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Cognitive Behavior Modification

Teachers of students with emotional/ behavioral disorders (EBD) work with the most difficult-to-teach and the most difficult-to-manage pupils. Students with EBD frequently engage in behavioral deviancies that include aggression, hyperactivity, lack of self-control, inattention, and disrespect for authority. In addition, behavioral excesses often detract from learning opportunities and preclude positive peer relationships. Instruction for most of these students must target social skills remediation along with increasing academic proficiency and self-esteem. Cognitive behavior modification (CBM) represents a viable approach to remediating behavioral deficits and excesses by providing individuals with the necessary tools to control their own behavior. As its name implies, CBM involves using the principles of inner speech to modify underlying cognitions that affect overt behavior (Mahoney, 1974; Meichenbaum, 1977). For example, problem-solving strategies incorporate a "how"-to-think framework for students to use when modifying behavior rather than explicit "what"to-think instruction from a teacher. In addition, CBM techniques, due to inherent components, allow students to generalize their learned behavior more so than teacher-operated systems that rely on external reward and punishment procedures (Harris & Pressley, 1991). The following investigation by Etscheidt (1991) is a good example of the effectiveness of interventions using CBM techniques. Etscheidt wanted to know if a specific CBM strategy could decrease the aggressive behaviors in students with EBD as compared to students who did not receive the instruction. Additionally, Etscheidt wanted to determine if the addition of a positive consequence (e.g., listening to music at the end of class) would further enhance the effectiveness of the CBM intervention. Etscheidt's program components were adapted from the Lochman, Nelson, and Sims (1981) Anger Coping Program, which provides students with a way to change aggressive responses into appropriate alternatives by modifying their thinking processes regarding the circumstances surrounding certain situations. The instruction also assists the students in developing, evaluating, and selecting appropriate alternative responses. Etscheidt's goals included increasing self-awareness; identifying a student's reaction to peer influences; providing avenues to identify problem situations; and using problem-solving techniques to identify, evaluate, and select alternative solutions for a specific social situation. In Etscheidt's program, students used the following sequential strategy when approaching a problem situation: