katherine egan, sarah evans, celine jacquenod garcia, gayle restivo
TRANSCRIPT
Behavioristic Approaches
Katherine Egan,
Sarah Evans,
Celine Jacquenod Garcia,
Gayle Restivo
8 Methods for Getting Rid of Bad Behavior
Don’t Shoot the Dog!
Chapter 5, Building Classroom Discipline
Chapter 3, Building Classroom Discipline
Norma MacRae: Behavioral Approach
Increasing & Decreasing Specific Behaviors
Similar to training a pet
8 Approaches to respond to problem behavior
Ronald Morrish: Real Discipline
Purely Behavioral Approach doesn’t work
Real Discipline teaches students how to behave appropriately and needed social skills within structure of rules and limits.
1. Shoot the Dog (i)
Get rid of the doer – temporarily or permanently.
Send to the hall
Send to the principal
In School Suspension
1. Shoot the Dog (ii) Doesn’t teach anything
Can prevent trouble
Drastic
Good option for potentially dangerous situations
2. Punishment (i)
Not very effective
Behavior must be caught early
Punishment must be novel
May teach a lesson
May more likely teach evasion
Morrish: Can teach No Means No
2. Punishment (ii) Morrish: Never give students a choice when
it comes to limits
Enforcement must be consistent, even for minor infractions.
Consequences:
Compensation
Letter Writing
Improvement Plan
Teaching Younger Children
Time Out
5 to 10 Minutes
No Stimulus
No Academic Work
Supervised
Positive Reinforcement Definition: Consequence that
brings about the increase of a behavior through the presentation of a stimulus.
A particular stimulus is presented after a behavior and the behavior increases as a result.
E.g. :
writing between lines
stickers
Example:
Behavior : Bringing an orange
Stimulus/”Rewards”:
a kiss
Oops!
3. Negative Reinforcement Definition: Consequence that brings
about the increase of a behavior through the removal of a stimulus.
NR will increase a behavior through the removal of a stimulus (usually an unpleasant one.)
Individuals want to avoid negative reaction, situation, discomfort…
E.g.:
Feelings of worry
Assignment-completion behavior
Compare/Contrast Positive Reinforcement: Response increases when
a new stimulus (one the learner finds desirable) is presented.
Negative Reinforcement: Response increases when a previously existing stimulus (one the learner finds undesirable) is removed.
Punishment: consequence that decreases the frequency of the response it follows.
4. Extinction Definition: gradual
disappearance of response as a result of repeated lack of reinforcement.
Ext. is used to decrease undesirable behaviors.
The behavior produces no results …. You ignore it!
o Behavior may increase for a time before it begins to decrease. Things may get worse before they get better!!
o Extinction must be complete with total nonreinforcement
E.g.: a student makes funny sounds during class
The teacher and students ignore him/her
The student will stop making funny sounds.
5. Training an Incompatible Behavior
Identify the negative behavior
Reinforce the opposite and incompatible behavior
Example:
Undesirable behavior: not sitting at desk
Desired behavior: sitting in proper seat
The student cannot do both behaviors at the same time
6. Put the Behavior on Cue Create cues to associate
with desired behaviors
Must be consistent
Examples:
Raising hand to ask or respond to question
Placing fingers to mouth to quiet down
Teacher taps student desk to get their attention
7. Reinforce the Absence (i) When student is NOT engaged in bad behavior,
teacher reinforces by:
Turning towards student with pleasant expression and
MAKING EYE CONTACT
SMILING
PRAISING
When student reverts to bad behavior, teacher:
TURNS AWAY
DOES NOT MAKE EYE CONTACT
7. Reinforce the Absence (ii) Ronald Morrish’s Real Discipline Approach:
Bad behavior is rare in a well-structured classroom with enforced rules and limits.
Students practice correct behavior till it becomes automatic.
Forego praise when students do only what is expected of them
Praise work and behavior only when it deserves special recognition
8. Change Motivation (i) Don’t Prejudge Student and assume
they can't change
Involve Students in changing own behavior:
Ask questions
Discuss behavior with student
Try to prevent negative behavior, making student aware of their own behavior
Brainstorm practical solutions to avoid negative behavior
8. Change Motivation (ii)Ronald Morrish on Motivation:
Initially, not all students are motivated to do well or to behave well in class.
Teacher sets high standards for behavior and for schoolwork, using his authority.
Students comply initially, responding to teacher's authority and attention.
As student matures, he is given more Choice Management, moving towards independence.
Jackpot! Unannounced unexpected reward
Student perceives reward as significant
Given immediately after desirable behavior
Connection between the two clearly delineated
Use sparingly
Especially useful when good behavior has started to decline. (i.e. When attendance begins to decline, when students are distracted, etc.)
Extremely effective: example. Compulsive gamblers who won big early in life
Scenarios Break into Groups
Choose an Approach
Reconvene Class
Share scenario & chosen approach
Case 1 Mr. Washington has a close-knit group of friends in
one of his high school vocational education classes. He is concerned about one particular student in this group, a girl named Helen. Helen uses obscene language in class. She is rude and disrespectful to Mr. Washington. She taunts and insults classmates outside her own circle of friends. And she is physically aggressive toward school property—she defaces furniture, kicks equipment, punches walls, and so on.
What would you do? Which methods would you use to get rid of these undesirable behaviors?
Case 2 Tommy, an 11-year-old student, was judged by his
teacher to be the most disruptive student in his English classroom. He frequently engages in inappropriate talking and other vocalizations during class. The behavior is troublesome not so much because of its nature, but because of the high rate at which it occurs. Also, Tommy does not do his work. He rarely completes an assignment. Tommy does not put any effort at all.
What would you do? Which methods would you use to get rid of these undesirable behaviors?
Case 3 Joshua, larger and louder than his classmates,
always wants to be the center of attention, which he accomplishes through a combination of clowning and intimidation. He makes wise remarks, talks back to the teacher, utters a variety of sound-effects noises, such as automobile crashes and gunshots, makes limitless sarcastic comments and put downs of his classmates. Other students will not stand up to him, apparently fearing his size and verbal aggression.
What would you do? Which methods would you use to get rid of these undesirable behaviors?
Atypical & Neurological-Based Behavior (i)
10% of students exhibit neurological-based behavior (NBB)
Result of atypical cerebral processes
Refers to a number of possible diagnoses
Atypical & Neurological-Based Behavior (ii)
Possible diagnoses:
ADHD (attention-deficit hyperactivity disorder)
Bipolar disorder
Anxiety disorders
PTSD (post-traumatic stress disorder)
ASD (autism spectrum disorder)
Fetal alcohol spectrum disorder
ODD (oppositional defiant disorder)
Specific learning disabilities
Atypical & Neurological-Based Behavior (iii)
Indicators: Behavior difficulties
Language difficulties
Academic difficulties
Students with NBB should be distinguished from those students who are “just having a bad day.”
May not respond to the “typical” behavior modification strategies.