Chapter 6: Behavior Management

1. Chapter 6:Behavior Management PED 383: Adapted Physical Education Dr. Johnson

2. Proactive vs reactive • Reactive – Applied after the fact • Punishments • Time outs • Detentions • No recess • Proactive • Address situation before problems • MWSU = Management concerns • How you set up your class

3. Definitions • Respondent Conditioning • Automatic control of response by antecedent stimuli • Operant Conditioning • Control of behavior by regulating the consequences that follow a behavior • Contingency management • Relation between behavior and the events that follow • Behavior Modeling • Learning through observing another person engaged in a behavior

4. More Definitions • Stimulus • A measureable event that might have an influence on a behavior • Reinforcement • A stimulus event that increases or maintains the frequency of a response • Positive – rewards  prizes, words, looks • Negative – An aversive stimuli • Something the student wants to avoid • Doesn’t always work. • Differing views of wanting o avoid the result • Detention vs attention (bad boy) • Punishment – decreasing the negative frequency.

5. Types of reinforcers • Premack Principle • Use of highly preferred activities to control the occurrence of a less preferred response • Reinforcers • Primary • Neede for survival • Secondary • Must be learned – grades, money or praise • Vicarious • Observing results (positive or negative) when done by others

6. Continuous Reinforcement • Happens every time an occurrence happens • Ratio Schedules • Occurs every “X” times something occurs (i.e every 3 times) • Interval Schedules • Occurs after a specific amount of time has passed • Fixed (consistent) • Variable (non-consistent)

7. Increasing behaviors • Shaping • Administering reinforcement contingent on the learning and performance of sequential steps leading to development of the desired behavior • Chaining • A series of discrete links that lead to enhanced performance of behaviors • Prompting • Events that help initiate a response • Fading • Stretching the schedule of reinforcements so that the student must perform more trials or demonstrate significantly better response quality in order to receive reinforcement • Modeling • Visual demonstration of a behavior that students are expected to perform • Token Economy • Reinforcements based on tokens (rewards) • Contingency Management • When teachers change a behavior by providing a stimulus contingent on the occurance of a desired response.

8. Decreasing behaviors • Reinforcement of other behaviors • Reinforcing a student for engaging in any behavior other than the targeted behavior • Reinforcement of incompatible behavior • Reinforce the teamwork when they have trouble when eliminating not cooperating. • Reinforcement of low response rates • Rewarded for gradually reducing the behavior • Punishment • Type 1 – negative consequence (Detention) • Type 2 – Removal of a positive (no more Ice Cream) • Time-out • Assuming they wanted to do what they were doing

9. Advantages of Applied Behavioral Analysis • Considers only behaviors that are precisely defined and capable of being seen • Assumes that knowing the intrapsychic cause of a particular behavior is not a prerequisite for changing it • Encourages a thorough analysis of the environmental conditions and factors that might influence the behavior • Facilitates functional independence by employing a system of least prompts (least to most intrusive) • Requires precise measurement to demonstrate a cause and effect relation between the behavioral interventions and the behavior being changed

10. Disadvantages of Applied Behavioral Analysis • Actual use of behavioral principles in a consistent and systematic manner is not as simple as it might seem. • Behavioral might fail when what is thought to be a controlling stimulus is not so in reality • Behavioral techniques might not work initially, requiring more analysis to determine if other techniques would be helpful.

11. Other approaches • Psychoeducational • Psychodynamic • Ecological • Biogenic • Humanistic

12. Psychoeducational • Views inappropriate behaviors as students maladaptive attempts to cope with their environment • It assumes academic failure and misbehavior can be remedied directly if students are taught how to achieve and behave appropriately • Educate whole student

13. Psychodynamic • Strives to improve emotional functioning by helping students understand why they are functioning inappropriately • Accept the student, but not the undesirable behavior • Develop self-knowledge

14. Ecological • Assumes that the behavioral problems are caused by a disturbance in the student’s environment or ecosystem • Student and environment influence each other in a reciprocal and negative manner • Students demeanor causes a negative environment and the environment causes a negative student reaction • Angry student upsets friends so they do not want to play……friends not wanting to play with them, causes the student to become angry

15. Biogenic • Relies on diagnostic techniques that explore signs and symptoms • Physicians attempt to locate problems • Drug therapy based on symptoms / signs

16. Humanistic • 5 primary human needs • Physiological needs • Safety • Belongingness and love • Esteem • Self-actualization • Humans seek to meet unsatisfied needs at progressively higher levels as lower needs are met. • As one need is met, we move to the “next lowest”