2. Virginia L. Dolan, Ed. D., NCSP AACPS PBIS/CDM Facilitator

3. Behavioral Assumptions Behavior is: Predictable Learned Teachable Affected directly by the environmental events

4. Reinforcement vs. Punishment Reinforcement: when a consequence of a behavior functions to increase the likelihood of future occurrences of that behavior Punishment: when a consequence of a behavior functions to decrease the likelihood of future occurrences of that behavior

5. Behavioral Principals Positive Reinforcement Negative Reinforcement Positive Punishment Negative Punishment

6. Behavioral Principals What is the action to be done? Give Takeaway What is the effect you want to achieve? Increase Decrease

7. Behavioral Principals George say the important point is to focus on the effect : Increasing behavior Decreasing behavior

8. You only know if a consequence is reinforcing or punishing by looking at the effect on future behavior.

9. Behavioral Principals Reinforcement Considerations = to increase Tangible social External internal Other managed self-managed Frequent infrequent Predictable unpredictable

10. Behavioral Principals Punishment Guidelines to decrease Cause no harm, humiliation Use least aversive that is most effective Pair with positive reinforcement of positive behavior Always use data to monitor effectiveness Implement with high fidelity and by “expert” Always involve student, family, etc, in decision making

11. Behavioral Principals Negative Punishment Timeout Response Cost Extinction

12. Reinforcement and Punishment * Future probability of behavior Inc. ( )* Dec. ( )* Reinforcement Punishment Give ( + )Take ( - ) Positive Negative

13. Action GiveTake Away Effect Increase + + Positive Reinforcement Ex. Increasing likelihood of completing homework by giving extra time with dad - + Negative Reinforcement Ex. To increase the likelihood of buckling the seatbelt while driving the buzzer sound and flashing lights are removed Effect Decrease + - Positive Punishment Ex. To decreased the likelihood of the amount of time spent talking during instruction the student is given a sticker for each 20 minute quiet time spent on task. -- Negative Punishment -Ex. To decrease the likelihood of disruptive behaviors, the student is looses recess privileges

14. We should consider the function of behavior when we design programs for students and staff.

15. BIG IDEAS ALWAYS TEACH AND POSITIVELY REINFORCE ALTERNATE BEHAVIOR THAT COMPETES WITH THE PROBLEM

16. You’re a coach! Prepare for training events, and use your resources to guide your team’s activities (both at training and at school).