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Discipline Anecdote
- Students need reminders
- Teachers need to reflect energy
- Humor helps
- Discipline is more covert
than overt
- Positive, structured activities
- Positive classroom environment reinforces learning
- Relate
learning styles
Arranging Consequences That Increase Behavior
Types of Reinforces
Primary
Edible (edible, liquid)
Sensory (visual, auditory, etc)
Secondary
Tangible (certificates, badges, stickers)
Privilege/Activity (monitor, computer time)
Generalized (tokens, points)
Social (praise, contact)
Positive Reinforcement
Increases or maintains the future rate and/or probability of occurrence of a behavior
Administered contingently upon
the production of the desired behavior
Administered immediately following the production of the desired behavior
COMMUNICATION
1. Think of ways to enhance communication with parents.
2. Try to reasure parents that there will be no reprocussions
with their child because of disagreements, or classroom management style.
3. Reassure parents you will communicate
the positive as well as the negative. (Teacher/Educators should always state the POSITIVE as well as the negative.
Choosing Effective Reinforcers
Consider the age
Consider the behavior you wish to increase
Provide a menu of appropriate reinforcers
Use
the "Premack Principle"
Ask the adolescent for preferences
Be creative, use novelty
Use natural
reinforcers
Select carefully the reinforcer you would like to use
Take data and record information regarding the
(Hall and Hall, 1980)
Characteristics of Contracts
Contracts help clarify behavior objectives and track behavior. Include the teacher, student and parent signatures. There
shoud be a completion date and time on the contract.
Fair
Clear
Honest
Positive
Systematic application
(Homme, Csanyi, Gonzales and Rechs, 1970)
Use of Reinforcers in Contracts
Immediate
Use of shaping procedures
Frequent rewards
Achievement based rather than obedience
Contingent
on performance
(Homme, Csanyi, Gonzales and Rechs, 1970)
Group Activities Reinforce Teamwork
Examples of group activities:
- scavenger hunts
- intranet, internet
- art activities
- cross
curriculum (language arts, science)
- PE
It is helpful to discuss rewards and consequences of group work.
BEHAVIOR MANAGEMENT STRATEGIES
1. Track students behavior and progress
2. Have students take responsibility for
their behavior
3. Always evaluate and establish consequeces for behavior
4. Create a plan of action for improving
behavior
Strategies
- behavior contracts w/ short term improvement goals.
- fading toward desired behavior
- rewards for good behavior
- set behavior goals
Ways to Prevent Behavior Problems
- Establish teacher role, rules
- Establish a positive relationship with the students
- Educators who establish
positive relationships with students note increased scores on SOL's and in academics
- Establish routines
- Have
a proactive approach
- Peer conflicts-peer mediation
Look for Achievement Level Increases
Look at difference between baseline and intervention data.
Discuss various methods for recording behaviors
- observe
- record events, duration, time, date, intervention used
- consider students's age when planning an
intervention
- outline strict behavior plan to change behvior
- collect data
- use time sampling method
Functional Assessment and Analysis
Stages of Functional Assessment and Analysis
Functional Assessment - process of gathering information (data) regarding the behavior and develop a hypothesis
Functional Analysis - manipulation of variables to determine the accuracy regarding the function of the behavior and potential
interventions
Discovering the Function of a Behavior
What antecedent precedes the behavior?
What consequence is maintaining the behavior?
Can the student
be taught an alternative, appropriate behavior to accomplish the same function as the inappropriate behavior?
Common Functions of Behavior
- To gain reinforcement from others
- Escape / avoidance
- Behavior itself is reinforcing to the student
-
Communicative function
Conduction a Functional Assessment
- Verify the seriousness of the behavior
- Operantionally define the behavior
- Collect data on the possible determinants
- Analyze the data using triangulation
- Generate hypothesis statement
- Test the hypothesis statement
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Develop and implement a behaviorl intervention plan
- Monitor faithfulness of implementation
- Evaluate effectiveness
of the plan
- Modify the plan as necessary
- (Gable, 1997)
Functional Assessment Procedures
- Direct observation
- Scatter plot
- A-B-C assessment
- Indirect observation
- Interviews
- Checklists
- Questionnaires
The researcher believed that each student must be examined as if the teacher were collecting data for an experiment. After
careful student assessment, the teacher's curriculum planning and choice of methodology must all be linked in order for the
success of the student, teacher and the school's state mandated test scores (Drake, 1997). The teacher did have certain standards
to meet and could do this without the rigorous methodology of the traditional lecture, regurgitation and assessment. The
researcher implemented a unit plan in which both class "A" and "B" used traditional and alternative teaching
methods along with differentiation in order to meet each student's needs to enable each student to obtain the required information
necessary to successfully have completed the teacher's assessment of the Virginia's Standards of Learning requirements. The
researcher focused on whether alternative students can be more successful on traditional assessments in a smaller setting
or are they labeled alternative, because alternative assessments allowed the students to make the connection to education.
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