DTT) involves breaking a skill into discrete components and using mass trials until the skill is mastered, while the PRT is almost similar except that it emphasizes child motivation by providing choices, reinforcing attempts, and interspersing maintenance tasks (i.e., previously mastered tasks). The two are said to be effective in the behavior modification of children with autism (Whalen and Schreibman, 2003), but in general, behavior modification program can have a special role in young students, particularly middle school or elementary students. While there are no studies that directly support the assumption, it is logical in a sense that such students are in the adolescence age group, where most behaviors are adapted or rejected. It is also a state where learning disabilities can be present. According to Quine (1986), in his study of 200 students with learning disabilities in the age of 5 to 18, range of behavior difficulties can be seen such as: attention seeking, over-activity, temper tantrums, aggressiveness, screaming, wandering off, destructiveness and self-injurious behavior. Attention-seeking is most prevalent with 29% overall. Furthermore, learning behavior is not the only behavior problem present in the adolescent years. Other behavior problems include: anxiety disorders (U.S. Department of Health and Human Services, 1999); severe depression (Smith, 2000); bipolar disorder (Lewinsohn et al, 2003); attention deficit hyperactivity disorder (APA, 2000); conduct disorder (Tynan, 2004); eating disorder; schizophrenia (APA, 1994); and as said before, autism (Adams et al, 2004).

Because of the prevalence of such behavior problems, it can be assumed that behavior modification programs can be effective and useful in middle schools. In Europe, for instance, it was admitted that there is a growing need for psychotherapy. With growing numbers on divorce, suicide, depression, substance abuse, stress, anorexia, bulimia, schizophrenia, post-traumatic stress disorders, and many other forms of emotional and relational problems, there is an overwhelming need for psychotherapy (van Deurzen-Smith, 2002). However, the question that interests the researcher is if behavior modification works. With the focus on that problem, this paper will present other information that would lead in the development of such study.

Researchability of the Topic

            The topic is researchable in a sense that there are many available literatures about the link between behavior problems and psychotherapy in children or primary students, whether online or offline. However, online research in the topic can be fruitful in a sense that various online libraries such Blackwell Synergies and eMedicine can provide various literature. In offline, the “Diagnostic and statistical Manual of mental disorder (4^th Edition)” of the American Psychiatric Association can provide good reference. On the other hand, respondents can be easily accessed in inclusive elementary schools.

The researcher will only interview the respondents if there is already an approval from the school.  Furthermore, certain requests of the respondents such as the time limit of the interview, or if they decide not to answer a particular question, will be allowed. In addition, the researcher will ensure the confidentiality of their answers.

The research topic is only moderately difficult in a sense that access to high schools for interviews and surveys can take time. Furthermore, in surveying the respondents, there is a good chance that only few will cooperate, because perhaps of sensitive guidelines in inclusive schools. On the other hand, the time available to complete the project is limited. This involves the time-consuming nature of preliminary, primary and secondary research. Also, the monetary cost for the study is only minimal, thus more likely, the research will be quantitative.

Purpose of the Study

The purpose of this study will be to examine the usefulness of Behavior Modification Programs in Middle Schools. This is to provide quantitative data as evidences that would either prove or disprove the assumption.

Importance of the Research

In theory, if the research proves that Behavior Modification is good and is working in the classroom, more funds will be allocated to create more BM programs.

Constraints/Boundaries of the Topic

The limitations being perceived to take place in study are: lack of time to do thorough research due to work, school, and other commitments; availability of computer access; and too much information to sort through and not enough time. On the other hand, delimitations involve: Only middle school BM programs will be looked at; only middle schools that are grades 6^th to 8^th will part of the study; and only middle schools that have BM programs in place will be included the study.

Research Questions

            In order to meet the objectives, the researcher will try to answer the following queries:

1.         How satisfactory are the methods of managing student behavior?

2.         Does Behavior Modification work?

3.         Do students exposed to BM in the classroom show academic improvement?

4.         Do children with behavior problems expose to BM show positive changes?

Library Search

            The study will focus on the terms: ‘behavior,’ ‘behavior problems’ ‘modification,’ ‘discipline,’ ‘behavior modification in middle school,’ ‘behavior modification programs,’ and ‘behavior modification or interventions’ Secondary sources such as books, publications, journals, online resources etc. will be looked at i.e. the diagnostic manual of the AMA, BS, ERIC, and eMedicine. The resources have all provided related literature for the topic, which answered some of its main questions. ERIC has been most useful.

