Relevant bibliographies by topics / Behaviour modification strategies

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Behaviour modification strategies'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Behaviour modification strategies"

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Cláudio Machado, João, Daniel Barreira, Israel Teoldo, Jaime Serra-Olivares, Alberto Góes, and Alcides José Scaglia. "Tactical Behaviour of Youth Soccer Players: Differences Depending on Task Constraint Modification, Age and Skill Level." Journal of Human Kinetics 75, no. 1 (October 31, 2020): 225–38. http://dx.doi.org/10.2478/hukin-2020-0051.

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Abstract This study aimed to investigate: i) how Small-Sided and Conditioned Games based on different representation and exaggeration modification strategies, from the Teaching Games for Understanding pedagogical principles, affected team performance and exploratory behaviour; and ii) how teams and players of different ages and skill levels were affected by the use of these different modification strategies. In total, forty-eight youth male soccer players participated in the study (U15, n = 24 mean age = 13.06 ± 1.53 years; U17, n = 24 mean age = 16.89 ± 0.11 years). In both categories, players were organized into three groups according to their tactical efficiency level (Group 01 = High Skilled Players (HSP), Group 02 = Intermediate Skilled Players (ISP), and Group 03 = Low Skilled Players (LSP)). The HSP and LSP groups performed two types of Gk+4vs4+Gk Small-Sided and Conditioned Games (SSCGs) based on different representation and exaggeration modification strategies. The first type of SSCGs was modified by structural constraints (Structural SSCG) and the second type was modified by rule manipulation (Manipulation SSCG). Team performance and exploratory behaviour were analysed through the Offensive Sequences Characterization System and Lag Sequential Analysis, respectively. SSCG modification strategies affected differently tactical performance and exploratory behaviour of teams composed of players of different skill levels. It was found that SSCG modification strategy through rule manipulation provided players and teams with a higher level of difficulty, compromising their performance and inhibiting exploratory behaviour. This information is crucial to practitioners wishing to apply more appropriate pedagogical strategies to improve a specific tactical problem using a player-centred and game-based approach.
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Allen, Felicity. "Feminism and Behaviourism in Academia: Strategies for Change." Behaviour Change 8, no. 1 (March 1991): 10–16. http://dx.doi.org/10.1017/s0813483900006860.

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This paper considers the employment of women academics in Australia and describes ideological sources of individual cognitions about the acceptability of the jobs typically performed by women in academia. A cognitive-behavioural model is used to explore the role of certain group behaviours in maintaining power divisions between the sexes. It is suggested that women can control aspects of their interactions with others in ways that might facilitate their promotion. The importance of time and resource management in making these changes is emphasised. The questions of reconciling the issues of feminism and behaviourism in dealing with co-workers in tertiary education are discussed. The context is not a client/therapist interaction and the model of behaviour change underlying this article is participant rather than administrative, in that it assumes that at least some members of both sexes within Australian universities will take responsibility for self-directed behaviour change. The purpose of this paper is to consider the areas of academic politics, both micro and macro, which might be susceptible to change by people using self-directed behaviour modification techniques.
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Drabman, Ronald S., J. Scott Allen, Kenneth J. Tarnowski, Susan J. Simonian, and Debra Elliott. "Behaviour Modification with Children: The Generalisation Trap." Behaviour Change 7, no. 4 (December 1990): 163–71. http://dx.doi.org/10.1017/s0813483900006999.

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In order to encourage research in generalisation, Drabman, Hammer, and Rosenbaum (1979) introduced a framework to categorise the various generalised effects of child behaviour therapy. Sixteen different potential classes of generalisation were identified. To ascertain the current status of generalisation in the child behaviour therapy literature and further encourage generalisation research, we reviewed articles that appeared in 28 journals over the past 12 years. Of 15,141 studies, only 424 involved children and presented data on generalisation. Results indicated that: (a) a small percentage of studies both involved children and presented data on generalisation (2.77%), (b) of these studies, most failed to meet our methodological criteria for demonstrating generalisation, (c) the generalisation map categories of time, maintenance, setting, and setting-time were the most frequently encountered, (d) there was a significant increase in reported instances of maintenance generalisation effects over the past 10 years when compared with data from our earlier paper, and (e) generalisation data were found concerning 15 of the 16 map classes. Implications of these data, methods of conceptualising generalisation, the generalisation trap, and antecedent strategies for promoting generalisation are discussed.
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Gillies, Robyn. "Using cognitive behaviour training activities and group processes to enhance spelling performance." Queensland Journal of Guidance and Counselling 4 (November 1990): 69–77. http://dx.doi.org/10.1017/s1030316200000285.

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This study was conducted to determine whether cognitive behaviour modification training procedures, implemented in small group settings of learning disabled children and low progress children, was effective in improving their spelling through writing. The study demonstrated two main outcomes. Firstly, it showed that learning disabled children can be taught specific cognitive training strategies to help them regulate their self-instructional behaviours in spelling and these skills can generalise to spelling situations outside the original training program. Secondly, it showed that reciprocal gains occur when learning disabled children work cooperatively with other low progress spellers.
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Stumpf, John, and Jacqueline Holman. "Promoting Generalization of Appropriate Classroom Behaviour: a Comparison of Two Strategies." Behavioural Psychotherapy 13, no. 1 (January 1985): 29–42. http://dx.doi.org/10.1017/s0141347300009319.

