Transcript Behavior Modification

What is it? How can it help our students with
unacceptable behaviors in the school
environment?
Behavior Modification
Behavior modification is the use of basic
learning techniques, such as:
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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
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Focus on well defined target behaviors
Intervention
Emphasis on self assessment
Evaluation
Article Review
Written 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
actions
An 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”
Just listen to the story of…
Little Johnny’s #@$%# words
Key Elements
to 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:
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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-showpractice” 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
speaker
2. Hands free
3. Mouth closed
4. Being still
5. 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?