What is it? How can it help our students with unacceptable behaviors in the school environment?

1. Behavior Modification What is it? How can it help our students with unacceptable behaviors in the school environment?

2. Behavior Modification Behavior modification is the use of basic learning techniques, such as: • Conditioning • Biofeedback • Reinforcement and, • Aversion therapy to alter human behaviors. Positive Reinforcement is a form of behavior modification.

3. In simple terms • It involves applying the principles of cognitive learning to change a behavior. • It teaches children which behaviors are acceptable and appropriate and which are not. • It is a strategy of prevention.

4. Characteristics of Behavior Modification • Focus on well defined target behaviors • Intervention • Emphasis on self assessment • Evaluation

5. Article Review Written by: Ellen A. Sigler and Shirley Aamidor Published in: Early Childhood Education Journal, Vol. 32, No. 4, February 2005. Title: From Positive Reinforcement, to Positive Behaviors: An Everyday Guide for the Practitioner

6. Why use positive reinforcement? TO TEACH… • Acceptable and appropriate behaviors TO INCREASE… • Frequency of desired behaviors TO DEVELOP… • A child/student’s ability to self monitor their own actions An example of how positive reinforcement works…

7. Why do children behave the way they do? ATTENTION! ATTENTION! ATTENTION! • Whether it be positive or negative, they desire our attention. • Some children have been conditioned to seek out negative reinforcers in order to feel loved, accepted, etc.

8. Do we teach children what to feel? • The theorists have proposed ways permanent changes in behavior occur as a result of experience… • Classical conditioning (Pavlov) – a form of learning in which a formerly neutral stimulus is repeatedly presented together with a stimulus that evokes a specific response. After repeated pairings, the neutral stimulus elicits a response similar to the reflexive response. • Operant conditioning (Skinner) – a form of learning in which new responses are strengthened by the presentation of reinforcements. • Social learning theory (Bandura) – emphasizes the ability to learn new responses through observation and imitation of others. • Cognitive behaviorism (Tolman, Mischel) – a complex set of expectations, goals, and values can be treated as behavior and can influence performance.

9. As Teachers, Parents, and Adults we often… Lavish attention on the misbehaving child, while ignoring the behavior of the child playing quietly We should… • Attend to appropriate behavior • Ignore inappropriate behavior • Encourage good “choices”

10. Just listen to the story of… Little Johnny’s #@$%# words

11. Key Elementsto make it work • Reinforcement increases a desired behavior while punishment decreases an undesired behavior. • We must teach them what we want and how they can go about doing it. • Be patient! It can possibly get worse before it gets better. • Develop small goals and build upon them. • Ignore the unwanted behaviors but intervene when necessary.

12. Positive Behavior Support • Objectives • PBS enhances the school’s capacity to address behavioral challenges. • PBS diminishes disruptions that impede teaching and learning • PBS creates teaching and learning communities that establish and sustain positive school climates • PBS reclaims instructional time lost to behavioral disruptions • PBS maximizes use of time and learning opportunities • PBS enhances quality and efficiency of instruction

13. Positive Behavior Support Behavior modification with a systems approach, it provides: • Clear expectations for student behavior • Clear and consistent strategies for teaching appropriate behavior • Clear and consistent strategies for encouraging appropriate behavior • Clear and consistent consequences that discourage inappropriate behavior • A support system and individual behavior programs for students with unique or exceptional needs • Clearly designed methods for evaluating and revising the individual schools program

14. How do we use Positive Behavior Support in our schools? • Each school and its administration must develop its own school wide plan • The school must train their teachers to understand and instruct their students about the plan • The administration must provide proper and adequate supports for the plan’s implementation • The students should be given plenty of concrete examples of behavior expectations

15. Parkdale School-Wide PBS Implementation Plan • Review the six school expectations with students • Provide specific behavior examples for each expectation • Teach expectations through the “tell-show-practice” sequence • Prompt students to use specific behaviors prior to “problem spots” • Provide “pride tickets” to students who display critical skills – Be sure to let student know what rule they followed and the specific behavior they displayed

16. What are the Rules? • Be kind • include others, use polite words, keep hands to self, help others, be a friend • Be safe • hands and feet to self, walk in building, use materials and equipment appropriately • Be cooperative • follow directions the first time, take turns, share with others, problem solve, be a team player • Be respectful • be a good listener, treat others the way you want to be treated, allow others to be different, acknowledge other’s ideas • Be peaceful • calm voice, walk quietly so others can learn, calm transitions, keep body quiet • Be responsible • take care of self, allow others t resolve own problems, do your job, accept outcomes of your behavior, be honest

17. Give me Five! • Eyes on the speaker • Hands free • Mouth closed • Being still • Active listening

18. Does a Behavior Modification Program such as Positive Behavior Support work? • Of the schools where Positive Behavior Support has been implemented: • There has been a marked decrease in discipline referrals and suspensions • There has been a marked increase in student productivity • It creates a positive feeling about coming to school everyday and the children feel their school is a safe place • The students want to be “caught doing good” • There is increased structure and consistency in daily classroom activities • There are school wide based norms and expectations which the children can rely on without worry of different teachers having a different set of rules

19. What do you think? • Are we creating praise junkies? • Does someone “give you a cookie” when you stop at a stop sign? • Are we teaching children that life is what you can get from it, not what you put into it?