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This study applied a number of behaviour modification strategies in an attempt to reduce the level of disruptive classroom behaviour, and to programme for generalization of treatment effects across time and settings. Eight disruptive students represented either the Control, the Experimenter-selected Objects, or the Self-selected Activities Group. During intervention phases subjects in the Experimenter-selected Objects Group received school related material reinforcers for low levels of disruptive behaviour. The Self-selected Activities Group experienced a more complex set of conditions: partial self-determination of natural reinforcers, self-evaluation and recording, bonuses, group contingencies, individual progress graphs, eventual transition from continuous to intermittent reinforcement, and inclusion of common stimuli in the training and generalization settings. The results indicated that both reinforcement programmes dramatically reduced disruptive behaviour. The less complex package employed with the Experimenter-selected Objects Group, however, yielded significantly better generalization of treatment effects across time in the training setting, as well as across settings during the intervention phases. Additionally, this group showed significantly better maintenance of generalization across settings following programme termination.
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Franceschi, A., J. Stahl, C. Kock, R. Selbmann, S. Ortmann-Ishkina, A. Jobst, M. Merklein, et al. "Strategies for residual stress adjustment in bulk metal forming." Archive of Applied Mechanics 91, no. 8 (February 25, 2021): 3557–77. http://dx.doi.org/10.1007/s00419-021-01903-7.

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AbstractThe family of bulk forming technologies comprises processes characterised by a complex three-dimensional stress and strain state. Besides shape and material properties, also residual stresses are modified during a bulk metal forming process. The state of residual stresses affects important properties, like fatigue behaviour and corrosion resistance. An adjustment of the residual stresses is possible through subsequent process steps such as heat treatments or mechanical surface modification technologies, like shot peening and deep rolling. However, these additional manufacturing steps involve supplementary costs, longer manufacturing times and harmful effects on the product quality. Therefore, an optimized strategy consists in a targeted introduction of residual stresses during the forming processes. To enable this approach, a fundamental understanding of the underlying mechanisms of residual stress generation in dependence of the forming parameters is necessary. The current state of the art is reviewed in this paper. Strategies for the manipulation of the residual stresses in different bulk forming processes are classified according to the underlying principles of process modification.
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McLeod, Hamish J., Lisa Densley, and Kate Chapman. "The Effects of Training in Behaviour Modification Strategies on Stress, Burnout, and Therapeutic Attitudes in Frontline Inpatient Mental Health Nurses." Australian Journal of Rehabilitation Counselling 12, no. 1 (April 1, 2006): 1–10. http://dx.doi.org/10.1375/jrc.12.1.1.

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AbstractPsychiatric nursing is a stressful profession associated with high levels of burnout. Previous research has demonstrated that burnout in psychiatric nurses can be reduced via training that improves behaviour modification skills. However, the minimum amount of training required to demonstrate a beneficial effect is unclear. We evaluated the impact of a 4-day behaviour modification training program on stress, burnout, and therapeutic attitudes in nurses who were in frequent daily inpatient contact with patients with severe mental illnesses. Nurses working in the same wards served as a control group. Training improved therapeutic attitudes but did not alter self ratings of job-stress and burnout. The need for multi-pronged approaches to the prevention and treatment of burnout in psychiatric nurses is discussed.
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Sulzer-Azaroff, Beth. "Strategies for Maintaining Change Over Time." Behaviour Change 7, no. 1 (March 1990): 3–15. http://dx.doi.org/10.1017/s0813483900007361.

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Relapse following a behaviour modification program is not unusual, especially when contingencies indigenous to the system tend to favor baseline performance. To avoid such a risk, a preliminary analysis of current and past contingencies operating within the system needs to be conducted. Sometimes, alterations need to be made to permit specific strategies of change to match system demands. Important to examine also are the target response's schedule history, contemporary rates, degree of fluency, intrinsically reinforcing and/or punishing properties and the stimuli, such as rules, routine events and others that set the stage for its occurrence. Rule governance and time management may be especially helpful in the latter regard. Ultimately, lasting change depends upon both the immediate and ultimate long range impact of an intervention upon a system. Benefits must outweigh costs right away and later on, and be clearly reflected on the bottom line.
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Abrahams, Mark V. "The interaction between antipredator behaviour and antipredator morphology: experiments with fathead minnows and brook sticklebacks." Canadian Journal of Zoology 73, no. 12 (December 1, 1995): 2209–15. http://dx.doi.org/10.1139/z95-261.

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Prey species have two fundamental strategies for reducing their probability of being killed by a predator: behavioural modification and morphological defenses. It is hypothesized that prey species which possess morphological defenses should exhibit less behavioural modification in response to predation risk than species lacking such defenses. Experiments were conducted to examine behavioural modification by armoured (brook sticklebacks, Culea inconstans) and unarmoured (fathead minnows, Pimephales promelas) prey species foraging in the presence of a predator (yellow perch, Perca flavescens). Two experiments measured habitat avoidance and reactive distance to an approaching predator. The results of these experiments were consistent with the hypothesis. Compared with fathead minnows, brook sticklebacks exhibited relatively little behavioural modification in response to the presence of a predator, both in terms of avoiding dangerous areas and in their reactive distance to an approaching predator. Sticklebacks, however, graded their reactive distance to an approaching predator in relation to both their body size and group size. These data suggest that the morphology of brook sticklebacks and their behavioural sensitivity to predation risk may allow them to efficiently exploit habitats that contain predators.
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Odebode, Adeola Aminat. "Views of Nigerian Teachers on Strategies for Curbing Indiscipline: Implications for Counselling Practices." Mimbar Sekolah Dasar 7, no. 1 (April 26, 2020): 30–42. http://dx.doi.org/10.17509/mimbar-sd.v7i1.23477.

