Class 4Ch 910 Behavior Modification

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Class 4(Ch 9/10) Behavior Modification

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• Dr. Thomas Ryan
• Nipissing University
• Faculty of Education

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Problem or Dilemma

• Problem (p. 12-13)
• A problem can be resolved
• A dilemma needs to be coped with as there is no
  way to resolve it.
• Chronic behavior problems are often dilemmas for
  teachers hence a coping strategy(plan/mindset)
  needs to be in place.

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Causes of Behaviors

• Home life - Socioeconomic, Abuse
• Parents Alcoholism, Neglect, Depression,Level
  of education (Special Education),
• Environment - Allergies, Tactile Defensiveness,
  Social Skills Special Education
  Classifications
• Genetics, down syndrome, autism, etc..

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Relationship Building
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Cycle of Discouragement

• Self-Esteem success or failureNegative /
  Positive views of self/others
• Encouragement via private conferences,
  perceptions, receiving skills
• Motivation Lacking - Unmotivated

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What is B. Mod ?

• Behavior modification is the practical
  application of the principles of operant learning
  to the task of aiding human change. It is
  undoubtedly the most researched, debated and
  discussed approach to classroom management.

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What is Learning ?

• Learning is a change in behavior, thought or
  feeling that is due to experience.

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• Behavior refers to all actions a human being can
  perform.
• Environment refers to all events, activities and
  situations which precede or follow upon the
  emission of a behavior.

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A B - C s of Behavior (p.217)

• The relationship between behavior and
  environment . . . a three-member sequence (or
  contingency) "A, B, C."
• "A" refers to the antecedent environment before a
  behavior occurs,
• "B" refers to a single occurrence of a specific
  behavior, and
• C" refers to the environmental consequences
  produced by the behavior

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Learning Behavior Change

• The change in behavior which results from the
  consequences that behaviors produce is called
  learning. In operant learning theory, learning is
  synonymous with behavior change (p. 98).

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Negative Positive Reinforcers

• Consequences that strengthen behavior are called
  reinforcers, and the learning process of behavior
  strengthening itself is called reinforcement.
• There are two kinds of reinforcement (a)
  positive reinforcement and (b) negative
  reinforcement.

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Extinction Punishment

• Behavior may be weakened (reduced in its
  frequency and efficiency) by the learning
  processes of extinction and punishment.
• Extinction is simply the non-reinforcement of
  behavior.
• Punishment also serves to weaken behavior .

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Types of Reinforcers

• Social reinforcers
• Activity reinforcers
• Premack's principle states that any
  high-frequency activity can be used as a
  reinforcer for any lower-frequency activity.
  Veggies then dessert!

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Shape Up !

• Shaping is the gradual reinforcement of
  increasingly more complex forms of behavior.
• Sit for only five minutes before being allowed a
  few minutes of free-play (the "free-play"
  activity is the reinforcer) (p. 93).

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Success is Key . . . .

• Nothing reinforces like success.
• Reinforcement schedules
• continuous and (b) intermittent
• Differential reinforcement
• Teachers attend positively to the behavior they
  wish to occur more often, and systematically
  ignore the occurrence of competing off-task
  behaviors .

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The limits of punishment

• Punishment may simply lead to student inactivity
  and withdrawal, or behaving appropriately only
  when the teacher is present and there is a chance
  of being punished.
• It can lead to avoidance of the teacher and
  classroom (whether through actual tardiness and
  absenteeism, or through more subtle forms of
  daydreaming and inattention) makes learning
  almost impossible

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Punish or not to punish?

• Punishment models aggression
• Punishment may teach students to avoid getting
  caught.
• Punishment soon leads to the creation of a
  coercive social system in the classroom.
• It is, nonetheless, sometimes necessary under
  conditions of physical danger and excessive
  disruption .

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Time-out/Penalty Box/Punish

• Usually consists of isolating an excessively
  disruptive student for a short period of time
  following the occurrence of the disruption. In
  order for the time-out procedure to be effective,
  the classroom in which the disruptive behavior
  occurred must be reinforcing for the disruptive
  student in question .

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Time Outs require . . .

• Usually, the duration of time-out ranges from 5
  to 10 minutes of silence, but the choice of time
  depends upon the severity of disruption
• readmitted to the classroom, or the time-out
  period has ended, teachers should offer a clear
  invitation to re-enter the classroom.

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B. Mod. in 2005 and beyond

• Quiet reprimands
• Selecting reinforcers
• Token reinforcement Economy
• Peer reinforcement
• Targeting reinforcement
• Contingency contracting

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