Behaviorism

Reinforcers Unique to each student Primary, secondary, positive, negative –All encourage behavior

Practical Reinforcers Self-reinforcement Praise Attention Privileges Activity Reinforcement (Premack Principle) Grades and recognition Home-based reinforcement Tangible reinforcers Food

Other methods Report cards –Academic –Behavioral

Punishers Also unique to each student Use only when reinforcement has failed –Mildest form, part of plan, consistent

Positive & Negative ReinforcerPunishment Positive Negative

Shaping Break tasks down into smaller sections Attainable criterion Successive approximations

Shaping “Students should be reinforced for behaviors that are within their current capabilities but that also stretch them toward new skills.” – sound familiar?

Extinction Beware of the “Extinction Burst!” Don’t be afraid to tell students what you’re trying to do

Schedules Fixed (and continuous) v. Variable (or intermittent) –When to use each? –Set high standards

In the Classroom… Teach a new skill Begin with continuous reinforcement Make behaviors explicit at the beginning

In the Classroom… Reminders that certain behaviors are expected (not always verbal) Give feedback about specific behaviors Make reinforcement intermittent as they learn more

Applied Behavior Analysis Identify target behavior(s) and reinforcer(s). Establish a baseline for the target behavior. Choose a reinforcer and criteria for reinforcement. If necessary, choose a punisher and criteria for punishment.

Applied Behavior Analysis Observe behavior during program implementation, and compare it to baseline. When the behavior management program is working, reduce the frequency of reinforcement

Main Points Consequences of current behavior determine future behavior Try the least elaborate or tangible reinforcers first!!!