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This study investigated the strategies for curbing indiscipline in elementary school teachers in Nigeria. It also examined the influence of gender, years in service and educational qualification on the respondents’ expressions. This study employed a descriptive analysis of 200 elementary school teachers as participants. An instrument to analyze the data was developed, named ‘Strategies for Curbing Indiscipline Questionnaire” (SCIQ). The psychometric properties of the instrument were developed. Data were analyzed with both descriptive and inferential statistics. The result showed that the use of the approach to promote acceptable behaviours considered successful. As the result, school authorities being good models, giving moral education in schools, adopting behavioural such as punishment, high parental supervision and referral to appropriate helping personnel are some of the strategies that could be used to curb indiscipline among students. It is, therefore, recommended that behaviour modification strategies should be adopted to curb indiscipline among students.
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Dissertations / Theses on the topic "Behaviour modification strategies"

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Saun, Gabriel John. "Teachers' Perceptions of Behaviour Difficulties in Primary Schools: A Madang Province Perspective, Papua New Guinea." The University of Waikato, 2008. http://hdl.handle.net/10289/2342.

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Behavioural difficulty is probably the least understood area of special education as it is very problematic to identify a specific cause. Behavioural difficulties are those behaviours that students sometimes exhibit that are inappropriate and unacceptable in the classrooms or schools, as they disrupt the smooth process of teaching and learning. This study investigated primary school teachers' perspectives of the causal factors of students' behavioural problems and what can be done to minimise this problem. The study was carried out in the Madang Province involving two primary schools. From the two schools, twelve teachers (six from each school) participated in the study. The same participants were involved in both the questionnaire and the semi structured interview. The data gathered for the questionnaire and interview were analysed and transcribed respectively. The findings discovered that the family and school factors contributed substantially towards students' inappropriate behaviours. Family factors include parental problems, abuse in the families, and the constant struggle to provide the basic necessities due to the high living cost. School factors, on the other hand, include negative teacher attitudes, teacher lack of knowledge and skills to adapt the curriculum to include social skills, lack of teacher support and encouragement, and peer influences. The findings also discovered that teachers were more bothered about externalising behaviours such as disruption and aggression than internalising behavioural problems like withdrawal and depression displayed by students. Further, teachers' limited pre-service and in-service training and lack of experience in teaching students with behavioural problems contributed significantly for teachers not attending to students who behave inappropriately. Based on the findings identified in the study, several recommendations were made on how to intervene to alleviate this problem. Of particular importance is teacher training at both the pre-service and in-service level. Also government support is needed in terms of funding for training, involving specialists and other resources to respond to student behavioural problems effectively and efficiently. The findings may have particular relevance to future studies in this area and provide teachers with effective and workable intervention strategies for students' behavioural problems in the classrooms.
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Drotsky, Willem Abraham. "Goalsetting as a motivational mechanism for therapeutic intervention." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-10222004-142201.

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Rafacz, Jeremy E. "Assessing strategies of programming for generalization in training direct care staff." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1446447.

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Console, Nikki Ann. "Teaching strategies for foster care students with behavior problems." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2775.

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The purpose of this study is to research behavior problems of children in foster care and to identify teaching strategies and techniques for teachers who have foster children in their classrooms and experience difficulties working with them. The project examines the types of behavior problems displayed by abused children.
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Howard, Vikki Faith. "The effects of self-management strategies on the weak rule governed behavior of parents of handicapped preschoolers /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260531955789.

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Beecy, Christine M. "A test of two educational strategies for lowering blood cholesterol at the worksite." Thesis, Virginia Tech, 1988. http://hdl.handle.net/10919/43587.

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One hundred and seventy male and female volunteers employed at Hubbell Lighting Inc., Christiansburg, Virginia were studied to determine the effectiveness of two alternative educational strategies for lowering elevated blood cholesterol by modifying the diet. Initially three hundred and twenty-eight employees were weighed and tested for elevated total blood cholesterol via a finger-stick procedure using a Reflotron. Two hundred of these employees had elevated total blood cholesterol readings (2: 200 mg/dl) and were invited to participate in the study. The one hundred and seventy employees who consented to participate were divided into plant and office populations and then each of these two subpopulations was then randomized by sex into one of three experimental groups: individuals receiving worksite classes, those who received information on diet and blood cholesterol mailed to their homes, or a control group. Prior to the baseline blood cholesterol test, subjects completed and returned a pre-test questionnaire used to obtain demographic data and assess baseline knowledge, dietary practices and health-relevant attitudes such as self-efficacy, perceived susceptibility to heart disease, and perceived social support. Subjects also completed a three-day food record on the first and eighth week of the study as well as a post-test questionnaire identical to the pre-test questionnaire prior to the second blood cholesterol test which was performed during the tenth week of the study. No significant differences were observed over the experimental period in body weight. knowledge, dietary practices, and health relevant attitudes. Significant differences were observed for the dependent measure of change in blood cholesterol with a group and education level effect identified between subjects receiving worksite classes vs. the control group (p = .0284**) and subjects with only a grade school level education vs. all other education levels (p = .0021 **). Overall. subjects reduced total blood cholesterol levels by 18 mg/dl or 9% with the mean reduction for white and blue-collar groups receiving worksite classes (23 mg/dl or 11% and 19 mg/dl or 9%) significantly greater than the mean reduction for the control groups (13 mg/dl or 6% and 14 mg/dl or 7%). Subjects with only a grade school education reduced their cholesterol levels more than subjects at all other educational levels. The mean reduction in blood cholesterol for subjects receiving information mailed to the home about diet and blood cholesterol was less than the mean reduction for subjects in groups receiving the worksite classes. However. ANOV A revealed that there was no statistically significant difference between these two groups. Since, the mailed home approach is less costly for the employer, these findings suggest that while the two educational interventions may be similar in terms of effectiveness, the mailed home approach is more cost-effective.
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Sagett, Beth Baker Paul J. "Relationships between the positive behavior interventions and supports approach and school climate." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128287.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed March 21, 2005. Dissertation Committee: Paul Baker (chair), Mary O'Brian, Lucille Eckrich, Joseph Pacha. Includes bibliographical references (leaves 157-161) and abstract. Also available in print.
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Baker, Pamela 1962. "The Use of Self-Management Strategies in the Treatment of Children with Emotional and Behavioral Disorders." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278089/.

