PUNISHMENT (the reduction of behavior) Definition: The presentation of something negative to reduce behavior in the future (+ --) OR The removal (taking away) of something positive to reduce behavior in the future (-- +) It is NOT punishment if the behavior continues or returns To be punishment, the behavior must subside and be replaced with a more appropriate behavior Least restrictive alternative You want to find a way to reduce the ‘bad’ behavior and REPLACE it (teach) with an acceptable positive behavior in the “simplest way”, with the “least of amount of effort” possible and to allow a student the right to learn the new (more appropriate) in the least restrictive alternative environment.

Positive Alternatives to DECREASING BEHAVIOR DRI-Reinforce an incompatible behavior Behaviors cannot be done at the same time (opposites). Mutually exclusive behaviors are selected so that the appropriate behavior/response makes it physically impossible for the student to engage in the inappropriate behavior. You are trying to stop talking out of turn while the teacher is talking, so if you were using a DRI you would reinforce not talking out of turn (the two behaviors must be incompatible) You are trying to get a student to stop walking around when you are talking, ask him to sit and reinforce sitting quietly Other examples

DRA-Reinforce an alternative behavior that may occupy the time that the unwanted behavior might be occurring REDUCE: Playing with the equipment before class starts Reinforce how that student or other students are helping hand out equipment to their classmates Reinforce how quickly the warm-up began Reinforce how well the students got on their numbers Other examples

DRO—Omission training You are reinforcing any other behavior for not doing the behavior you are trying to ‘get rid’ of You are reinforcing NOT doing something with any other behavior that you want the student to be doing Any appropriate behavior can be reinforced but not the behavior selected for reduction Looking for something good A student is not running ‘with the group’ they way they should be running Reinforce being dressed properly Reinforce how quickly they came out of the locker room Reinforce any other appropriate behavior observed, but do not punish the behavior being omitted

Restitution A student does something wrong. S/he must correctly do what was expected to reverse his/her wrong. Provides the student with an opportunity to practice the correct/acceptable behavior. The teacher is simply asking the student to do what was asked of them in the beginning. Examples: Student runs to locker room--make the student walk back and then walk to the lockroom Student throws the clip board into basket---go get the clipboard and put it nicely in the basket Student puts the pinnie in the wrong pile. Go back and pick up the pinnie and put it in the correct pile.

Overcorrection A student does something wrong. S/he must not only correct or reverse his/her wrong, but all the others in the environment. The offender must actively experience the inconvenience that the inappropriate behavior created. Wrote graffiti on the lockers. Must clean up that graffiti as well as all the graffiti in the entire school yard. Asked students to walk to get to a station. Student runs. Student must walk to the station again. And again, and again, and again…… Grabs equipment from someone else/does not share Appoint that student to be an equipment leader who has to pass out the equipment to all other students first.

Things to think about when using restitution or overcorrection 1. Be firm, direct and business-like Sally, walk over to the door, and walk back. Now do that four times 2. Avoid putting okay at the end of the sentence…implies that you are asking their permission. 3. Make sure that the overcorrection is not ridiculous, nor perceived as corporal punishment 4. Do not reinforce the correct behavior during restitution. Although that seems logical, it may be appealing to the student to act inappropriately just to ‘get the teacher’s attention’. 5. Reinforcement can be given at another time…perhaps during class when the student has demonstrates the appropriate behavior in a different situation or under different conditions. Use prompts the next time to “set the student up for success”.

Response Cost: Partial withdrawal of reinforcement (points, tokens, partial withdrawal of privileges) Gained minutes for free time: loss of minutes of free time Gained points for privileges, loss of points You take back something that has already been earned or could have been earned

Time out Time out is the withdrawal of the opportunity to earn reinforcement. Just “being out” does not guarantee time out procedures are being used appropriately. The more positive the time in, the more powerful the time out. The time out procedure must produce a decrease in behavior. Examples: Time out “area” Sitting on the bench and not starting a game

Non-exclusionary time out: Withdrawal of a positive stimulus or reinforcer usually in the form of isolation going to the end of the line must take your work and go over there put your heads on the desk taking away equipment that is making noise/distracting

Exclusionary time out: A space or place where all possible reinforcement is gone! Solitary confinement. Problems: Emotional outbursts Prohibits access to instruction

Suggestions for using exclusionary timeout: 1.Make the space a reasonable size. 4x4, a corner of the gym, a marked area that the student must stay within. 2. Must be devoid of all reinforcers 3.Use a timing devise (liter bottles with beans or seeds, a stop watch, a game clock) 4.Use a short time period 1-5 minutes and increase time for additional infractions. Do not exceed 10 minutes 5.Always provide a means for supervision 6.Ask the student upon return why they were sent to time out