BEHAVIOR MODIFICATION Laurel Clarkson – EDU 230

“Behavior modification is a treatment approach, based on the principles of operant conditioning, that replaces undesirable behaviors with more desirable ones through positive or negative reinforcement.” (Encyclopedia of Mental Disorders)

Today we will…

Learn a basic framework for understanding the management of

classroom discipline

Understand typical misbehavior categories

Explore the steps of dealing with behavioral classroom issues

Discuss how to apply knowledge to future classrooms

Basic Design

The purpose is to… REPLACE problem

behavior with appropriate behavior

What are we replacing??

T.O.A.D.

(Rhode et al., 1992)

Operational definitions of Typical Classroom Behaviors

Drag picture to placeholder or click icon to add

Too Much?!

Too Much?!

Talking Out

Out of Seat

Attention Problems

The Office! http://blog.mrmeyer.com/?p=5789’

Disruption

T.O.A.D.

Turn Papers Over!

Table 4.2

Now that we know “what”…How to handle it?

Reactions?

What is effective? CIRCLE What is NOT? UNDERLINE

(http://www.fredjones.com/Positive_Discipline/Discipline_Ch13.html)

Basic Design of Behavorial Modification Process

Step ONE: Pinpoint the problem

Oppositional

Lazy

Problematic

Nasty

Out of Control

Offensive

What is the problem EXACTLY? Most educators only have a

vague idea what the problem is

Step TWO: Pinpoint behavior assets

Deal with a PAIR of behaviors,

ONE to strengthen &

ONE to eliminate

Build on strengths, MAXIMIZE ASSETS

What a student lacks cannot serve as a foundation for growth.

Step THREE: Recording target behaviors

Rate of target behaviors Baseline Data: the data from recording the rate of target behaviors before the point of intervention

Step FOUR: Pinpointing Critical Reinforcers

Student must consistently work for it!

If the punishment is only scolding or mild criticism, students may provoke because not motivated by reprimand

Step FIVE: Intervention

The Setting Preceeding Events Following Events

(Walker and Shea (1991) http://www.ldonline.org/article/6030/)

We’ve Covered the “What” and the “How” now for Logistics …

Immediately

The longer the wait, the more ineffective Reinforcer effectiveness= the end of the week

Frequently Especially when a student is learning a

new behavior The standard rule is three or four

positive reinforcers for every one negative consequence (including negative verbal comments) 3:1

Enthusiasm

May seem artificial at first, but enthusiasm makes a difference!

Eye-Contact Eye-contact to student

is important, even if student is not reciprocating

Over time, eye contact itself may become reinforcing

Describe the Behavior

Make sure students know what they did wrong specifically Highlights and emphasizes the behavior the teacher wishes to reinforce

ANTICIPATION!!

VaRiETY

Shaping“Shaping can be used to establish behaviors that are not routinely exhibited.” Select a target behavior Consistently Reinforce Encourage closer

approximations to goal behavior

(Walker and Shea (1991) http://www.ldonline.org/article/6030/)

I.F.E.E.D.A.V.

Papers Over!

We’re Done!

Typical Misbehaviors

Steps to Handle Them

How to Handle Them