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The purpose of this study was to investigate the effects of self-management strategies as a means of reducing off-task and disruptive behaviors of elementary school children identified as emotionally disturbed or behavior disordered (E/BD). This study provided a practical approach for classroom teachers to implement self-management strategies in classes that include children identified as having E/BD. Five elementary school children who were formally evaluated and enrolled in a special education classroom for students with E/BD were selected to participate in the study. The study also examined the effects of the self-management procedures when targeted behaviors were monitored by peers. Four resource students from the regular education class served as peer monitors. An ABAB reversal design was used to assess the effectiveness of the self-management strategy in the special education classroom. A behavior rating scale was used at the beginning of the study to develop a baseline of student behavior and during the final phase of the intervention to measure progress. The data indicated that the self-management strategies decreased the levels off-task and disruptive behaviors for all participating students. The findings of this study substantiates previous research that suggests self-management techniques help student to manage their own behaviors.
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Hamilton, Karen D. "A study of the effectiveness of seven selected classroom management discipline systems and sixteen strategies as perceived by new and beginning teachers /." La Verne, Calif. : University of La Verne, 2003. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3090256.

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Anderson-Saunders, Keisha A. "Elementary School Teachers' Perceptions on Positive Behavioral Interventions and Supports Implementation and Effectiveness." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2635.

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School personnel were concerned that the disruptive student behaviors at an urban, elementary school in the northeast United States had persisted despite positive behavioral interventions and supports (PBIS) implementation and professional development (PD) for more than 7 years. The purpose of this basic qualitative research study was to explore teacher perceptions regarding the PBIS related to student behavior and socialization issues. Skinner's reinforcement theory and Bronfenbrenner's bioecological systems theory served as the conceptual frameworks for this study. Specifically, this study explored the PBIS framework in reducing students' undesirable behaviors, how the framework prepared teachers to implement PBIS in their school, and how PBIS developed prosocial behaviors in students. The study included interview data from 20 purposefully selected teachers from prekindergarten through Grade 3, and Grade 5 teachers who were known to meet the selection criteria of being an urban elementary school teacher with 2 or more years of experience using the PBIS framework. Data were analyzed using Attride-Stirling's 6 steps of thematic coding. Findings indicated that PBIS is beneficial but selective; more training was needed after implementation; and parental support is necessary for the development of prosocial behaviors. Themes supporting the findings included that the PBIS framework being beneficial, that it was successful with some students but not all, and that it must be implemented properly. Thus, the resulting project provides intervention strategies to supplement the current PBIS framework. The implications for positive social change are dependent on educators to effectively use PBIS in improving students' social behavior in the school district.
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Books on the topic "Behaviour modification strategies"

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Clifford, Miriam. Positive strategies for improving children's classroom behaviour. Dublin: University College Dublin, 1997.

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Terry, O'Reirdan, ed. Infant classroom behaviour: Needs, perspectives and strategies. London: David Fulton Publishers, 1997.

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Report of Workshop on Behaviour Modification Strategies for Children, New Delhi, April 25-26, 1984. New Delhi: National Institute of Public Cooperation and Child Development, 1985.

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Practical strategies for individual behaviour difficulties at stages 1 and 2 of the Code of practice. London: D. Fulton, 1997.

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Alison, Johnson. Don't do that! An evaluation of the effectiveness of behavioural modification strategies in changing or eliminating the frequency of unacceptable behaviour. Cardiff: CIHE, 1995.

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O'Keeffe, Ciara Ann. The effects of training courses on behavioural modification and the number of years working with challenging behaviour has on frontline staff strategies and explanations for intervening with challenging behaviour: Frontline staff perceptions of the multidisciplinary team's input into the service and the client's well-being. (s.l: The Author), 1998.

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On our best behavior: Positive behavior-management strategies for the classroom. Horsham, Pa: LRP, 2000.

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A, Tenenbaum Henry, ed. Behavior management: Strategies and techniques. Lanham, MD: University Press of America, 1986.

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1943-, Donnellan Anne M., ed. Alternatives to punishment: Solving behavior problems with non-aversive strategies. New York, N.Y: Irvington Publishers, 1986.

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Changepower!: Handbook of habit change secrets and strategies. New York, NY: Brunner-Routledge, 2010.

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Book chapters on the topic "Behaviour modification strategies"

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Nawyn, Jason, Stephen S. Intille, and Kent Larson. "Embedding Behavior Modification Strategies into a Consumer Electronic Device: A Case Study." In Lecture Notes in Computer Science, 297–314. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11853565_18.

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Selikowitz, Mark. "Social clumsiness." In ADHD: The Facts, 66–76. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198867371.003.0008.

