Behaviorism Paradigm S-R Theory

• A B C MODEL

• You cannot directly change a behavior.

• You can manipulate the Antecedent

• You can manipulate the Consequence

ReinforcementBehavior increases

PunishmentBehavior decreases

PositiveSomething added

Object

Activity

Social

Consequence

Physical

NegativeSomething withdrawn

Consequences

Threats

Annoying situation

\

Removal of a right, attention

Behavior Plan

• Sequence of actions to be taken depending on severity or frequency of a situation.

• School develops plan

• Most behaviors are managed at the classroom level

School policies

• Suspension/ in school or out of school• Expulsion• Logical consequences or punishment• Support or Criticism• Use of community service kinds of

consequences• Cultural expectations: cruelty or behavior

management• Give your school a grade activity

Love and Logic lists: Classroom

Expectations, (Jim Fay)

• Feel free to do anything that does not cause a problem for anyone else.

• I teach when there are no distractions or other problems. • I listen to students who raise their hand. • I listen to one person at a time. • Please treat me with the same respect I treat you. • If someone causes a problem, I will do something. • What I do will depends on what happened and what the

person is willing to do to solve the problem.

Classroom Expectations (Example #2)

• I allow students to remain in my classroom as long as they do not cause a problem for anyone else.

• If they cause a problem, I will ask them to fix it. • If they can't or will not fix it, I will do something. • What I do will depend on the unique situation.

Love and Logic

Establishing a climate for learningreinforcing, reminding, and redirecting• Noticing what students do right:

encouraging, specificity, and positive (show me what you will do…)

• Reinforce group and individual efforts• Reminding (review and practice)• Redirection• Time out (to redirect and think)• Teach expectations through discussion

and modeling

Behavior Management and contigency contacts

• Using reinforcement

• Whole class recognition and individual use of behavioral techniques

• Self use of contingencies

Praise vs. Encouragement

• "You're such a good girl" • "You did it just like I told

you to." • "All A's? You deserve a

reward." • "I'm glad you listened to

me." • "You really know what

makes me proud." • "I'm proud of you."

• "I really appreciate your help."

• "I knew you could do it." • "You did your best and

you didn't give up." • "You must be proud of

yourself." • "I have faith in you." • "I trust your decision." • "I love you no matter

what."

Genuine vs. artificial praise

• ""Tell Grandma thank-you. Good girl!"

• "Be a good boy and give your sister the toy... good for you!"

• By "genuine praise" I mean loving words that arise spontaneously and warmly from the parent's heart, without any thought of manipulation of the child's behavior.

• Examples:• "Wow! What a beautiful card you

made for me! Thank you!"• "Oh, you swept the floor! What a

nice surprise!"

• The key difference between these two kinds of praise is

our intention.

Verbal Praise by Teacher

• Praise, when used consistently and correctly, can cause a palpable change in the classroom. Students who have been disruptive or inattentive, when praised for positive efforts, can become contributing members of the classroom.

• To be most effective teacher praise should be personal, genuine, specific and descriptive.

• For example, instead of good job, a teacher might say, “Tommy, I like the way you raised your hand when you knew the answer to the question.”

• This not only encourages the student to raise his hand instead of yelling out answers, but the rest of the class as well.

Praising teenagers

• http://www.expertvillage.com/video/41640_parenting-teens-positive-reinforcement.htm

Music Marbles

• A class reward system is used to motivate and praise the entire class. One type of reward system that works especially well with primary students is Music Marbles.

• Marbles are placed into a jar for positive student behavior.

• Marbles can be earned by an individual or the whole class for behaviors such as completion of homework, following directions, and working quietly.

• When the jar is full the entire class earns the music of its choice to be played at different times during the day.

Happy Notes

• Encourage good student behaviors in the classroom by enlisting parent help.

• Teacher can send home a “Happy Note” on cheery yellow paper notifying parents of their student’s success in the classroom.

• The notes should be sent home for both positive behavior and academic achievement.

Peer Praise

• Student should be encouraged to praise each other in the classroom.

• Praising other students needs to be explicitly taught and modeled. The more students practice praising each other the more natural and effective the praise is.

• A fun way to praise is to have students clap or cheer, “Woo Hoo!” when they see a fellow student doing something positive.

Shining Stars Bulletin Board

• Everyone performs better when their hard work is rewarded publicly.

• Students maintain proper behaviors more often when their successes are displayed on a classroom bulletin board for their peers and visitors to admire.

