Behavioral Approaches to Classroom Management By Timothy J. Landrum and James M. Kauffman

Positive Reinforcement 2. Negative Reinforcement There are five basic behavior operations: Positive Reinforcement -The effect that is observed when a behavior is strengthened 2. Negative Reinforcement -Negative reinforcement refers to the contingent removal of stimulus. 3. Extinction -”Planned ignoring.” Example: Teacher attends positively to students when they engaged in desired, appropriate task-related activity or social behavior. 2. If the negative punishment “homework” has the effect of increasing students productivity and accuracy in their classwork then negative reinforcement has occurred.

4. Response Cost Punishment -A previously earned reinforcer is removed contingent upon the occurrence of a target undesirable behavior. Punishment involving presentation of aversives. -An application of a stimulus that the student finds aversive. It will result in a decrease in the occurrence of the behavior it follows (can be physical discomfort to scolding. ) 3. A student is producing off task comments-ignore them. 4. If students earn 15 minutes of recess, 5 minutes of that time could be taken away for those who do not complete their assignment before the class period ends. 5.

Applied Behavior Analysis -Systematic efforts to change socially important behaviors in positive ways through the application of behavioral principles. ABAB or Reversal Designs Multiple Baseline Designs Changing Criterion Designs Multi-element or Alternating Treatment Designs (A) Measures during a baseline ( student participated with his classmates by completing the same assignment given to all. (B) an intervention (teacher gave student an assignment of choice.) (A2) At least one return to the baseline. (B2) At least one reinstatement of the intervention. 2. ADHD student who is disruptive. Intervention consisted of Modifying behavior plan by allowing child to earn daily rewards instead of weekly. Provided immediate feedback to the child. Operationalizing the student criteria for meeting his behavior goals. 3.Sub phases. Free period on fri if students could keep level of inappropriate talking below a set of criterion (5 or less instances.) Standard was lowered each week. 4.Baseline phase to interventaion phase. 2 interventions are applied at different times or different conditions.

Concerns about a Behavioral Approaches to Classroom Management Even though teachers experience great success in fostering positive change-there are no guarantees' that effects will generalize across time. (ie: different groups of students, etc.) Needs to evaluate individual students behavior goals and plans to concert with other professionals, family members and the students themselves. Must understand the human side of education. Students are to be treated with respect and fairness.

2. Control, Coercion and Bribery 1.Generalization 2. Control, Coercion and Bribery 3.Ethics and the Potential for Misuse. Even though teachers experience great success in fostering positive change-there are no guarantees' that effects will generalize across time. (ie: different groups of students, etc.) Needs to evaluate individual students behavior goals and plans to concert with other professionals, family members and the students themselves. Must understand the human side of education. Students are to be treated with respect and fairness.

Contemporary Issues

1.Recent Trends in Behavioral Research 2. Functional Assessment -An attempt to find out the behavior and what function or use it serves. 3. Prevention and Early Intervention -Prevent problems from occuring at all or to intervene early. -Labeling the child in a way for special attention.

4. School wide behavior management 5. Failure to train teachers in effective practices -Involves different of opinion about what constitutes evidence and what does not. 6. Controversy regarding rewards and intrinsic motivation. 7. Controversy regarding punishment. -Most American classrooms have low rates of positive reinforcement. -Fosters aggression

Kauffman’s Research on Punishment Punishment should be reserved for serious misbehavior. Instituted only in the context of ongoing behavior management. Should only be used by loving people toward the individual Fair and consistent Reasonable intensity Should involve response cost Related to misbehavior to practice an alternate behavior Discontinued if ineffective Written guidelines for specific punishment behaviors.

Conclusion The behavioral approach provides teachers with a well researched set of tools to manage classroom behavior. The goal of the behavioral approach is that these ways are translated into ways that are useable by both teachers and parents.