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To acquire age-appropriate social skills, certain parts of the brain need to develop normally. Children with ADHD may experience social difficulties and experience what is called a social cognition deficit. This chapter outlines social clumsiness in ADHD. It discusses social cognition as a function of the brain, specific social competence deficits (social blindness, egocentricity, lack of appropriate inhibition, insatiability, insensitivity to style and convention, lack of responsiveness, over-talkativeness, difficulties reading facial expression, aggressive tendencies, lack of judgment, poor understanding of group dynamics, misinterpretation of feedback, poor social prediction, poor social memory, lack of awareness of image, poor behaviour-modification strategies), management of social clumsiness, and autism spectrum disorder.
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Pears, Matthew, James Henderson, and Stathis Th Konstantinidis. "Repurposing Case-Based Learning to a Conversational Agent for Healthcare Cybersecurity." In Studies in Health Technology and Informatics. IOS Press, 2021. http://dx.doi.org/10.3233/shti210348.

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A crucial factor for successful cybersecurity education is how information is communicated to learners. Case-based learning of common cybersecurity issues has been shown to improve human behaviour for prevention. However, some delivery methods prevent realistic critical appraisal and reflection of awareness. Conversational agents can scaffold healthcare workers’ understanding and promote deterrence strategies. The challenges of repurposing material to create a case-based agent were explored, and the ASPIRE process was modified. Heuristic evaluation from 10 experts in innovative educational technology resulted in the desired outcomes of usability, however Natural Language Understanding improvements were needed. Discussion of best practice when repurposing into conversational agents suggested modification of the ASPIRE process is feasible for future use.
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gardner, william i. "Behavior Treatment: Program Development and Strategies for Modification of Behavior." In Behavior Modification in Mental Retardation, 218–47. Routledge, 2017. http://dx.doi.org/10.4324/9781351314527-11.

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Clark, David M. "Cognitive behaviour therapy for anxiety disorders." In New Oxford Textbook of Psychiatry, 1285–98. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0165.

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Cognitive behaviour therapy for anxiety disorders is a brief psychological treatment (1 to 16 sessions), based on the cognitive model of emotional disorders. Within this model, it is assumed that it is not events per se, but rather people's expectations and interpretations of events, which are responsible for the production of negative emotions such as anxiety, anger, guilt, or sadness. In anxiety, the important interpretations, or cognitions, concern perceived physical or psychosocial danger. In everyday life, many situations are objectively dangerous. In such situations, individuals’ perceptions are often realistic appraisals of the inherent danger. However, Beck argues that in anxiety disorders, patients systematically overestimate the danger inherent in certain situations, bodily sensations, or mental processes. Overestimates of danger can arise from distorted estimates of the likelihood of a feared event, distorted estimates of the severity of the event, and/or distorted estimates of one's coping resources and the availability of rescue factors. Once a stimulus is interpreted as a source of danger, an ‘anxiety programme’ is activated. This is a pattern of responses that is probably inherited from our evolutionary past and originally served to protect us from harm in objectively dangerous primitive environments (such as attack from a predator). The programme includes changes in autonomic arousal as preparation for flight/fight/fainting and increased scanning of the environment for possible sources of danger. In modern life, there are also situations in which these responses are adaptive (such as getting out of the path of a speeding car). However, when, as in anxiety disorders, the danger is more imagined than real, these anxiety responses are largely inappropriate. Instead of serving a useful function, they contribute to a series of vicious circles that tend to maintain or exacerbate the anxiety disorder. Two types of vicious circle are common in anxiety disorders. First, the reflexively elicited somatic and cognitive symptoms of anxiety become further sources of perceived danger. For example, blushing can be taken as an indication that one has made a fool of oneself, and this may lead to further embarrassment and blushing; or a racing heart may be taken as evidence of an impending heart attack and this may produce further anxiety and cardiac symptoms. Second, patients often engage in behavioural and cognitive strategies that are intended to prevent the feared events from occurring. However, because the fears are unrealistic, the main effect of these strategies is to prevent patients from disconfirming their negative beliefs. For example, patients who fear that the unusual and racing thoughts experienced during panic attacks indicate that they are in danger of going mad and often try to control their thoughts and (erroneously) believe that if they had not done so, they would have gone mad. Within cognitive models of anxiety disorders, at least two different levels of disturbed thinking are distinguished. First, negative automatic thoughts are those thoughts or images that are present in specific situations when an individual is anxious. For example, someone concerned about social evaluation might have the negative thought, ‘They think I'm boring’, while talking to a group of acquaintances. Second, dysfunctional assumptions are general beliefs, which individuals hold about the world and themselves which are said to make them prone to interpret specific situations in an excessively negative and dysfunctional fashion. For example, a rule involving an extreme equation of self-worth with social approval (‘Unless I am liked by everyone, I am worthless’) might make an individual particularly likely to interpret silent spells in conversation as an indication that others think one is boring. Cognitive behaviour therapy attempts to treat anxiety disorders by (a) helping patients identify their negative danger-related thoughts and beliefs, and (b) modifying these cognitions and the behavioural and cognitive processes that normally maintain them. A wide range of procedures are used to achieve these aims, including education, discussion of evidence for and against the beliefs, imagery modification, attentional manipulations, exposure to feared stimuli, and numerous other behavioural assignments. Within sessions there is a strong emphasis on experiential work and on working with high affect. Between sessions, patients follow extensive homework assignments. As in cognitive behaviour therapy for other disorders, the general approach is one of collaborative empiricism in which patient and therapist view the patient's fearful thoughts as hypotheses to be critically examined and tested.
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Wenzel, Amy. "Modification of Core Beliefs in Cognitive Therapy." In Standard and Innovative Strategies in Cognitive Behavior Therapy. InTech, 2012. http://dx.doi.org/10.5772/30119.

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Butcher, Kirsten R., and Tamara Sumner. "How Does Prior Knowledge Impact Students’ Online Learning Behaviors?" In Evolving Psychological and Educational Perspectives on Cyber Behavior, 97–115. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1858-9.ch007.

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This study explored the impact of prior domain knowledge on students’ strategies and use of digital resources during a Web-based learning task. Domain knowledge was measured using pre- and posttests of factual knowledge and knowledge application. Students utilized an age- and topic-relevant collection of 796 Web resources drawn from an existing educational digital library to revise essays that they had written prior to the online learning task. Following essay revision, participants self-reported their strategies for improving their essays. Screen-capture software was used to record all student interactions with Web-based resources and all modifications to their essays. Analyses examined the relationship between different levels of students’ prior knowledge and online learning behaviors, self-reported strategies, and learning outcomes. Findings demonstrated that higher levels of factual prior knowledge were associated with deeper learning and stronger use of digital resources, but that higher levels of deep prior knowledge were associated with less frequent use of online content and fewer deep revisions. These results suggest that factual knowledge can serve as a useful knowledge base during self-directed, online learning tasks, but deeper prior knowledge may lead novice learners to adopt suboptimal processes and behaviors.
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Baudinet, Julian, Lisa Dawson, Sloane Madden, and Phillipa Hay. "Emotion Regulation and Eating Disorders." In Emotion Regulation and Psychopathology in Children and Adolescents, edited by Cecilia A. Essau, Sara Leblanc, and Thomas H. Ollendick, 196–209. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780198765844.003.0010.

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Chapter 10 discusses the prevalence and manifestation of childhood and adolescent eating disorders focusing on Anorexia Nervosa (AN), due to its prevalence. Implementation of maladaptive emotion regulation strategies, with a reduced ability to label and describe emotions leads to the development and propagation of AN. Family based treatments have been widely recognized, as the leading intervention for adolescents with AN, with efficacy rates from 20% to 60%. However, this chapter focuses on a novel approach to AN treatment, centered on emotion regulation in its management, as this may improve treatment outcomes. Programs include: Maudsley Model of Anorexia Nervosa Treatment for Adults and Emotion Acceptance Behavior Therapy, in addition to the modification or adaption of existing, evidence based treatments, such as Radically-Open DBT, although many programs require empirical validation in adolescent samples.
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Siriwat, Rasintra, Madeleine Grigg-Damberger, and Vaishal Shah. "Digital in Her DNA." In Sleep Disorders, 586–98. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190671099.003.0033.

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The most common sleep disorder in pre-adolescents and adolescents is insufficient sleep syndrome. The use of screen-based activities (e.g., cellphones, tablets, and video games) is a major contributor to insufficient and poor-quality sleep. The authors discuss changes in the sleep/wake pattern at the transition from pre-adolescent to adolescent age and various factors affecting these changes. They explain how self-imposed poor sleep hygiene practices and behaviors at bedtime affect sleep latency. Sleep logs or actigraphy can be useful tools in the confirmation of ISS. Strategies to avoid wake-promoting late evening activities and a consistent sleep/wake schedule are the keys to optimal daytime functioning. Treating insufficient sleep in adolescents with education and behavioral modification is effective in most cases.
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Kazdin, Alan E. "Psychosocial Treatments for Conduct Disorder in Children and Adolescents." In A Guide to Treatments that Work, 71–104. Oxford University Press, 2007. http://dx.doi.org/10.1093/med:psych/9780195304145.003.0003.

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Antisocial and aggressive behavior in children (conduct disorder) is extremely difficult to treat in light of the stability of the problem, untoward long-term prognosis, and the diverse domains of dysfunction in the child, parent, and family with which the problem is associated. Significant advances have been made in treatment. Seven treatments with strong evidence in their behalf with children and adolescents are reviewed and include parent management training, multisystemic therapy, multidimensional treatment foster care, cognitive problem-solving skills training, anger control training, functional family therapy, and brief strategic family therapy. Parent management training is directed at altering parent-child interactions in the home, particularly those interactions related to child-rearing practices and coercive interchanges. Multisystemic therapy focuses on the individual, family, and extrafamilial systems and their interrelations as a way to reduce symptoms and to promote prosocial behavior. The multidimensional treatment foster care model focuses on youth who are in placement and who are to return to their parents or more permanent foster care. Behavioral treatments in the placement and in the setting to which the child is returned are part of a comprehensive effort to integrate treatment and community life. Cognitive problem-solving skills training focuses on cognitive processes that underlie social behavior and response repertoires in interpersonal situations. Also cognitively based, anger control training includes problem-solving skills training in the context of groups in the schools. The program has an additional component that includes parent management training. Functional family therapy utilizes principles of systems theory and behavior modification for altering interaction, communication patterns, and problem solving among family members. Brief strategic family therapy focuses on the structure of the family and concrete strategies that can be used to promote improved patterns of interaction. This treatment has been developed with Hispanic children and adolescents and has integrated culturally pertinent issues to engage the families. Questions remain about the long-term impact of various treatments, the persons for whom one or more of these treatments is well suited, and how to optimize therapeutic change. Even so, the extensive evidence indicates that there are several viable treatments for conduct disorder. Disseminating these to professionals and children and families remains a key challenge.
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Conference papers on the topic "Behaviour modification strategies"

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Birchfield, Neal, Kumar Vikram Singh, and Sumit Singhal. "Dynamical Structural Modification for Rotordynamic Application." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13509.

