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Behavior Modification

Behavior Modification. Laurel Clarkson – EDU 230. “Behavior modification is a treatment approach, based on the principles of operant conditioning, that replaces undesirable behaviors with more desirable ones through positive or negative reinforcement. ” (Encyclopedia of Mental Disorders).

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Behavior Modification

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  1. Behavior Modification Laurel Clarkson – EDU 230

  2. “Behavior modification is a treatment approach, based on the principles of operant conditioning, that replaces undesirable behaviors with more desirable ones through positive or negative reinforcement.” (Encyclopedia of Mental Disorders)

  3. Today we will… • Learn a basic framework for understanding the management of classroom discipline • Understand typical misbehavior categories • Explore the steps of dealing with behavioral classroom issues • Discuss how to apply knowledge to future classrooms

  4. Basic Design The purpose is to… • REPLACE problem behavior with appropriate behavior

  5. What are we replacing??

  6. T.O.A.D. Operational definitions of Typical Classroom Behaviors (Rhode et al., 1992)

  7. Too Much?! Too Much?!

  8. Talking Out

  9. Out of Seat

  10. Attention Problems • The Office! • http://blog.mrmeyer.com/?p=5789’

  11. Disruption

  12. Turn Papers Over! T.O.A.D.

  13. Now that we know “what”…How to handle it? Table 4.2

  14. Reactions? • What is effective? CIRCLE • What is NOT? UNDERLINE

  15. Basic Design of Behavorial Modification Process (http://www.fredjones.com/Positive_Discipline/Discipline_Ch13.html)

  16. Step ONE: Pinpoint the problem Oppositional Lazy Problematic Nasty Out of Control Offensive • What is the problem EXACTLY? • Most educators only have a vague idea what the problem is

  17. Step TWO: Pinpoint behavior assets Deal with a PAIR of behaviors, ONE to strengthen& ONE to eliminate • Build on strengths, MAXIMIZE ASSETS • What a student lacks cannot serve as a foundation for growth.

  18. Step THREE: Recording target behaviors • Rate of target behaviors • Baseline Data: the data from recording the rate of target behaviors before the point of intervention

  19. Step FOUR: Pinpointing Critical Reinforcers • Student must consistently work for it! • If the punishment is only scolding or mild criticism, students may provoke because not motivated by reprimand

  20. Step FIVE: Intervention • The Setting • Preceeding Events • Following Events

  21. We’ve Covered the “What” and the “How” now for Logistics … (Walker and Shea (1991) http://www.ldonline.org/article/6030/)

  22. Immediately • The longer the wait, the more ineffective • Reinforcer effectiveness = the end of the week

  23. Frequently • Especially when a student is learning a new behavior • The standard rule is three or four positive reinforcers for every one negative consequence (including negative verbal comments) 3:1

  24. Enthusiasm • May seem artificial at first, butenthusiasm makes a difference!

  25. Eye-Contact • Eye-contact to student is important, even if student is not reciprocating • Over time, eye contact itself may become reinforcing

  26. Describe the Behavior • Make sure students know what they did wrong specifically • Highlights and emphasizes the behavior the teacher wishes to reinforce

  27. ANTICIPATION!!

  28. VaRiETY

  29. Shaping “Shaping can be used to establish behaviors that are not routinely exhibited.” • Select a target behavior • Consistently Reinforce • Encourage closer approximations to goal behavior (Walker and Shea (1991) http://www.ldonline.org/article/6030/)

  30. Papers Over! I.F.E.E.D.A.V.

  31. We’re Done! Typical Misbehaviors Steps to Handle Them How to Handle Them

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