Behavior Management and Level Systems ILCCBD Summer Institute 2013 Elizabeth Hardman

Developing a plan for the systematic delivery of reinforcement 3 essential components 1.Structured environment 2.Schedule of reinforcement 3.Ongoing evaluation of behavioral change Behavior management begins with...

Component #1: Structure Makes life predictable Lightens the cognitive load – every facet one’s life cannot be problematic at the same time –Examples: roads, houses, daily routines Requires creativity in planning Can stifle creativity if rigid

Teachers create structure with Schedules –make time understandable in terms of order of events instead of time of day Routines –provide examples of expectations for routine procedures Rules –define the social norms that guide the efficient operation of a positive, caring learning community

Class Schedule Create a list of academic and social activities Estimate time for each task Define transitions Arrange strategically

Routines Use task analysis to create routines –Break down basic skills into teachable steps. –Determine if students have the prerequisite skills. –Identify a behavioral chain. E.g., Let’s get ready for math –Clear desk of other material –Locate math workbook –Locate pencil –Wait quietly for instructions

2 nd Grade Inclusion Classroom TimeMondayTuesdayWednesdayThursdayFriday 8:00-8:20Morning Jobs 8:20-9:00Reading 9:00-9:40Math 9:40-10:20Recess 10:20-11:10ScienceSocial StudiesScienceSocial StudiesScience 11:10-11:40Lunch 11:40-12:40MusicArtSpanishArtMusic 12:40-1:10 Oral Reading Groups Writer’s Workshop Oral Reading Groups Writer’s Workshop Oral Reading Groups 1:10-1:50Recess Physical Education Recess Physical Education Recess 1:50-2:15Story Time 2:15-2:30 Pack Up & Afternoon Jobs

Rules Participating in any group requires knowing (and agreeing upon) community norms that guide social interactions Aim is to create a positive caring learning community in a pluralistic society where students and teachers work and learn together Rules –identify community building social norms –facilitate communication among those involved –define shared expectations –must be clearly defined –positively stated –no more than 3 to 5

Learning Theory AKA Behaviorism (Skinner) R S +/- Human behavior, adaptive and maladaptive, is learned as a result of the consequences of the behavior. Component #2: Scheduled Reinforcement

Learning Theory Arrange contingencies of reinforcement so desired behavior is learned and maladaptive behavior is extinguished. –Emphasis is on arranging the environmental conditions to change behavior

Principles of Learning Positive Reinforcement (+) – describes the functional relationship between the behavior and the consequence. Behavior increases when a stimulus is presented. Negative Reinforcement (-) – describes the functional relationship. between a behavior and its consequence. Behavior increases when a stimulus is removed. Punishment (+) and Negative punishment (-) – describes functional relationship between a behavior and its consequence. Behavior is decreased as a result of presenting or removing a stimulus. (Continued)

Principles of Learning Extinction – The behavior stops when the reinforcement is withdrawn. Stimulus Control – antecedent stimulus. The consequences must have been present during the development of the relationship, but the antecedent condition now serves as a signal or cue for the behavior. D:R S +/- Modeling – demonstration of behavior Shaping – reinforce successive approximations

Reinforcement 2 kinds –Positive –Negative Both increase behavior, one by presenting a stimulus and the other by removing it.

Negative Reinforcement Negative reinforcement is the contingent removal of an aversive stimulus immediate following a response that increases the future rate and/or probability of a response –Example: “If you want me to quit hassling you, then bring in your homework.” Danger! Teacher often unintentionally use negative reinforcement to establish and maintain behaviors teachers would rather their students not demonstrate (acting out during to get out of class)

Negative Reinforcement Cycle Teacher presents student with an aversive stimulus (work?). Student engages in disruptive behavior (my, my!). Teacher removes the aversive stimulus using punishment (referral). Student escapes the activity and is negatively reinforced for the inappropriate behavior (S-). Next time the student is confronted with the aversive stimulus (work), the cycle is repeated (S:D) Next time the teacher is confronted with the aversive stimulus (disruptive behavior), the cycle is repeated (S:D) Negative reinforcement is maintaining both student and teacher behavior

Important!! Punishment can be Reinforcing to the person who administers it because it removes an aversive stimulus

Positive Reinforcement describes the functional relationship between the behavior and its consequence behavior increases when a stimulus is presented.