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In the field of rotordynamics, the critical speeds of a rotating system have a wide range of implications throughout industry as the operating speeds for current machine design are pushed to the limit. Moreover, interaction or coupling of a rotordynamic system with the base and/or auxiliary structures influences the dynamic behavior as well as the critical speeds for the coupled system. In order to ensure that the critical speeds of the coupled system is not excited, structural modification of primary structures (e.g. rotordynamic, foundation, auxiliary units etc.) and/or of the coupling parameters may be necessary by passive or active means. The modeling of these coupled systems, as well as the coupling mechanism, may lead to approximation errors. These errors may deteriorate the desired dynamic response of the coupled system. In order to avoid such modeling errors, this paper investigates structural modification and control strategies that are purely based on the transfer functions of the individual subsystems of the overall coupled system. The proposed concept is demonstrated by numerical examples, in which the receptance transfer functions are used to guide structural modifications; for example, to change the critical speed of a coupled rotordynamic system to a desired value. Coupling of turbine-generator assembly and rotordynamic system with flexible base is considered here.
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Kasprzak, Scott, John Nasr, Michael Fuqua, and Jim Glancey. "A Robotic System for Real-Time Resin Flow Modification During Vacuum-Assisted Resin Transfer Molding." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14411.

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To complement existing resin flow control strategies currently under development for Vacuum-Assisted Resin Transfer Molding (VARTM), and to provide the ability to react to unexpected changes in resin behavior during injection, a new technique for resin flow manipulation has been investigated. This approach consists of a semi-cylindrical shaped vacuum chamber placed on a mold which, when evacuated, increases the permeability of the region under the chamber by lifting the bag atop the mold. A finite element model has been developed to predict the resin flow within the mold while using the external chamber. Laboratory testing has shown significant modification in resin flow with reduced injection time. Using the external chamber, a robotic system has been prototyped that identifies dry regions forming during injection via computer vision, deploys the vacuum chamber over the mold with a robotic arm, and actuates the chamber in order to modify and correct the resin flow within the mold. Test results using lab-scale molds with large variations in preform permeabilities indicate that the robotic system can correct and/or modify the resin flow within a mold in real time, thus eliminating dry, unimpregnated regions. This computer-based method has the potential to significantly enhance molded part quality and consistency by eliminating resin starved regions within a molded composite part.
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Shimkevich, Alexander L. "On Enhancing Water Heat Transfer by Nanofluids." In 17th International Conference on Nuclear Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/icone17-75054.

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Conventional coolants such as water have, in general, poorer heat-transfer properties than most liquid metals. A clear need exists today to develop new strategies in improving the effective heat-transfer behavior of the water coolant. Recent development in technology has created a new class of liquids called “nanofluids” which are two-phase mixtures of liquid matrix and dispersed systems consisting of nanoparticles usually less than 50 nm in size. A material of these particles can be a metal, oxide, or another compound. The subject of this research is a microstructure modification of fine suspension in liquids. Such the studying can be useful for motivated choosing a composition of coolant suspension, developing technology for the effective nanofluid operation in the first circuit of pressure water reactors (PWR). These investigations are important for purposeful modifying the water composition, its deterministic operation under non-isothermal conditions. In this paper, the author has attempted to estimate an effect of a fractal structure of nanoparticles for enhancing thermal conductivity of water.
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Capelli, Claudio, Giovanni Biglino, Lorenza Petrini, Francesco Migliavacca, Philipp Bonhoeffer, Andrew M. Taylor, and Silvia Schievano. "Different Finite Element Strategies to Satisfy Clinical and Engineering Requirements in Modeling a Novel Percutaneous Device." In ASME 2012 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/sbc2012-80283.

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By taking into account patient-specific properties, finite element (FE) models can aid in the optimization of the devices’ mechanical performances, accelerating the time of development and reducing testing costs. Patient-specific cardiovascular modeling can also drive the development of novel devices [1], by means of anatomical elements that are more representative than animal surrogates [2], and integrating standard in vitro tests with patient-specific loading conditions [3]. Transcatheter heart valve implantation can particularly benefit from a modeling approach. In the field of treatment of valve dysfunctions, percutaneous techniques are relatively new or under development, and modeling tools can contribute to improve these procedures (e.g. design modifications or different routes for device insertion) and increase patient safety in the early introduction of new devices into clinical practice. For a feasible clinical application, computational methods need to be fully validated against physical data, to take into account patient-specific properties, and to provide results in a short time. Instead, from an engineering perspective, models can cost-effectively aid the design phase by improving preclinical testing with more realistic loading conditions for accurate simulation of mechanical behaviour and prediction of durability. This study aims to identify optimal modeling strategies to respond to both clinical and engineering requirements. As a case study, simulations were conducted on a new percutaneous pulmonary valve implantation (PPVI) device [4] tested within a patient-specific right ventricular outflow tract model.
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Miotti, Alessandro, Alfonso Di Domenico, Angelo Esposito, and Yann G. Guezennec. "Transient Analysis and Modelling of Automotive PEM Fuel Cell System Accounting for Water Transport Dynamics." In ASME 2006 4th International Conference on Fuel Cell Science, Engineering and Technology. ASMEDC, 2006. http://dx.doi.org/10.1115/fuelcell2006-97237.

