1. Operant Principles Dr. Ayers HPER 448 Western Michigan University

2. Sustaining Program Effect n Ultimate goal of a physical education program n What will students need to develop? n Physical Skills n Knowledge n Personal Social Skills n What type of skill is associated with management? n What is the ultimate goal of the teacher regarding student management?

3. Lesson Outcomes n Identify components of behavioral analysis applicable in physical activity context n Behavioral contingency n Reinforcement Procedures n Punishment n Reinforcement Hierarchy n Reinforcement Schedule

4. Behavioral Contingency* Response S D --------------------->R--------------->C Discriminating Stimulus Consequence

5. Discriminating Stimulus *  Instructional Setting  Environment in which the response occurs  Set of controllable circumstances  Created by the instructor  Physical setting, person, activity

6. Response * Action that immediately follows the presentation of the discriminating stimulus  Verbal  Cognitive  Physical

7. Consequence * Event that follow the response  Reinforcer  Punishment Law of Probability: Given the same circumstances, the same response will occur if followed by an event perceived to be desirable (pleasing) by the performer

8. Reinforcement An event that immediately follows a behavior or response INCREASES the probability that the behavior or response will occur again under the same circumstances

9. Types of Reinforcement Positive: Presentation of “something” that increases the behavior or response Negative * : Withdraw or removal of “something” that increases the behavior or response  Escape/Aversion from an event perceived as unpleasant

10. Schedules of Reinforcement  Continuous: Every time (Beginner)  Variable: Every X times; no pattern  Fixed: Every X times; fixed number  Intermittent: Random

11. Hierarchy of Reinforcers  Edible- Consumable that meets a physiological need (water, candy, etc.)  Tangible- Valued as a possession  Token- May be exchanged  Social- Verbal, visual  Activity- Game, past-time  Stimulus Control- Initiated by the student

12. Premack Principle *  Give me what I want and you will get what you want  Pairing low frequency behavior with high frequency behavior  Low frequency (not perceived as a favorable)  High frequency (perceived as desirable/favorable)  Shift the ratio: Higher levels of “low” required to gain access to “high” frequencies

13. Reinforcement Principles *  Reinforce small, but successive, approximations toward desired behavior  Reward frequently  Reinforce immediately after, not before  Reinforce clearly  Attempt  Correct response  General v. Specific

14. Reinforcement Principles* (cont’d)  Reinforce consistently across behavior/ person  Reinforce sequentially  Positive followed by correction  5:1 ratio (positive v. negative or punishment)

15. Punishment *  Event that immediately follows a behavior that DECREASES the probability that the behavior will occur given the same circumstances  Predominant form of control in educational settings  Frequently misused

16. Appropriate Uses of Punishment in Education  Dangerous  Self  Others  Disruptive  Places others or self in jeopardy  Defiant  Directly to teacher  Violates posted rules  Destructive  Property

17. Punishment Guidelines  Immediate  Remove the student from the setting  Maintain composure  Consistency  Firm  Time Out  No peer interaction  No attention-seeking behaviors  Make sure this is not the goal of the student

18. Developing and Maintaining a Learning Environment

19. Management Arranging the environment for learning and maintaining/developing student-appropriate behavior and engagement with the content Content What is to be learned GOOD MANAGEMENT IS NECESSARY BUT NOT SUFFICIENT FOR EFFECTIVE TEACHING * TEACHING IS AN INTERDEPENDENT PROCESS Goal of good management system High level of engagement in appropriate tasks Teaching Functions

20. -Customary way of handling tasks (usually daily tasks) -Establish expectations to mold S behavior Locker room, pre-class, lesson, end-of-lesson -Introduce and practice until “routine” -Must be reinforced consistently * Routines

21. Common Routines Locker room Before Class Attendance Lesson-Related Grouping End of Lesson Late Arrivals Water/Bathroom Breaks Injured Students

22. Locker Room Routines When to enter Where to put belongings Permissible social behavior Amount of time allocated for dressing Where to go upon leaving locker room Circumstances when to enter the locker room during class What to do if locker combination does not work Shower requirement

23. Before Class Routines Elementary Where to go: Circle, squads Start warm up on own? Secondary Where to go Permissible activities: Start warm-up, use specified equipment, activities Does teacher have to be in the room to do activities?

24. Attendance Elementary- Ask classroom teacher how many students are in class or ask students who is absent Secondary- Use time-saving techniques Assigned spots- Numbers on floor Teacher scans Records Assigned spots- Squads Use squad leaders Rotate leaders Use a prepared index card

25. Lesson-Related Routines Distributing Equipment Out-of-Bounds Areas in Gym Signals (stop and go) Grouping of Students End-of-Lesson Closure Dismissal Late Arrivals (wait for teacher direction) Water and Bathroom Breaks Injured Students (emergency plan)

26. - General expectations for behavior -Teach as concepts (across a variety of +/- situations) -Guidelines*: Developed cooperatively w/ T and Ss Stated positively Make explicit (post in facility) Reinforce consistently and fairly Few in number (3-5) Consistent with school rules Enforceable Rules

