Home Home Lunch Committee PunishmentPunishment

Classical Conditioning PremackPremack

Operant Conditioning DreikursDreikurs

Reinforcement Reinforcement SchedulesSchedules

Token EconomyToken Economy

Potency Buying Good Buying Good BehaviourBehaviour

Shaping Honour CardHonour Card

ExtinctionExtinction AssignmentAssignment

Lunch Committee…Lunch Committee…• Problem:Problem: MANY CLASSES IN OUR SCHOOL SEEM OUT OF CONTROLMANY CLASSES IN OUR SCHOOL SEEM OUT OF CONTROL

• Proposing Solutions:Proposing Solutions: The local superintendent, the principal The local superintendent, the principal and the parent-teacher advisory committee recognize …and the parent-teacher advisory committee recognize …1.1. to ensure positive behaviours you can try to use to ensure positive behaviours you can try to use

1.1. higher level reasoning in students, or higher level reasoning in students, or 2.2. Morality (character education), orMorality (character education), or3.3. medication, ormedication, or4.4. expulsion, orexpulsion, or5.5. empathy, etc. empathy, etc.

2.2. Such practices don’t always workSuch practices don’t always work1.1. especially as a first-order practice, or especially as a first-order practice, or 2.2. first-order line of defencefirst-order line of defence

• Task:Task: Is there any other kind of behaviour Is there any other kind of behaviour management technology that we can use in the management technology that we can use in the school in order to get stable classrooms?school in order to get stable classrooms?

Classifying Behaviour ProblemsClassifying Behaviour Problems• PsychologicalPsychological

– ExternalizingExternalizing– InternalizingInternalizing

------------------------------------------• Philosophical/ParadigmsPhilosophical/Paradigms

– MedicalMedical– PsychologicalPsychological– BehaviouralBehavioural– CognitiveCognitive– EcologicalEcological– EthologicalEthological– SocialSocial

• EducationalEducational– HyperactivityHyperactivity– Rule-breakingRule-breaking– Juvenile delinquencyJuvenile delinquency– WithdrawalWithdrawal– AutismAutism– PDDPDD– PsychosisPsychosis

--------------------------------------------------

• One Model--DreikursOne Model--Dreikurs– Attention-seekingAttention-seeking– PowerPower– RevengeRevenge– HelplessnessHelplessness

Classical ConditioningClassical Conditioning

Unconditioned Unconditioned UnconditionedUnconditioned

StimulusStimulus ResponseResponse

Neutral Stimulus Neutral Stimulus No No ResponseResponse

NS + US = URNS + US = UR

NS NS CRCR

Operant ConditioningOperant Conditioning• PrinciplesPrinciples

– Three lawsThree laws– ConsiderationsConsiderations– TechniquesTechniques

• Law #1Law #1– Behaviour that is Behaviour that is

followed by a “good followed by a “good effect” tends to be effect” tends to be repeated.repeated.• Law #2Law #2

– Behaviour that is followed Behaviour that is followed by “no effect” tends to be by “no effect” tends to be extinguished.extinguished.

• Law #3Law #3– Behaviour that is followed Behaviour that is followed

by a “bad effect” tends to by a “bad effect” tends to be suppressed.be suppressed.

Behaviour Behaviour

EncouragedEncouragedBehaviour Behaviour SuppressedSuppressed

StimulusStimulus

PresentedPresented PositivePositive

ReinforcementReinforcement

(Reward)(Reward)

Type 1Type 1

PunishmentPunishment

(Additive)(Additive)

StimulusStimulus

Removed Removed oror

WithheldWithheld

NegativeNegative

ReinforcementReinforcement

(Escape)(Escape)

Type IIType II

PunishmentPunishment

(Subtractive)(Subtractive)

Schedules of Schedules of ReinforcementReinforcement

IntermittentIntermittent

Interval Interval (time)(time) Ratio Ratio (#)(#)

FixedFixed VariableVariable FixedFixedVariableVariable

Every 5min--------------U ShapeResponse

Random Times---------------Slow SteadyResponse

Every 5 C----------------High Rate ofResponse

RandomRate--------------Very High Rate of Response

Potency of ReinforcementPotency of Reinforcement

• Proportional to the probability of Proportional to the probability of strengthening behaviourstrengthening behaviour

• Which would be more potent?Which would be more potent?

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$25.00$25.00

FreeFree

DirtDirt

Potency of ReinforcementPotency of Reinforcement

•Different degrees...Different degrees...

•Who values grades more?Who values grades more?

AthleteAthlete OntarioOntario

ScholarScholar

Potency of ReinforcementPotency of Reinforcement• Differ at different times…Differ at different times…• Who will work for food?Who will work for food?

