CBM: Characteristics that Distinguish from B-mod

1. The goals in both CBM and B-mod are essentially the same, to bring about change in a person's behavior.  Where they differ is in the means toward that end.  CBM interventions focus on changing cognitions first, in order to bring about change in behavior.  Since behaviorists tend not to recognize any cause and effect relationship between cognitions and behavior, B-mod interventions ignore cognitions altogether and focus directly on the behavior change.     
2. In CBM interventions students, rather than their teachers, are primarily responsible for their own interventions, unlike traditional B-mod where the teachers are the primary change agents.  [NOTE:  In this regard CBM interventions may appear similar to the SELF-mo interventions discussed in Unit 2, but that is where the similarity ends.] 
3. CBM interventions require some form of internal verbalization (i.e., self-talk) on the part of the individual, whereas traditional B-mod dismisses the idea that anything other than the environment can influence one's behavior.
4. CBM strategies tend to be more complex than traditional B-mod interventions and require that students master a series of steps and competencies.  In traditional B-mod, the only thing the student must learn is the connection between what he does and what happens in the environment (i.e., antecedents and consequences).
5. Modeling is an important component in CBM, especially in the instruction and practice phases.  It is also used in traditional B-mod but to a lesser extent.
6. CBM is about students gaining self-control while traditional B-mod, as it is practiced in the schools, is about teachers gaining control over students.