27. Personal Social Skills Responsibility Respect for Others Respect for Authority Cooperation (Teamwork) Leadership Best Effort Reliability

28. When others are talking, we will respect them by listening We will support the efforts of others by encouraging them as they perform We will use our equipment and space responsibly We make our best effort at all tasks We will cooperate with others by sharing equipment Examples of Rules

29. Developmental Considerations Take students’ personal social development into consideration Develop a progression for personal social development Rules for K-2/3-5/7-8/9-10--Should be arranged hierarchically

30. Gaining/Maintaining S Cooperation Plan progressive experiences toward learning environment (Box 7.2, p. 142) K-2/3: Compliant, want to please teacher 2/3-5/6: Compliant, need less management time 5/6-9/10: Peers most important, motivation becomes an issue HS: Maturation results in less mgmt time

31. Share clear expectations – Consequences – Reinforcement (Tangible, Token, Social, Activity?) Identify your ultimate goal for student behavior (Personal-Social Skills) Communicate your expectations in advance Positive is more effective than negative Inappropriate student behavior is not a personal attack Discuss appropriate/inappropriate behavior BE FAIR AND CONSISTENT Teaching Routines/Rules

32. Positive more effective than negative Teach expectations, reasons for rules, address problems constructively/cooperatively Inappropriate behavior is not a personal threat Be caring, concerned, firm Rely on instruction/persuasion, not power/assertion Know your own expectations Watch your cooperating T this semester; what is ok? What does (s)he let go? Clarity→consistency Know the ultimate goal for S behavior Think long-term; what do you want next year? 2 yrs?

33. Share your behavioral expectations in advance Do not wait on misbehavior to teach good behavior Help Ss internalize appropriate behavior Explain WHY these rules exist Encourage S participation in rule/behavior expectations Teach rules for learning tasks too -How do you actually practice a skill? -How do you work with others? -What do you do if you infringe on others’ space? -How do you get T attention for help? Management is ongoing Continually work to help Ss achieve self-control

34. Developing Self-Control & Personal Responsibility National standards highlight this aspect 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings 6. Values physical activity for health, enjoyment, challenge, self-expressions and/or social interaction Nature of our setting fosters personal/social skills -Moving from external to internal control →decision making skills -Guiding Ss to higher level functioning is part of physical educators’ professional responsibility

35. Hellison’s Developmental Levels 0: Irresponsibility 1: Self-control 2: Involvement 3: Self responsibility 4: Caring 0: Irresponsibility Unmotivated, undisciplined, denies personal responsibility, verbally or physically abusive of others, interrupts, off task on a continuous basis, requires constant supervision Not highly engaged in the lesson but not disruptive, does not need constant supervision, goes through the motions of compliance Demonstrates self-control and an enthusiasm for the subject-matter; willing to try new things and has a person definition of success Capacity to work without direct supervision; can identify own needs and interests and is independent in his/her pursuit for them Cooperative, supportive and caring about others; willing to help others Transfers responsible behavior to life settings outside the gym; personal responsibility for actions

36. Strategies emphasized in Hellison’s model* - Create awareness of appropriate behavior & goals -Provide opportunities for Ss to reflect on their behavior relative to behavior goals -Provide opportunities to set personal behavior goals -Establish consequences for both +/- behavior -Include Ss in group processes to share T ‘power’ -Help Ts interact with Ss in growth-producing ways

37. Behavior Modification (Box 7.4, p. 147) Clear expectations and reinforcement Stage One Order a S to desist (stop behavior) Have S state rule being broken State expected behavior Hairy eyeball Proximity Allow S to choose work area to avoid temptation Time out Put S at end of line/group (go last)

38. Stage Two Conference with S Isolate S in hall/away from class Send home note Call parents Detention Remove privilege Stage Three Deny special class treat (free time at end) Create behavioral contract Send S to office Corporal punishment

39. Transition from T- to S-centered control challenges - Overuse of external rewards -Failure to withdraw external rewards -Lack of flexibility in rules, regulations & expected behavior for different contexts -T willingness to have a “busy-happy-good” environment Ineffective Management Factors

40. Authoritative Management Ts have a firm but flexible management position - Rules, procedures expectations context-dependent -Expectations vary by class, content, student Ts teach self-directed behavior Internal control and self-discipline valued Ss gradually assume more self-responsibility - Transfer of responsibility for behavior goal -Create situations in which Ss demonstrate increasing personal responsibility

41. Group Processes Involve Ss in decision making - Include S input when novel situations arise -Remind Ss that THEY made rule when reinforced Resolve conflicts through discussion Real-time issue; very dynamic environment needed Role-playing to convey concepts - Allows Ss to ‘put themselves in another’s shoes’ -Make explicit what happens during ‘skit’ and then summarize lesson(s) learned

42. Final Points Prevention is the best medicine Withitness, overlapping, hairy eyeball, proximity * Widespread class misbehavior - Stop class and specifically address problem (class desist) -Address problem -Identify as inappropriate -Focus Ss on desired task/behavior -STAY POSITIVE Treat Ss as you wish to be treated Be gentle; determine WHY behavior occurs, address problem, not person