What is it? How can it help our students with

unacceptable behaviors in the school environment?

Behavior Modification

Behavior modification is the use of basiclearning techniques, such as:

– Conditioning– Biofeedback– Reinforcement and,– Aversion therapy to alter human behaviors.

Positive Reinforcement is a form of behavior modification.

In simple terms

• It involves applying the principles of cognitive learning to change a behavior.

• It teaches children which behaviors are acceptable and appropriate and which are not.

• It is a strategy of prevention.

Characteristics of Behavior Modification

• Focus on well defined target behaviors

• Intervention

• Emphasis on self assessment

• Evaluation

Article ReviewWritten by: Ellen A. Sigler and Shirley Aamidor

Published in: Early Childhood Education Journal,

Vol. 32, No. 4, February 2005.

Title: From Positive Reinforcement, to Positive

Behaviors: An Everyday Guide for the Practitioner

Why use positive reinforcement?

TO TEACH…• Acceptable and appropriate behaviors

TO INCREASE…• Frequency of desired behaviors

TO DEVELOP…• A child/student’s ability to self monitor

their own actionsAn example of how positive

reinforcement works…

Why do children behave the way they do?

ATTENTION!ATTENTION!ATTENTION!

• Whether it be positive or negative, they desire our attention.

• Some children have been conditioned to seek out negative reinforcers in order to feel loved, accepted, etc.

Do we teach children what to feel?

• The theorists have proposed ways permanent changes in behavior occur as a result of experience…– Classical conditioning (Pavlov) – a form of learning in

which a formerly neutral stimulus is repeatedly presented together with a stimulus that evokes a specific response. After repeated pairings, the neutral stimulus elicits a response similar to the reflexive response.

– Operant conditioning (Skinner) – a form of learning in which new responses are strengthened by the presentation of reinforcements.

– Social learning theory (Bandura) – emphasizes the ability to learn new responses through observation and imitation of others.

– Cognitive behaviorism (Tolman, Mischel) – a complex set of expectations, goals, and values can be treated as behavior and can influence performance.

As Teachers, Parents, and Adults we often…

Lavish attention on the misbehaving child, while ignoring the behavior of the child playing quietly

We should…• Attend to appropriate behavior• Ignore inappropriate behavior• Encourage good “choices”

Little Johnny’s #@$%# words

Just listen to the story of…

Key Elementsto make it work

• Reinforcement increases a desired behavior while punishment decreases an undesired behavior.

• We must teach them what we want and how they can go about doing it.

• Be patient! It can possibly get worse before it gets better.

• Develop small goals and build upon them.• Ignore the unwanted behaviors but

intervene when necessary.

Positive Behavior Support

• Objectives– PBS enhances the school’s capacity to address

behavioral challenges.– PBS diminishes disruptions that impede

teaching and learning– PBS creates teaching and learning

communities that establish and sustain positive school climates

– PBS reclaims instructional time lost to behavioral disruptions

– PBS maximizes use of time and learning opportunities

– PBS enhances quality and efficiency of instruction

Positive Behavior Support

Behavior modification with a systems approach, it provides:– Clear expectations for student behavior– Clear and consistent strategies for teaching

appropriate behavior– Clear and consistent strategies for encouraging

appropriate behavior– Clear and consistent consequences that discourage

inappropriate behavior– A support system and individual behavior programs

for students with unique or exceptional needs– Clearly designed methods for evaluating and

revising the individual schools program

How do we use Positive Behavior Support in our

schools?• Each school and its administration must

develop its own school wide plan• The school must train their teachers to

understand and instruct their students about the plan

• The administration must provide proper and adequate supports for the plan’s implementation

• The students should be given plenty of concrete examples of behavior expectations

Parkdale School-Wide PBS Implementation Plan

1. Review the six school expectations with students

2. Provide specific behavior examples for each expectation

3. Teach expectations through the “tell-show-practice” sequence

4. Prompt students to use specific behaviors prior to “problem spots”

5. Provide “pride tickets” to students who display critical skills – Be sure to let student know what rule they followed and the specific behavior they displayed

What are the Rules?• Be kind

– include others, use polite words, keep hands to self, help others, be a friend

• Be safe– hands and feet to self, walk in building, use materials and

equipment appropriately • Be cooperative

– follow directions the first time, take turns, share with others, problem solve, be a team player

• Be respectful– be a good listener, treat others the way you want to be treated,

allow others to be different, acknowledge other’s ideas• Be peaceful

– calm voice, walk quietly so others can learn, calm transitions, keep body quiet

• Be responsible– take care of self, allow others t resolve own problems, do your

job, accept outcomes of your behavior, be honest

Give me Five!1. Eyes on the

speaker2. Hands free3. Mouth closed4. Being still5. Active

listening

Does a Behavior Modification Program such as Positive Behavior Support

work?• Of the schools where Positive Behavior Support

has been implemented:– There has been a marked decrease in discipline

referrals and suspensions– There has been a marked increase in student

productivity– It creates a positive feeling about coming to school

everyday and the children feel their school is a safe place

– The students want to be “caught doing good”– There is increased structure and consistency in daily

classroom activities– There are school wide based norms and expectations

which the children can rely on without worry of different teachers having a different set of rules

What do you think?

• Are we creating praise junkies?• Does someone “give you a cookie” when

you stop at a stop sign?• Are we teaching children that life is what

you can get from it, not what you put into it?