““Just eaten Just eaten thanks”thanks”

““I missed I missed lunch lunch today”today”

ShapingShaping• Learning a response through Learning a response through

successive approximations to successive approximations to that response.that response.

ExtinctionExtinction• BehaviourBehaviour

Time

Gradual

ExtinctionExtinction• BehaviourBehaviour

Time

Recovers with Sr

ExtinctionExtinction• BehaviourBehaviour

Time

Surge

Premack PrinciplePremack Principle

• Behaviour that has a high Behaviour that has a high frequency of occurrence frequency of occurrence can be used to reward can be used to reward behaviour that has a low behaviour that has a low frequency of occurrencefrequency of occurrence..

• ““If you sit quietly and If you sit quietly and work for 10-minutes work for 10-minutes

• you can run for 5 you can run for 5 minutes.”minutes.”

• THEY COMPLY…THEY COMPLY…THEN…THEN…

PunishmentPunishment• Not advisable in educationNot advisable in education

• Why is it used?Why is it used?1.1. Negative reinforcer for teachersNegative reinforcer for teachers

• That is, when you punish… That is, when you punish… the behaviour is suppressed the behaviour is suppressed and you are rewarded (via and you are rewarded (via negative reinforcement, i.e., it negative reinforcement, i.e., it removes or stops the noxious removes or stops the noxious stimuli temporarily…)stimuli temporarily…)

• First law… First law…

2.2. Administrative expectations Administrative expectations (principals, parents, (principals, parents, politicians…)politicians…)

Dreikur’s MethodDreikur’s Method• Teacher’Teacher’

s feeling s feeling is is diagnostdiagnostic.ic.

Attention Attention gettinggetting

Do I feel…Do I feel…

annoyed?annoyed?

Power and Power and ControlControlDo I feel…Do I feel…

beaten or beaten or intimidated?intimidated?

RevengeRevengeDo I feel…Do I feel…

wronged or hurt?wronged or hurt?

HelplessnessHelplessness

Do I feel…Do I feel…

incapable?incapable?

From: C. H. Wolfgang (1995) “Solving Discipline Problems” (3rd ed.). Boston: Allyn & Bacon.

Techniques with the “Attention-Techniques with the “Attention-Getting”Getting”

• Minimize the attentionMinimize the attention– Ignore the behaviourIgnore the behaviour– Give “the eye”Give “the eye”– Stand close byStand close by– Mention the student’s name Mention the student’s name

while teachingwhile teaching– Send a secret signalSend a secret signal– Give written noticeGive written notice– Give an I-messageGive an I-message

• Legitimize the behaviourLegitimize the behaviour– Make a lesson out of the Make a lesson out of the

behaviourbehaviour– Extend the behaviour to its Extend the behaviour to its

most extreme formmost extreme form– Have the whole class join in Have the whole class join in

the behaviourthe behaviour• Distract the studentDistract the student

– Ask a direct questionAsk a direct question– Ask a favourAsk a favour– Change the activityChange the activity

• Do the unexpectedDo the unexpected– Turn out the lightsTurn out the lights– Play a musical soundPlay a musical sound– Lower voice to a whisperLower voice to a whisper– Change your voiceChange your voice– Talk to the wallTalk to the wall– Use one-linersUse one-liners– Cease teaching temporarilyCease teaching temporarily

• Notice appropriate behaviourNotice appropriate behaviour– Thank the studentsThank the students– Write names of well-behaved Write names of well-behaved

students on the boardstudents on the board• Move the studentMove the student

– Change the student’s seatChange the student’s seat– Send the student to the Send the student to the

thinking chairthinking chair

From: C. H. Wolfgang (1995) “Solving Discipline Problems” (3rd ed.). Boston: Allyn & Bacon.

Techniques re “Power” and “Revenge”Techniques re “Power” and “Revenge”

• Make a graceful exitMake a graceful exit– Acknowledge student’s powerAcknowledge student’s power– Remove the audienceRemove the audience– Table the matterTable the matter– Make a dateMake a date– Use a fogging techniqueUse a fogging technique

• Agree with the studentAgree with the student• Change the subjectChange the subject

• Use time outUse time out– In the classroomIn the classroom– In another classroomIn another classroom– In the officeIn the office– In the homeIn the home– Enforcing time outEnforcing time out

• The language of choiceThe language of choice• The who squadThe who squad

– Setting the duration for time outSetting the duration for time out

• Set the consequencesSet the consequences– Establishing consequencesEstablishing consequences– Presenting consequencesPresenting consequences– Guidelines for effective Guidelines for effective

consequencesconsequences• Related consequencesRelated consequences• Reasonable consequencesReasonable consequences• Respectful consequencesRespectful consequences

