Slide 1:
Behavior Management Section I:
Basic Behavior Components
Slide 2: Personnel
DeAnn Lechtenberger — Principle Investigator
Nora Griffin-Shirley — Project Coordinator
Doug Hamman — Project Evaluator
Tonya Hettler—Grant Manager
Project IDEAL is funded through a grant from the Texas Council for Developmental Disabilities ($599,247) with match from Texas Tech University for ($218,725)
The views contained herein do not necessarily reflect the position or policy of the funding agency[s]. No official endorsement should be inferred.
Slide 3: Module Objectives
The learner will:
learn the basic components of behavior
be introduced to principles of Applied Behavior Analysis (ABA)
explore how to use ABA principles in the classroom
Slide Notes:
One of the hardest aspects of teaching is managing students with problem behaviors. Although you can find information about how to manage behavior on many websites and television programs, it is important to realize that behavior management is more than using a few simple tips. Behavior management is about changing behavior. This involves making adaptations for the person with challenging behavior and making changes in the environment where the problem behavior occurs. Changing behavior is not just about changing the behavior of the student, but also about changing the behavior of the adults and other students in the environment. It is important to identify and define the behaviors that need to be changed, as well as to identify the new, more appropriate behaviors that need to be learned. The purpose of this module is to introduce behavior principles based on Applied Behavior Analysis (ABA), which is a process of using scientific principles to support positive behavior change. We will offer some basic behavior management tools that have strong foundations in research.
Slide 4: What is behavior?
All behavior is learned.
Behavior is an action that is observable and measurable.
Behavior is not what a student is feeling, but how the student expresses that feeling.
Behavior serves two purposes:
•To get something
•To avoid something
Slide Notes:
Simply put, behavior is an action that is observable and measurable. First, behavior is observable. Behavior is what we see or hear, such as a student standing up, speaking, whispering, yelling, writing, or just sitting. Behavior is not what a student is feeling, but rather how the student expresses the feeling. For example, a student may show anger by making a face, yelling, crossing his arms, and turning away from the teacher. These observable actions are more descriptive than just stating that “the student looked anxious or upset”.
Next, behavior is measurable. This means that the teacher has clearly defined and described the behavior in question. The teacher can easily spot the behavior when it occurs, including when the behavior begins, ends, and how often it occurs. For example, “interrupting the teacher all the time” is not measurable because it is not specific. However, “yelling ‘Hey, teacher!’ 2-3 times each math period” is specific and measurable. Given the definition, even an outside observer would know exactly which behavior the teacher wants to change.
Slide 5: The ABCs of Behavior
Behavior is a chain reaction
Antecedent: What sets off the behavior
Behavior: The behavior itself
Consequence: Reaction to the behavior
Slide Notes:
Behavior is a chain reaction. Rather than occurring in isolation, behavior is preceded by an antecedent that triggers the behavior and is followed by a consequence, or a reaction to the behavior. Here are some examples of behavior:
Example 1:
Antecedent: Teacher asks question
Behavior: Student raises hand
Consequence: Teacher calls on student
Example 2:
Antecedent: Teacher asks question
Behavior: Student yells out answer
Consequence: Teacher ignores yelling
Slide 6: Behavior Consequences
Consequences for behavior can be pleasant or unpleasant from the student’s point of view.
Consequences that increase future behavior are called reinforcement.
Consequences that decrease future behavior are called punishment.
Slide Notes:
A consequence is the response to the student’s behavior. Consequences can result from people or objects in the environment. Whether a consequence is reinforcement or punishment depends on how the student responds to the consequence.
Example 1--Reinforcement:
Antecedent: Teacher says “Walk.”
Behavior: Student walks.
Consequence: Teacher says “Good job.”
Future Response: Student walks more often.
(Increases Behavior)
Example 2--Punishment:
Antecedent: Teacher says “Walk.”
Behavior: Student runs.
Consequence: Student is reprimanded.
Future Response: Student does not run.
(Decreases Behavior)
Slide 7: Behavior Consequences
Antecedent
Behavior
Consequence
- Reinforcement
- Punishment
Slide Notes:
It is important to note that consequences may evoke different responses from various individuals. What may be reinforcing to one student, may be more of a punishment to a different student. For example, a teacher may think she is reinforcing a student by praising him in front of the class. One student may be very proud and appreciative of this recognition; however, for a more shy or withdrawn student this consequence would be very embarrassing; therefore, praising her on a one-on-one basis would be more of a reinforcement. Teachers should always consider the individual student before designing a consequence for specific behaviors.
Slide 8: Reinforcement
Reinforcement is a consequence that increases future occurrences of the behavior.
The student is likely to perform the behavior in the future because he likes and wants the reinforcer.