Reinforcement Is Naturally Occurring But... Some students learn anti- instead of pro-social behaviors because –naturally occurring reinforcement fails to maintain appropriate behavior –they don’t have access to positive reinforcement –the antisocial behavior is maintained by negative reinforcement

Is it possible that the use of positive reinforcement initiates a positive reinforcement cycle? changes student AND teacher behavior? transforms a neutral/negative classroom into a positive, warm learning community?

Reinforcement To be effective, reinforcement must be –something the student wants –something the student (not the teacher) thinks he/she can earn –systematically delivered If you don’t get the desired behavior, one (or all) of these three things is usually the cause.

Component #1 Structure Schedule defines the intervals for reinforcement. Transitions tell you when to reinforce Rules tell you what to reinforce using specific praise. Component #2 Systematic Reinforcement Schedule of reinforcement tells you how.

Reinforcement Types of reinforcement –Primary – natural, unlearned, or unconditioned –Secondary – their value is learned or conditioned –Social - Generalized conditioned reinforcers (e.g., Praise) –Tokens –Activity –Extrinsic –Intrinsic

Selecting Tokens Consider age and interests Use Premack principle Ask the student Consider natural reinforcement

Reinforcement Schedules Continuous Intermittent schedules – reinforcement follows some, but not all appropriate responses. Resistant to extinction. –Ratio schedules – based on the number of times the target behavior occurs (fixed, variable). –Interval schedules – the occurrence of at least one correct response plus the passage of a specific amount of time (fixed, variable). –Response duration schedules – the continuous amount of time of a target behavior is the determinant for the reinforcer (fixed, variable)

Component #3: Monitoring the Plan Create a log to record points Include –Students names –Rules and point value –Intervals

English (Interval name) NameMonTuesWedThursFri Bob Harry Mary Elaine 1.Come prepared (2 points) 2.In seat when bell rings (2 points) 3.Complete all assignments with 80% accuracy (2 points) 4.Appropriate talking (2 points) 5.Listen (2 points) (rule, point value)

Pay Off Points awarded at the end of each period High Point Club –Must have 90% of points –Members designated at end of nine weeks –Had special privileges R S +

Reading Name William  Chris  Joey  Harold

Excellent Day I hereby certify that ____________ had an Excellent Day on ___________. ___________ Mrs. Hardman

Good Day I hereby certify that ____________ had an Good Day on ___________. ___________ Mrs. Hardman

Implement the Plan Discuss schedule, routines, rules, and contingencies of reinforcement with students Post schedule, rules, and routines After the system is implemented, use specific praise (based on rules) to review the agreed upon behavioral expectations Goal is to guide students successfully through each interval in the early stages of implementation

Implement the Plan Prompts –Additional stimulus that increases the probability that the S D will occasion the response. –Prompts increase teaching efficiency and can be faded as the response is learned. –Examples Rules are verbal prompts – a teacher can prompt students until they identify instances of each behavior. Instructions can be verbal prompts for routines – “Get ready for reading.” Bulletin boards are visual prompts – Post rules, schedules, and routines.

Implement the Plan Shaping –Sometimes, behaviors expectations are not already a part of a student’s behavioral repertoire. –Must use differential reinforcement of successive approximations to shape the target behavior (following the rules). –The combination of differential reinforcement and ignoring (extinction) are powerful tools in shaping appropriate classroom behavior. –Reinforcement teaches new behavior – not punishment. –As student behavior improves – tighten the screws.

Implement the Plan Additional Hints –When you catch yourself on a downward spiral of negative statements, something has gone wrong. Refocus by following any negative statement with 3 positive ones. –May need to teach the class how to ignore. Play the ignoring game. –Use bonus points to get through the hard times. –Stay focused on the positive. Remember Your purpose is to change teacher AND student behavior.

Teach Self Management To increase the effectiveness of the intervention

Self-Management  Students change their own behaviors  Leads to enhanced generalization and maintenance of newly learned behavior  Provides a transition between extrinsic control and self-control

Self-Management  Three basic components  Self-assessment  Self-monitoring  Self-reinforcement

Self-Management  A few pointers Teach in small amounts Teach in small amounts Teach to the fluency level Teach to the fluency level Use forward or backward chaining Use forward or backward chaining Provide feedback Provide feedback Watch your vocabulary Watch your vocabulary Control for cheating Control for cheating