• A “Shining Stars” bulletin board that displays each student’s picture on a star and the accomplishments of the class recognizes the diligent efforts of the group.

• Praise and the use of token reward systems can motivate students and create a safe, open atmosphere. As students begin to exhibit desired classroom behaviors, teachers need to raise behavior expectations and begin to wean reward systems to encourage intrinsic motivation.

Awards Ceremonies

When children break the rules

• Logical consequences --You break it, you fix it

• Lose privileges

• Time out

I

• Sample strategies

– Apologies– Finding the solution– Conflict resolution– Contracts

• Consequences - Allowing children to experience the consequences of their behavior can be more meaningful than any action a caregiver could take. A child who experiences unpleasant consequences of behavior will not be likely to act that way again.

consequences• :• Natural - A child who acts bossy may spend a lonely day after

playmates decide to leave. • Logical - A child who rides a bike in the street is not allowed to use

the bike for a period of time. Logical consequences are used when the natural consequences (being hit by a car while riding a bike in the street) would effect a child's health or safety. Sometimes it is difficult for a caregiver to allow a child to experience consequences but it is important to remember that the child is learning.

• Problem Solving - You can talk with the child about why she is behaving in a certain way, why the behavior is unacceptable and how you might work together to change the behavior. (Example: When the child is angry, she slams her door, this causes the pictures to fall off the wall. Next time she is angry, she will tell you how she feels.)

•  

Keep calm: Stabilization and Reframing

• This class sucks:

• Is that how you really feel,

• Yes

• I appreciate your honesty and courage to tell me how you feel. Let’s sit down and decide how to make things better for both of us.

Reframing: Defiance

• I love the way you keep working and don’t give up. Most students stop when things get difficult. Not you. You have the guts to keep going. But it is not going to work in this case. So you need to stop.

• You are so stubborn. When are you going to listen to me.

All about delivery

• It is not the what but the how

• State rule, consequence, and value

• Power of proximity• Direct eye contact

when you deliver consequence

• Soft but firm voice• Don’t embarrass

students in front of peers

• Be firm and anger free when giving consequence

• Don’t accept excuses but keep door open for another solution

Unconventional strategies

• Legitimitize the behavior (social time)

• Use coupons (complaints –five)

• Reverse roles—here you teach

• Humor

• Agree with the put down or criticism—you might be right

• Answer improbably—I am out of here

• Behave paradoxically

• Non verbal message

• Have a temper tantrum on purpose

• For every 8 minutes of listening should be 2 minutes of activity

• Videotape students

• Put kids in charge of the consequence (incompatible substitute)

mak

Rules

Rewards

 

Consequences  

NOTE: Behavior Recording Sticks with pictures describing actions are placed in the child's behavior pocket each time a rule is broken.

• Hand - Touching, hitting, or pushing• Bug - Bugging others or disrupting

learning• Lips - Excessive Talking, Talking out,

or Mean Comments• Turtle - Slow to obey or finish work• Octopus - Touching or destroying

other peoples property• Fish - Swimming out of seat or

designated area

Reasons for misbehaviorsDreikus

• Control• Attention• Power• Revenge• These usually include: getting attention, seeking

power, taking revenge and avoiding failure. When we look carefully at the misbehavior we can usually find that the reason lies in one of these four goals.

Problem solving meetings

• To help each other and to solve problems

• Rules:

• Try to solve problems

• Support one another

• Listen and don’t interrupt

• Use the I voice—I have trouble concentrating when all are talking

Problem solving meetings

• Introduce problem and review class rules• Gather information• Create a focus question• Brainstorm solutions• Choose a plan• Set up progress and consequences: How do we

know it’s working?• Close meeting

Social Conferences

• Establish what the teacher and student notice

• Naming the problem and the need to solve it.

• Generating alternatives

• Establishing an agreement to try

• Pp 310-338

Contract

• Individual

• Needs special consideration

• Other more general strategies have not worked

Contract Components

• Description of desired behavior

• Parties involved

• Reward (reinforcement vs consequence)

• Time frame

• Signatures

In Patricia Polacco’s new book, Mr. Lincoln’s Way, a bully overcomes his prejudice when an African American principal invites him to help attract birds to the school atrium.

He led Eugene to the window of the atrium. It was alive with the songs of the birds. ‘I see sparrows, jays, cardinals, nuthatches and the mallards. Don’t all of those beautiful types and colors make this a beautiful place to be – for all of them?’"