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Dynamic behavior and transient analysis are one of the most critical issues for high performance polymeric electrolyte membrane fuel cells. An improvement of performance can be achieved both with hardware modifications and with more sophisticated control strategies. To this regard, the availability of a reliable dynamic fuel cell model plays an important role in the design of fuel cell control and diagnostic system. This paper presents a non-linear, iso-thermal, zero-dimensional model of a pressurized PEM fuel cell system used for automotive applications. The model was derived from a detailed, iso-thermal, steady-state, dimensional model which explicitly calculated (and subsequently captured as a multi-D look-up table) the relationship between cathode and anode pressures and humidity and stack average current. Since in the electrochemical model the single cell performance depends on the membrane ionic resistance, which is strictly related to the membrane water content, a dynamic estimation of the membrane water diffusion has been considered. This takes into account the dependence of the cell voltage on the unsteady membrane water concentration. A similar approach still allows the development of a simple zero-dimensional dynamic model suitable for control system development and amenable to control-oriented humidity modelling.
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Chiesa, Paolo, Giovanni Lozza, and Luigi Mazzocchi. "Using Hydrogen as Gas Turbine Fuel." In ASME Turbo Expo 2003, collocated with the 2003 International Joint Power Generation Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/gt2003-38205.

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This paper addresses the possibility to burn hydrogen in a large size, heavy–duty gas turbine designed to run on natural gas, as a possible short-term measure to reduce greenhouse emissions of the power industry. The process used to produce hydrogen is not discussed here: we mainly focus on the behavior of the gas turbine, by analyzing the main operational aspects related to switching from natural gas to hydrogen. We will consider the effects of variations of volume flow rate and of thermo-physical properties on the matching between turbine and compressor and on the blade cooling of the hot rows of the gas turbine. In the analysis we will keep into account that those effects are largely emphasized by the abundant dilution of the fuel by inert gases (steam or nitrogen), necessary to control the NOx emissions. Three strategies will be considered to adapt the original machine, designed to run on natural gas, to operate properly with diluted hydrogen (VGV operations, increased pressure ratio, re-engineered machine). The performance analysis, carried out by a calculation method including a detailed model the cooled gas turbine expansion, shows that moderate efficiency decays can be predicted with elevated dilution rates (nitrogen is preferable to steam under this point of view). The combined cycle power output substantially increases if not controlled by VGV operations. It represents an opportunity if some moderate re-design is accepted (turbine blade height modifications or HP compressor stages addition).
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Vetter, Daniel, Thomas Hagemann, and Hubert Schwarze. "Potentials and Limitations of an Extended Approximation Method for Nonlinear Dynamic Journal and Thrust Bearing Forces." In ASME Turbo Expo 2018: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/gt2018-75662.

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Nonlinear dynamic journal bearing modeling within rotordynamic analyses requires the calculation of the nonlinear bearing forces particularly depending on shaft eccentricity and velocity. The bearing forces can be calculated properly using Reynolds differential equation and mass conserving cavitation algorithms, based for example on Elrod’s cavitation algorithm. This approach achieves high model accuracy and allows the consideration of additional effects like misalignment, variable viscosity and transient local oil distribution in the lubricant film. However, despite rising calculating capacity dynamic bearing analyses are still very CPU-time consuming and, consequently, approximation methods are commonly applied in multibody or rotordynamic analyses, especially in day-to-day business. While many approximation procedures are limited to special bearing geometries Glienicke et al. describe a method which is flexible to model different journal bearing geometries, as well as to consider many additional effects like oil supply pressure or starved lubrication conditions in a time averaged manner. It can be applied for both fixed-pad and tilting-pad journal bearings and its characteristic data is included in an a priori calculated map enabling a time-efficient call up of characteristic parameters of the bearing forces from a look-up table in dynamic simulations. Further, the data can be transferred to any other bearing if the requirements of the theory of similarity are supposed to be valid. In this investigation, the method is first successfully extended by the authors to consider misalignment. Secondly, the general idea of the procedure is transferred and applied to thrust bearings in order to enable a six degree of freedom rotordynamic modeling. In case of a simply lateral movement and rotation-symmetric bearing design the procedure is simple, though, in case of tilting movements it becomes more complicated. A misaligned thrust bearing provides tilting and cross-coupling moments. Cross coupling moments are smaller than the main moments, but have similar orders of magnitude and should therefore be considered. Strategies are investigated for a proper approximation of the nonlinear thrust bearing main and cross-coupling forces and moments. All steps are verified using a direct solution of Reynolds differential equation based on an extended mass conserving algorithm adapted from Elrod’s numerical implementation for the stationary case. Finally, the whole procedure and its application to rotordynamic analysis is verified by comparisons with results gained using direct online solution of Reynolds equation in rotordynamic simulation. While good simulation quality of this approximation approach is documented for selected rotor-bearing-systems in literature the range of validity is not clearly defined. Here, the influences of different parameters on the simulation error are investigated conducting different variation calculations for an overhung rotor with documented vibrational behavior from literature. It is shown that the simulation quality depends on the cavitation zone and decreases with rising vibrational velocity. The root cause for this upcoming error and a possible modification for the elimination of this limitation are presented.
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Reports on the topic "Behaviour modification strategies"

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Mayer, Christopher, Edward Morrison, Tomasz Piskorski, and Arpit Gupta. Mortgage Modification and Strategic Behavior: Evidence from a Legal Settlement with Countrywide. Cambridge, MA: National Bureau of Economic Research, May 2011. http://dx.doi.org/10.3386/w17065.

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