REINFORCEMENT = Getting what you want by increasing behavior
Slide Notes:
Reinforcement is a type of feedback or consequence that increases future occurrences of the behavior. Reinforcement is from the student’s point of view. If the student finds the feedback pleasant and increases the behavior in the future, then it is reinforcement, even if the teacher or other students view the consequence as unpleasant.
Example 1:
Antecedent: Student needs restroom.
Behavior: Student asks for restroom pass.
Consequence: Student gets to leave.(Gets restroom pass)
Future Response: Student asks more often for the restroom pass rather than just leaving the class without permission.
Example 2:
Antecedent: Teacher instructs class.
Behavior: Student yells.
Consequence: Student is reprimanded. (Gains attention)
Future Response: Students yells more to gain attention.
Slide 9: Punishment
Punishment is a consequence that decreases future occurrences of the behavior.
The student will not perform the behavior in the future because he dislikes and wants to avoid the punisher.
PUNISHMENT = Avoiding what you don’t want by decreasing behavior
Slide Notes:
Punishment is a type of feedback or consequence that decreases future occurrences of the behavior. Punishment is from the student’s point of view. If the student finds the consequence unpleasant and decreases the behavior in the future, then it is punishment, even if the teacher or other students do not find the consequence unpleasant.
Example 1:
Antecedent: Homework is due.
Behavior: Student doesn't turn it in.
Consequence: Student loses points.
Future Response: Student turns in on time.
Example 2
Antecedent: Teachers wants quiet.
Behavior: Class is noisy.
Consequence: Class loses recess.
Future Response: Class stays quiet.
Slide 10: Applied Behavior Analysis (ABA)
ABA is a universal set of behavior principles that explains behavior and how it can be changed.
Strategies from ABA apply to individuals of all ages and abilities.
Teachers can use ABA methods to teach their students to use appropriate behaviors in the classrooms.
Slide Notes:
An excellent reference is:
Alberto, P. A., & Troutman, A. C. (2008). Applied Behavior Analysis for
Teachers (8th ed.). New York: Macmillan.
Slide 11: Five principles of ABA
Behavior reflects underlying needs and has a purpose.
Behavior will be repeated when it is reinforced.
Behavior will be decreased when it is not reinforced or when it is punished.
Behavior is learned.
Behavior can change.
Slide Notes:
These principles are discussed in detail in the next 4 slides.
Slide 12: Principle 1
All behavior reflects underlying needs and has a purpose.
Slide Notes:
As a human being, have you asked yourself what you need everyday? Everyone has some basic needs to be met, such as expressing preferences, asking for what we want, and refusing what we do not want. Unmet needs are different for each person and each student at various times. The ability to cope with unmet needs will also be different for each student. If we can understand which need is driving a student’s behavior, then we are on our way to being able to help with changing the student’s behavior. As teachers, we also need to recognize our own unmet needs to understand why we behave certain ways in given situations, especially when dealing with students in our classrooms.
Slide 13: Principle 2
Behavior will be repeated when it is reinforced.
Slide Notes:
Principles of reinforcement tell us that if something we consider to be desirable happens as the outcome of one of our actions, then we are more likely to repeat that action. For example, if I wave at my neighbor and he waves back, then I am likely to wave again next time I see him. In school settings, students who behave appropriately and receive extra privileges (e.g., extra recess time) are likely to behave appropriately in the future. Simply put, the action that follows the behavior influences whether the behavior will more likely be performed again in the future.
Slide 14: Principle 3
Behavior will be decreased when it is not reinforced or when it is punished.
Slide Notes:
Conversely, if something we do not like happens when we perform an action, then we are not as likely to perform that action in that situation again in the future. If I say “hello” to another teacher in the hallway and she ignores me, then I am not likely to say “hello” the next time I see her. Because my behavior received a neutral response rather than reinforcement, I am not likely to repeat it. I am also not likely to say hello to her again if she scowls at me, which is punishment. In school settings, students who behave inappropriately and lose special privileges are less likely to behave inappropriately in the future. Again, the action that follows the behavior influences whether the behavior will be performed again in the future.
Slide 15: Principle 4
Behavior is learned.
Slide Notes:
Almost all behavior is learned. It is the result of numerous exposures to a cause-and-effect relationship between the behavior and the outcome. If a student hits a peer, the student generally receives an undesirable consequence, like reprimand, losing recess, or being sent to the office. The student learns that to avoid being sent to the office, the student should not hit his peers. In a classroom with clear expectations and consistent outcomes, students learn that their actions X always results in the teacher’s actions Y. Behavior can also be learned through observing adults or peers.
Slide 16: Principle 5
Behavior can change.