– Consequences vs punishmentsConsequences vs punishments– Choosing the consequenceChoosing the consequence

• Loss or delay of activityLoss or delay of activity• Loss or delay of using Loss or delay of using

objects/equipmentobjects/equipment• Loss or delay of access to Loss or delay of access to

school areasschool areas• Denied interactions with other Denied interactions with other

studentsstudents• Required interactions with Required interactions with

school personnelschool personnel• Required interactions with Required interactions with

parentsparents• Required interaction with policeRequired interaction with police

– RestitutionRestitution• Repair of objectsRepair of objects• Replacement of objectsReplacement of objects

– Student response to consequencesStudent response to consequences

Techniques with the “Helpless”Techniques with the “Helpless”• Use concrete learning materials Use concrete learning materials

and computer assisted and computer assisted instructioninstruction– AttractiveAttractive– Self-explanatorySelf-explanatory– Self-correctingSelf-correcting– ReusableReusable

• Teach one step at a timeTeach one step at a time• Provide tutoringProvide tutoring

– Extra help from teachersExtra help from teachers– Remediation programsRemediation programs– Adult volunteersAdult volunteers– Peer tutoringPeer tutoring– Learning centersLearning centers

• Teach positive self-talkTeach positive self-talk– Post positive classroom signsPost positive classroom signs– Two “put-ups” for each “put-Two “put-ups” for each “put-

down”down”– Use self-talk before classUse self-talk before class

• Make mistakes okayMake mistakes okay– Talk about mistakesTalk about mistakes– Equate mistakes with effortEquate mistakes with effort– Minimize effects of making Minimize effects of making

mistakesmistakes

• Build confidenceBuild confidence– Focus on improvementFocus on improvement– Notice contributionsNotice contributions– Build on strengthsBuild on strengths– Show faith in studentsShow faith in students– Acknowledge the difficulty of a taskAcknowledge the difficulty of a task– Set time limits on tasksSet time limits on tasks

• Focus on past successFocus on past success– Analyze past successAnalyze past success– Repeat past successRepeat past success

• Make learning tangibleMake learning tangible– ““I-can” cansI-can” cans– Accomplishment albumsAccomplishment albums– Checklists of skillsChecklists of skills– Flowchart of conceptsFlowchart of concepts– Talk about yesterday, today & tomorrowTalk about yesterday, today & tomorrow

• Recognize achievementRecognize achievement– Applause & standing ovationsApplause & standing ovations– Stars and stickersStars and stickers– Awards and assembliesAwards and assemblies– ExhibitsExhibits– Positive time outPositive time out– Self-approvalSelf-approval

Some other intervention Some other intervention modelsmodels• Rogerian (emotionally supportive)Rogerian (emotionally supportive)

• Transactional analysis (Berne)Transactional analysis (Berne)

• Glasser’s Reality TherapyGlasser’s Reality Therapy

• The Positive Discipline Model (Jones)The Positive Discipline Model (Jones)

• Assertive Discipline (Canter & Canter)Assertive Discipline (Canter & Canter)

• The Dobson “Love & Punishment The Dobson “Love & Punishment Model”Model”

• Applied Behaviour Analysis (Madsen)Applied Behaviour Analysis (Madsen)

• Social Discipline Model (Dreikurs)Social Discipline Model (Dreikurs)

From: C. H. Wolfgang (1995) “Solving Discipline Problems” (3rd ed.). Boston: Allyn & Bacon.

Real EconomyReal Economy• Income: Labour, Sales, CapitalIncome: Labour, Sales, Capital

• Expenses Expenses – Space…Rent / MortgageSpace…Rent / Mortgage– Services: Gov’t, police, Services: Gov’t, police,

teachers, medical, roads, teachers, medical, roads, etc.etc.

– Taxes, fines, charities…Taxes, fines, charities…

• Interest, credit, banking, Interest, credit, banking, counterfeiting, theft, fraud, counterfeiting, theft, fraud,

etc.etc.

The things you

find in a real

economy you

can apply in a

classroom

economy.

Micro-Micro-societysociety

Courts LegislatureCourts Legislature

Banking

MoneyTaxesRentTuitionFines

Stores

Newspapers

Group assignmentGroup assignment

• Describe three different Describe three different practices / strategies to increase a practices / strategies to increase a desirable behaviour.desirable behaviour.

•Describe three different Describe three different practices / strategies to practices / strategies to get rid of an undesirable get rid of an undesirable behaviour.behaviour.

Consider Dreikurs strategies, the three laws of behaviourism, various behavioural practices like “Shaping” and the “Premack Principle,” and concepts like Reinforcement, Potency, Scheduling, etc…