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- Rob Cerviello
- Steve Mellor
- Julie Pryor
- Nikki Rothbardt
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- Behaviorist Approach
- Behavior Modification
- Reinforcers
- Behavior Modification in Action
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- Basic assumptions
- Strengths
- Limitations
- A Few Resources:
- Facts about t=
he
Behaviorist Approach
- Origins of the Behaviorist Approach
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- Definition:
- “Students' environment=
s are
manipulated to increase the chances of desired behaviors being rewar=
ded
while undesirable behaviors go unrewarded. Students are thus conditi=
oned
toward being on-task."
- (Cangelosi, 2000, pg.42).
- Source: Behavior Modification in the Classroom
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- Definition
- Positive vs. Negative reinforcement
- Reinforcer examples
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- “A behavior is sometimes more likely to occur in the future as a re=
sult
of the consequences that follow that behavior. Events that increase =
the
likelihood of a behavior occurring in the future are called reinforc=
ers.”
- Source: Behaviorist Concepts
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- Positive Reinforcement:
- “Something is added to increase desired behavior
- Negative Reinforcement:
- “Something is removed to increase desired behavior”
- Source: E-Book Behaviorism
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- Smile and compliment student on good performance.
- Commending students for their work.
- Give a free homework pass for turning in all assignments.
- Submitting all assignments on time results in the lowest grade being
dropped.
- Source: E-Book Behaviorism
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- Step #1 – Identify the misbehavior as well as the appropriate behavi=
or.
- Step #2 – The use of reinforcers.
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- Step #3– Using the reinforcer(s) for an appropriate amount of time.<=
/li>
- Step #4 – Start reducing the use of the reinforcer.
- Step #5 – Determine success of the behavioral modification method.=
li>
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- The actual identification of the misbehavior should be as specific as
possible.
- Example of incorrect (and not specific) identification – “Student is
misbehaving.”
- Example of correct (and specific) identification: “Student is
misbehaving by leaving her seat at inappropriate times.”
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- The appropriate behavior is often the direct opposite of the
inappropriate behavior.
- Example: “The student is to remain in their seat during class unless
instructed otherwise by her teacher.”
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- When the student’s behavior goes from “inappropriate” to “appropriat=
e”,
the teacher should reward accordingly.
- Considered a vital step for behavior modifiers, as per the behaviori=
st
approach.
- A mistake to omit.
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- The key to behavior modification is not the use of punishment, but
rather the use of reward.
- Example: Reward the student with verbal praise for correct behavior.=
- Positive Reinforcement!!!
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- Use until the desired behavior is achieved.
- Don’t alter strategy until the behavior is consistent.
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- Start to weed off of the reinforcer.
- May not be best to remove “cold turkey”.
- Gradual reduction would be best.
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- Step back and evaluate the approach.
- What worked, what didn’t?
- Should the approach be altered?
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- Has the desired behavior been achieved?
- Has the misbehavior disappeared entirely?
- Is the teacher comfortable with the results of the behavioral
modification plan?
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- Since the 1960s, behaviorism has been a dominant educational theory<=
/li>
- The goal of the behaviorist teacher is to eventually put control of
learning in their students' hands once they learned to respond
appropriately to the teacher's prompts.
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- "Give me a dozen healthy infants, well-formed, and my own speci=
fied
world to bring them up in and I'll guarantee to take any one at rand=
om
and train him to become any type of specialist I might select - doct=
or,
lawyer, artist, merchant-chief, and, yes, even beggar-man and thief,
regardless of his talents, penchants, tendencies, abilities, vocatio=
ns,
and race of his ancestors."
- ~John B. Waston.
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- Peace Place
- Flip A Card Plan
- Positive Reinforcers
- Star Chart
- Popcorn Points
- Cool Cash
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- Responsive Classroom approach.
- Responsive Classroom Website
- Time-Out
- Establish a specific place visible to the teacher.
- Used for small things… don’t wait!
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- Time-out is brief. The chil=
d can
return to the group when they feel they are ready.
- Use a calm, firm voice to tell children to go to the Peace Place.
- Teach, model, and practice going to the peace place, regaining contr=
ol,
and rejoining the group.
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- What does a coach do when things aren’t going quite right?
- The peace place is a place where you come up with a plan to help get
back in the game.
- Have the students practice going to the peace place so it is not see=
n as
a scary or bad place.
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- Behavior management plan that involves the student, parent, and teac=
her.
- Students’ behavior is monitored through a card system.
- Behavior is tracked over time.
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- Each student has four colored cards in their pocket (Purple, blue,
yellow, and red).
- Each day the child starts out with their purple card on top.
- If a student disrupts the class with an inappropriate behavior, the
child is asked to flip a card.
The purple card goes to the back of the stack revealing the b=
lue
card.
- The blue card is a warning.
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- If the child disrupts the class a second time, they are asked to turn
their card, revealing the yellow card.
- Yellow card =3D losing 10 minutes of an activity.
- If the student is disruptive a third time, they turn their card again
revealing the red card.
- Red Card =3D phone call hom=
e.
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- A card is sent home each Friday indicating the child’s color for each
day that week.
- Parents must sign and return card.
- A letter is sent home at the beginning of the year explaining the pl=
an.
- A sample parent letter is included
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- Star Chart
- Popcorn points
- Cool Cash
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- Use hundreds chart
- Place numbers in chart in descending order
- Set a goal as a class
- Students earn stars for acts of kindness, good work, or compliments
from other teachers
- Once the stars are earned, they remain
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- Used same as star chart
- Students earn a scoop of popcorn kernels rather than stars
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- Same idea, different format
- Students can earn $1, $5, $10, or $20 depending on the act
- Money can be taken away (Put into Teacher’s bank)
- Prize box
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- Summarization of the main points.
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