1 / 18

BEHAVIOR MODIFICATION

BEHAVIOR MODIFICATION. Matthew Wilson. Table of Contents. Disruptive Behaviors Attractive Classrooms Reprimands Reinforcements Case Study Conclusion. Disruptive Behaviors. Impulsive Aggressive Destructive. Attractive Classrooms/Routine.

paul2
Download Presentation

BEHAVIOR MODIFICATION

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. BEHAVIOR MODIFICATION Matthew Wilson

  2. Table of Contents • Disruptive Behaviors • Attractive Classrooms • Reprimands • Reinforcements • Case Study • Conclusion

  3. Disruptive Behaviors • Impulsive • Aggressive • Destructive

  4. Attractive Classrooms/Routine 5 steps to an attractive and interesting classroom: 1. Attend to esthetics 2. State goals 3. Change teacher behavior 4. Establish rules 5. Involve students

  5. Changes in a monotonous routine can prevent inattention and thus prevent inappropriate behaviors

  6. Reprimands • Loud reprimand • Soft reprimand

  7. Reinforcements • Token reinforcement • Primary reinforcers • Conditioned reinforcers

  8. Case Study What if a whole class is out of control? A study was done on a combined and out of control 3rd and 4th grade classroom. The class consisted of 18 students. 12 of the 18 were boys, and 11 of the students were 3rd graders. Ages ranged from 9-13 years of age. The class was taught by 2 teachers, a resident teacher and an intern teacher.

  9. The Problem The students were wild and disturbing the entire school. Behavior recorded was impulsive, aggressive, and destructive. Students tore apart desks and papers. The students yelled often and threw books. But the main concern was their aggression toward each other and the teachers.

  10. Solution The class was divided into 2 smaller groups and separated. Through the application of conditioning and modeling procedures an attempt for total control of Room B was successful. The study ran over a 6-week period and had 4 stages.

  11. The 4 Stages: • Pre-training observations • Established control over Room B • Transfer of control • Transfer of teachers

  12. Pre-Training Observations • Brief samples of student behavior were recorded with video tape. • In each room cameras were installed in such a way that students could not tell when or whom the cameras were recording. • Students were recorded at random for 5 minutes 4 times an hour.

  13. Established Control in Room B • Room B transformed into a highly desirable environment. • All books, child art, and posters were removed from the room • Desks were moved into a U-shape • A Class store was put in for token reinforcement • The 2 teachers were trained in verbal, nonverbal, and token reinforcement procedures. • Intern teacher was to apply reinforcement procedures in Room B until half way through the study when the teachers would switch rooms.

  14. Transfer of Control Initially all students were exposed to Room B. • Students were informed that only half of class can be in Room B at any time. • Students put on point system regarding behavior • Students with the best behavior in Room A at the end of the day were admitted to Room B the following day. • Students with the worst behavior in Room B were sent to Room A the following day.

  15. Transfer of Teachers In the last phase of the study, the teachers switched rooms. Student behavior was hypothesized to continue to function on the same rules set for each room rather than adjusting to a different teacher personality.

  16. Conclusion of Study • The 10.5 hours of videotape were compared to the initial samples of classroom interaction. • It was determined that the students had improved their behavior drastically. • The 2 teachers were found to have a great increase in control over the class.

  17. Conclusion There are a wide variety of behavioral problems that teachers face each day. Fortunately, there are many methods that can be applied to moderate classroom behavior. Each method produces a different result but if applied effectively each method produces desired behaviors.

  18. Sources Axelrod, Saul (1983). Behavior Modification for the Classroom Teacher . New Jersey: McGraw-Hill Book Company. Elliott, Kratochwill, Littlefield Cook, & Travers ed. (2000). Educational Psychology, Effective Teaching, Effective Learning. Boston: McGraw-Hill. Fargo, Behrns, & Nolen ed. (1970). Behavior Modification in the Classroom. Belmont: Wadsworth Publishing Company, Inc. Haring & Phillips (1972). Analysis and Modification of Classroom Behavior. New Jersey: Prentice-Hall. Lovitt, Thomas C. (1978). Managing Inappropriate Behaviors in the Classroom. United States: The Council for Exceptional Children. Molnar & Lindquist (1989).Changing Problem Behavior in Schools. San Francisco: Jossey-Bass Publishers. O’Leary, K. Daniel & Susan G. (1977). Classroom Management (2nd Ed.). New York: Pergamon Press Inc.

More Related