1. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 1 CHAPTER 12: GENERAL BEHAVIOR REDUCTION STRATEGIES

2. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 2 CHAPTER OVERVIEW Principles and techniques used for decreasing behaviors are presented. Relevant terminology is reviewed and clarified. Preventive strategies are provided that negate the need for behavior reduction techniques. General guidelines and safeguards for implementing behavior reduction strategies are also reviewed. The specific behavior reduction strategies presented are: extinction, timeout, response cost, restitution, positive practice, overcorrection, medication, physical restraint and corporal punishment.

3. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 3 CHAPTER OUTLINE I. Introduction II. Terminology A. Behavioral intervention plan III.Differential Reinforcement Strategies A.Differential reinforcement of other behaviors 1.Fixed or whole-interval DRO 2.Momentary DRO 3DRO-reset interval 4.DRO-increasing interval or DRO-fading schedule B.Differential reinforcement of alternative behaviors C.Differential reinforcement of incompatible behaviors D.Differential reinforcement of lower rates of behavior E.Differential reinforcement of higher rates of behavior IV. School-wide Issues and Strategies A.General guidelines for schools B.Standards and expectations C.School organization D.Block scheduling E.School uniforms F.Conflict resolution and peer mediation

4. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 4 CHAPTER OUTLINE IV. Schoolwide Issues and Strategies A.General guidelines for schools B.Standards and expectations C.School organization D.Block scheduling E.School uniforms F.Conflict resolution and peer mediation V.General Guidelines for Teachers A.Focus on prevention B. Interrupting the behavior chain 1.Maintain proximity control 2.Inject humor into the situation 3.Maintain instructional control 4.Facilitate problem solving 5.Consider stimulus change C.Remember the fair pair rule D.Be consistent E.Avoid reinforcing inappropriate behavior F.Limit consequences for inappropriate behavior G.Deal with inappropriate behavior immediately H.Stop shouting

5. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 5 CHAPTER OUTLINE VI.Specific Strategies for Teachers A. Extinction 1. Extinction and consistency 2.Other factors affecting consistency 3.Extinction burst 4.Spontaneous recovery 5.Advantages of extinction 6.Potential side effects and disadvantages of extinction B.Time-out from positive reinforcement 1.Nonexclusion time-out a.Planned ignoring b.Removal of specific reinforcers c.The time-out ribbon d.Exclusion time-out e.Contingent observation time-out f.Isolation time-out g.Seclusion time-out 2.Advantages of time-out 3.Potential side effects and disadvantages of time-out C.Response cost 1.Advantages of response cost 2.Potential side effects and disadvantages of response cost D.Restitution, positive practice, and overcorrection 1. Restitution and simple correction 2.Restitution overcorrection 3.Positive practice 4.Positive practice overcorrection E.Medications F.Corporal punishment VI.Establishing Safeguards A.Program review and human rights committees

6. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 6 CHAPTER SUMMARY The term behavior reduction strategy is used in this chapter instead of punishment because of the perceived association between punishment and aversive procedures. Punishment is technically any response that reduces the occurrence of preceding behaviors. However, the punishing response does not have to be aversive or even punitive to reduce target behaviors effectively. The use of positive reinforcement is promoted as the intervention of first choice when developing BIPs for the reduction of inappropriate behaviors. Differential reinforcement of behavior refers to the reinforcement of behavior following an appropriate discriminative stimulus, or the reinforcement of a target behavior while other behaviors are ignored. Differential reinforcement schedules include the differential reinforcement of other behaviors, differential reinforcement of alternative behaviors, differential reinforcement of incompatible behaviors, and differential reinforcement of lower and higher rates of behaviors. General guidelines for behavior reduction strategies include following the fair pair rule, being consistent, avoiding too much child-focused attention after inappropriate behavior, providing consequences that are effective, and immediately delivering consequences. Teachers are urged to consider environmental modifications before trying to modify the behavior of students within the environment. In addition, establishing internal and external committees to safeguard students’ rights is strongly recommended before teachers attempt to modify or eliminate a student’s behavior. A number of behavior reduction strategies are available to teachers. These include extinction, time-out, response cost, restitution, positive practice, and overcorrection. Extinction is the withholding of reinforcement from a previously reinforced behavior. Time-out refers to taking away an individual’s access to sources of reinforcement for a specific period of time. Response cost is the systematic removal of reinforcers, such as tokens and points, contingent on inappropriate behavior. Note that all of these interventions should be used in conjunction with the positive reinforcement of appropriate behaviors. Restitution is the act of returning the environment to the condition prior to inappropriate behavior. Restitutioin overcorrection, a step beyond simple restitution, refers to vastly improving the environment contingent on inappropriate behavior. The non-punitive use of restitution is supported, while the use of restitution overcorrection is not. Positive practice refers to the required practice of appropriate behaviors contingent on inappropriate behavior. Positive practice overcorrection is the punitive, repeated practice of appropriate behavior. Although not part of the historic or technical definition of positive practice or overcorrection, reinforcing correct performance of behaviors during and outside of the practice procedures is recommended. Medications are frequently employed to modify the behavior of children. The most common medications used include stimulants to control aggressive and disruptive behaviors, antidepressants, and antipsychotics to treat children with severe behavior disorders. Teachers are encouraged to become knowledgeable about the associated side effects of any medications prescribed to their students. Medications should not serve as a treatment of first choice or a quick fix to behavior challenges that may be remedied by environmental modifications or the employment of basic behavior management strategies.

7. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 7 DISCUSSION QUESTIONS FROM TEXT 1.Discuss the differences between programs that focus teacher attention on the reinforcement of appropriate behaviors and those that focus teacher attention on inappropriate behaviors. What are the advantages and disadvantages of each? 2.Discuss the different variations of differential reinforcement, giving examples of each for both school and home settings. 3.Discuss the importance of establishing internal and external review committees when teachers attempt to change or eliminate students’ behavior. What procedures are in place within your local school district regarding internal and/or external review of behavior change programs? 4.List and discuss the general guidelines for behavior reduction strategies as outlined in this chapter. 5.Discuss the following behavior reduction strategies, and give examples of each for both school and home environments: extinction, time-out, response cost, restitution, positive practice, and overcorrection. What are your school district’s policies regarding these procedures?

8. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 8 ADDITIONAL DISCUSSION QUESTIONS 1. Discuss why, despite a plethora of evidence to the contrary, aversive means of behavior reduction are still used so frequently in schools today. 2. How does a focus on appropriate behavior change the environment that we live and work. Provide an example for each of the following: Daycare, Preschool, School & Work place. 3. Discuss the empirical evidence/ research regarding the use of corporal punishment.

9. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 9 Figure 12.1: Behavior Intervention Plan using reinforcement of lower rates of inappropriate behavior (DRL) to decrease and eliminate cursing behavior Student’s name: John (15 years old) Target behavior: Cursing during gym class Baseline data: John was observed for five consecutive days during gym class (45 minutes each). John cursed an average of five times during each 45-minute gym class (range = 4 - 6). Program goal: John will reduce his cursing rate to zero per 45-minute gym class. Reinforcement menu: John may pick one reinforcement from the list below per reinforcement opportunity. Ten minutes of playing with a video game of his choice during study hall Ten minutes of listening to an audiotape of his choice (with earphones only) during study hall Ten minutes of computer time during study hall Reinforcement schedule: Phase 1: John may select one reinforcer when his cursing rate is less than five per 45-minute gym class. Phase 2: John may select one reinforcer when his cursing rate is less than three per 45-minute gum class. Phase 3: John may select two reinforcers when his cursing rate is less than two per 45-minute gym class. Phase 4. John may select two reinforcers when his cursing rate is zero per 45-minute gym class. Performance criteria for phase change: John will move to each new phase of this BIP after achieving the current phase objective for three consecutive gym periods. For example, after John has achieved the objective for phase 1, reducing the rate of cursing to less than five for three consecutive gym periods, he is moved to phase 2 and told of the changes. Consequences for the target behavior: When John does curse in his gym class, the teacher will use extinction and ignore the behavior. At the end of the 45-minute gym class, John will be told if he did or did not meet the criteria of his current program phase. If he did meet the criteria, he will be verbally reinforced (Good job, John!) asked to select the appropriate number of items from the reinforcement menu. If he does not meet the criteria, he will be told, “John, you did not earn a reinforcer today. Try again next time.” Do not give John any additional attention for his target behavior.

10. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 10 Figure 12.2: Behavior Intervention Plan using reinforcement of higher rates of appropriate behavior (DRH) to increase a student’s use of the word “please.” Student’s name: Julia (6 years old) Target behavior: Saying “please” when making a request Baseline data:A 4-day baseline measure was taken by Julia’s teacher, from 8:30am until 3pm, on the rate of her saying “please” when making a request. Julia averaged 12.5% correct responses by saying “please” an average two out of an average sixteen requests made per day. Program goal: Julia will say “please” at a rate greater than 90% of the time as measured during her regular elementary school day (8:30am to 3pm). Reinforcement menu: Julia may select from the following reinforcement menu items: One special pencil picked from the teacher’s supply One extra cracker during snack time One sticker from the teacher’s supply Five minutes on the computer Five minutes listening to music using headphones Reinforcement schedule: Phase 1: Julia may select one reinforcer when she says “please” at a rate greater than 13% of her total requests made during class. Phase 2: Julia may select one reinforcer when she says “please” at a rate greater than 30% of her total requests made during class. Phase 3: Julia may select one reinforcer when she says “please” at a rate greater than 50% of her total requests made during class. Phase 4: Julia may select two reinforcers when she says “please” at a rate greater than 70% of her total requests made during class. Phase 5: Julia may select two reinforcer when she says “please” at a rate greater than 90% of her total requests made during class. Performance criteria for phase change: Julia will move to each new phase of her BIP after achieving the current phase objective for three consecutive days. For example, after Julia has achieved the objective for phase 1, saying “please” at a rate greater than 13% of total requests made for three consecutive days, she will be moved to phase 2 and will be told of the changes. Consequences for the target behavior: When Julia makes a request but does not say “please,” her teacher will use extinction and not respond to her request. When Julia does use the word “please,” her teacher will say, “Thank you for saying ‘please’” and respond to her request (either positively or negatively). At the end of each day, Julia’s teacher will report on her progress and either provides a reinforcement opportunity, if Julia met the criteria of her current phase, or tell Julia, “Julia, you did not meet your criteria for the day. Try again tomorrow.”

11. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 11 Figure 12.3. Top 10 List for Effective Classroom Management Number 1: Provide Appropriate Supervision. Students who know that their teachers know where they are and what they are doing are less likely to get into trouble than students whose whereabouts and behavior are not monitored. Indeed, supervision is one of the most important factors that researchers use to predict future behavioral problems in children. The lack of supervision is a major contributor and predictor of delinquency in adolescents. How are students in your school supervised before and after school? How about in the hallways, during lunch and at recess? Number 2: Provide Appropriate Structure And Routines. Contrary to the popular myth, structure and routines do not stifle student's creativity. In fact, structure provides students with the security to explore and learn within a safe environment. Rules, guidelines and daily routines help students develop organization in their lives and an understanding of what is acceptable and unacceptable behavior. Routines add predictability to a student's busy schedule. Teachers should provide students with rules regarding acceptable and unacceptable behavior. Communicate to students your expectations regarding their behavior. Establish daily routines. Give students jobs and responsibilities. Number 3: Model Appropriate Behavior. Parents and teachers are the most important models for students and they must model the behavior they expect from students. So, if teachers want their students to say "Please" and "Thank you," they must set the example. If teachers want their students to say, "I am sorry," they must provide the model. Also, if teachers do not want their students to be aggressive when expressing anger, they must learn to express their feelings in non-aggressive ways. Teachers provide students with important models when they deal with anger, hurt, pain, and disappointment in an appropriate, socially acceptable manner. Think about the models of behavior you provide or will provide for your students on a daily basis. Think about what your students are learning or will learn from these models? Number 4: Reinforce Appropriate Behavior. Whoever started the rumor that students should learn to behave appropriately because "it-is-the-right-thing-to-do" should be sentenced to life with a boss who never says an encouraging word. Even us grown-ups need to hear they are doing a good job. The bottom line is that everyone needs to feel appreciated. As the saying goes, "catch them being good" and let your students know that you notice the good things they do. Students who need the attention will resort to inappropriate behavior in order to get your attention. Remember, you can't say too many nice things about the good things students do. Number 5: Provide Predictable And Consistent Discipline. Once teachers understand the importance of rules and guidelines, it is time to decide what to do when the rules are not followed. The bottom line is this: DO SOMETHING! If teachers establish a rule and do not have a consequence for breaking the rule, students will learn not to take teachers or their rules seriously. In the future, they will learn that their teachers do not mean what they say and that it is not important to listen to them. In other words, they will learn to be noncompliant. So say what you mean and mean what you say. Praise students for following the rules and making good choices. Have a consequence for breaking the rules and other inappropriate behaviors. Remember to be consistent!

12. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 12 Figure 12.3. Top 10 List for Effective Classroom Management, continued Number 7: Avoid Looking For Biological Causes Of Behavior. Very little research links typical, everyday, inappropriate behavior (such as tantrums, noncompliance, aggression) to biological causes. The fact is, most of these behaviors are learned and appropriate behaviors can be learned in their place. Medications, while sometimes necessary, do not change the child's environment and conditions under which the inappropriate behavior was learned. When confronted with behavior problems, evaluate your own behavior and ask what you can do to change the student's behavior. For example, is the student noncompliant because sometimes you do not follow up on your requests? Medications should be a last resort, not a quick fix for common behavior problems. Number 8: Be A Teacher, Not A Friend. Some teachers think that they need to be a good "friend" to their students. The most important thing students need in life is effective parenting and teaching, not another friend. Someday, if teachers are very lucky, their students will grow up, look back and appreciate the fact that they had good teachers. Listen to your students and they will talk to you. If you jump on them every time they approach you, they will stop talking to you. Let your students know that you value their opinion. Allow them to have and make choices, but you limit the choices. Number 9: Let Students Know You Like Them & Are Interested In Their Interests All students need to know that they are loved and that the significant adults in their lives like them regardless of the stupid mistakes that they are likely to make. For example, while parents may not like their behavior, it is important for their children to know that they are loved. At the same time, teachers need to separate the behavior from the student. Show students that you care about the things that are important to them. Ask about and encourage their extra-curricula activities and hobbies. Speak to students with respect. Number 10: Have Fun! Students sense teachers' mood and their behavior frequently reflects their teachers' frame of mind. When teachers are happy and having fun, their students are usually happy and having fun. When teachers are in a foul mood, aren't their students usually moody and restless? Ask yourself: Are you having fun with your students? If not, how is this affecting both your behavior and the behavior of your students.

13. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 13 TABLE 12.1 DRO, DRA, and DRI Examples Behavior Reinforced per Program Target BehaviorDRODRADRI Out of seatAbsence ofAsking permissionIn seat Off-taskAbsence of—On-task HittingAbsence ofCooperation/talkingHands in lap Self-stimulationAbsence ofPlaying with toysKeeping still NoncomplianceAbsence of—Compliance Temper tantrumAbsence ofTaking/asking— Talking outAbsence ofRaising handBeing quiet Throwing objectsAbsence ofPlaying basketballWriting Hands in mouthAbsence ofBrushing teethHands in lap RunningAbsence ofWalkingStanding still Foul languageAbsence ofAppropriate languageBeing quiet

14. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 14 TABLE 12.2 Comparison of Extinction, Time-out, and Response Cost Procedures ProcedureDefinitionExample Extinction Time-out Response cost Removal of attention and other reinforcement previously associated with a target behavior. Teacher ignores student during tantrum behavior. Removal of all reinforcement for short, specific time period contingent on a Teacher removes student from activity contingent on hitting others. Removal of predetermined number of reinforcers (tokens, points, check marks) contingent on a target behavior. Teacher removes one token from student contingent on off-task behavior.

15. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 15 TABLE 12.3 Examples of Restitution and Restitution Overcorrection If the Child: Restitution Only; Ask Child to: Restitution, Overcorrection; Ask Child to: Damages family car.Pay for repair.Pay for new car. Throws things.Pick up the items thrown and return to appropriate storage place.Pick up all items in environment and return to appropriate place. Makes a mess during play or other activities.Clean play area to condition prior to activity.Clean play area and beyond. Writes on the wall.Wash the writing from the wall.Wash the entire wall. Drops food on the floor during lunch.Sweep up food after lunch.Sweep entire floor. Damages school materials. Repair or replace materials.Repair or replace Materials plus repair other damaged materials. Damages school property.Repair property to condition prior to behavior.Repair property damaged and perform additional service to school property. Throws litter on the playground.Pick up the litter thrown on the playground.Pick up all litter on the playground and around the school.