Slide Notes:
Because behavior is learned, inappropriate behaviors can be replaced them with more appropriate behaviors. An adult who chews his/her nails can be taught to chew gum instead. A student who yells out in class can be taught to raise his/her hand. Even a puppy who wets the floor can be taught to scratch the door to be let out. Using ABA methods, teachers can improve many problem behaviors.
Slide 17: ABA in the classroom
Reinforce the behavior you want to see.
Some students require more frequent reinforcement.
Explicit expectations yield specific behaviors.
Teach a variety of behaviors in different contexts.
Slide Notes:
These points are discussed in detail in the next 4 slides.
Slide 18: ABA in the classroom
Reinforce the behavior you want to see.
Slide Notes:
The cause-and-effect relationship between behavior and its outcome affects both parties. When a baby cries, an adult usually gives him/her attention. The baby learns that crying will get him/her attention. When an adult hears a baby cry, giving the baby attention usually stops the crying. The adult learns that giving attention will stop the baby’s cry.
In schools, changing a student’s behavior is not always comfortable for the teacher! If a student yells out without raising his hand, then teacher can either call on him to stop the yelling or ignore him and wait for the yelling to stop. Which is more effective? If the teacher calls on the student, then the student learns that yelling results in being called on. If the teacher ignores the yelling, the student learns that yelling results in being ignored. Calling on the student increases the likelihood that the student will yell in the future. Ignoring the yelling will not increase the likelihood that the student will yell in the future. So thinking back to basic needs—will ignoring meet the student’s need for attention? The best solution is to ignore the inappropriate behavior (yelling) while also teaching a more appropriate behavior (raising hand). It is important not to reinforce inappropriate behaviors but to reinforce appropriate ones. This is called differential reinforcement—reinforcing appropriate behaviors and not reinforcing inappropriate behaviors.
Slide 19: ABA in the classroom
Some students require more frequent reinforcement.
Slide Notes:
Many students routinely choose to follow rules and instructions to please their teachers. However, some children may need more encouragement or reinforcement than others to demonstrate appropriate behavior in the classroom. As teachers, we need to make it worth their while to do so. This means explicitly teaching our expectations, reinforcing students who demonstrate appropriate behavior, and having consequences for students who demonstrate inappropriate behavior. For specific information on reinforcement, you may also refer to the module on Classroom Management.
Slide 20: ABA in the classroom
Explicit expectations yield specific behaviors.
Slide Notes:
Although most of the time it is not difficult for a teacher to decide whether a student’s behavior is appropriate or inappropriate in the classroom, it is often not clear to students exactly what behavior the adult expects in given situations. Therefore, it is important for teachers to set up clear rules and expectations for the classroom and to explicitly teach these expectations to their students. Research has shown that even students with frequent problem behaviors do better when teachers are explicit about desired behaviors required in the classroom. We have all been in situations ourselves where we are unsure what behavior will be expected by others in the environment. For example, if you are visiting church with a friend, you might ask for information on when to stand, kneel, or use a song book. If you are a tourist in a different country, you may use a guide book to learn shopping etiquette. In some countries, bargaining for the best price for an item is not only expected, but is also considered to be polite. For students with behavioral difficulties, as well as students in general, being explicit about expected behaviors can help them to be more successful in demonstrating behaviors that teachers desire to see.
Slide 21: ABA in the classroom
Teach a variety of behaviors in different contexts.
Slide Notes:
Students with difficult behaviors have often not learned a wide and flexible range of behaviors to use in specific situations. They use behaviors that successfully gets their needs met in other contexts to try to get their needs met in another context. Note the students will continue to use behavior that is effective, though not necessarily appropriate. If screaming gets a student a cookie at home, then he may use screaming at school when he wants a turn at the computer. If he gets help at home when he asks politely, then he may ask politely for help at school. If a behavior gets a student what he wants, then he will use the behavior again. Some students will need to be taught which behaviors should be used in which contexts. Students with disabilities may need a lot of practice to incorporate the appropriate behaviors in the appropriate setting.
Slide 22: ABA in the classroom
Whether a behavior is appropriate or inappropriate depends on the context in which it occurs.
Slide Notes:
Whether a behavior is appropriate or inappropriate depends on the context in which it occurs. Screaming is appropriate on a sports field, yet inappropriate in a classroom. Raising one’s hand to speak is appropriate in a classroom, yet inappropriate at the dinner table. Singing is appropriate during music class, yet inappropriate during a math lesson. Changing inappropriate behaviors may mean eliminating a behavior altogether or teaching the student the appropriate contexts for existing behaviors.
Slide 23: Contact Information
DeAnn Lechtenberger, Ph.D.
Principle Investigator
Tonya Hettler, Grant Manager
Webpage:
Phone: (806) 742-1997, ext. 302
The views contained herein do not necessarily reflect the position or policy of the funding agency[s]. No official endorsement should be inferred.
Project IDEAL1