Methodology

            Primary and secondary research will be used in the study. Primary data will be collected from inclusive school respondents while secondary data will be collated from existing related literatures as well as similar studies. The researcher will collect data from events or conditions of the present, co-relationships that permit making predictions and sometimes suggest cause-effect     relationships, and quality of programs or operational units. Sources of data will be participants, records, documents and informants.

The researcher will focus on quantitative research. This will involve description, tallies and tabulations, measurement, opinions and analysis. Quantitative research plainly and distinctively specifies both the independent and the dependent variables under investigation (Matveev, 2002). It also follows resolutely the original set of research goals, arriving at more objective conclusions, testing hypothesis, determining the issues of causality and eliminates or minimises subjectivity of judgment (Kealey & Protheroe, 1996).

The researcher will use structured questionnaires for the survey. The questionnaires will be validated by having professionals review the structure. Then, the data analysis will be based on Pope et al’s (2000) framework approach. This form of analysis involves five stages. After collecting the data, the researcher must engage in immersion, by carefully reading transcripts and notes, to compile a first list of recurrent themes and concepts. In the second stage, these themes are examined and related back to the specific stated aim of the study. At this point, themes that were not anticipated by previous research will be identified. The themes are then located back in the transcripts, and noted against the text. In the fourth stage the data are charted, by rearranging text, to identify how often a theme emerged and to what other theme or themes (if any) it relates. In the final stage, themes are mapped, so that links between them can be considered, as well as rechecking the themes against the original aim of the study.

References:

van Deurzen-Smith, E. (2003). The Future of Psychotherapy in Europe (online). Available at: http://www.soth.fsnet.co.uk/Articles/dsmith.html [Accessed: 07/30/04]

Adams, J.B., Edelson, S.M., Grandin, T. and Rimland, B. (2004). Advice for Parents of Young Autistic Children. Autism Research Institute, San Diego, CA, U.S.

American Psychiatric Association (1994). Diagnostic and statistical Manual of mental disorder (4^th Edition). Washington DC. American Psychiatric Association.

Eli, I., Blacher, S., Baht, R. (2004). Prediction of success and failure of behavior modification as treatment for dental anxiety. Eur J Oral Sci 2004; Vol.112; pp.311–315

Kealey, D.J., & Protheroe, D.R. (1996). The effectiveness of cross- cultural training for expatriates: An assessment of the literature on            the issue. International Journal of Intercultural Relations, 20(2),      141-165.

Koegel, R.L., Koegel, K.L., and Schreibman, L. (1991). Assessing and training

parents in teaching pivotal behaviors. In R.J. Prinz (Ed.), Advances in behavioral assessment of children and families (pp. 65–82). Greenwich, Conneticut: JAI Press.

Lewinsohn, P.M., Clark, G.N., Seeley, J.R., and Rohde, P. (1994). Major depression in community adolescents: age at onset. Epsiode duration, and time to recurrence. Journal of the American Academy of Child and Adolescent Psychiatry; 33:809–818.

Lovaas, O.I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical, Psychology, Vol. 55; pp.3–9.

Matveev, A.V. (2002). The Advantages Of Employing Quantitative And Qualitative Methods In Intercultural Research: Practical Implications From The Study Of The Perceptions Of Intercultural Communication          Competence By American And Russian Managers. Russian        Communication Association. New York, U.S.A.

Pope C., Ziebland S. and Mays N. (2000). Analysing qualitative data. In: Qualitative Research in Health Care (eds C. Pope & N. Mays), pp. 75–88. BMJ, London.

Quine L. (1986) Behaviour problems in severely mentally handicapped

            children. Psychological Medicine, Vol.16; pp.895-907.

Smith, C.R. (1997). Advocacy for Students with Emotional and Behavioral Disorders: One Call for Redirected Efforts (online). Available at: http://www.airdc.org/CECP/interact/authoronline/november97/advocacy.htm [Accessed: 07/29/04]

Tynan, W.D. (2004). Conduct Disorder. Division of Behavioral Health, AI DuPont Children's Hospital

U.S. Department of Health and Human Services. (1999). Mental Health: A Report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services.

Whalen, C. and Schreibman, L. (2003). Joint attention training for children with autism using behavior modification procedures. Journal of Child Psychology and Psychiatry, Vol.44, No.3; pp 456–468