2. Operant Principles (aka: Behavior Management) Dr. Ayers HPHE 4480 Western Michigan University

3. Sustaining Program Effect n Ultimate goal of a physical education program n What will students need to develop? n Physical Skills n Knowledge n Personal Social Skills n What type of skill is associated with management? n What is the ultimate goal of the teacher regarding student management?

4. Lesson Outcomes n Identify components of behavioral analysis applicable in physical activity contexts n Behavioral contingency n Reinforcement Procedures n Reinforcement Schedule n Reinforcement Hierarchy n Punishment

5. Behavioral Contingency (outcome) Response S D ---------------->R--------------->C Discriminating Stimulus Consequence

6. Discriminating Stimulus  Instructional Setting  Environment in which the response occurs  Set of controllable circumstances  Created by the instructor  Physical setting, person, activity

7. Response Action that immediately follows the presentation of the discriminating stimulus Window of opportunity; weigh choices carefully!  Verbal  Cognitive  Physical

8. Consequence Event that follow the response  Reinforcer  Punishment Law of Probability: Given the same circumstances, the same response will occur if followed by an event perceived to be desirable (pleasing) by the performer

9. Reinforcement An event that immediately follows a behavior or response INCREASES the probability that the behavior or response will occur again under the same circumstances

10. Types of Reinforcement Positive: Presentation of “something” that increases the behavior or response Negative: Withdraw or removal of “something” that increases the behavior or response  Escape/Aversion from an event perceived as unpleasant

11. Schedules of Reinforcement  Continuous: Every time (Beginner)  Variable: Every few times; no pattern  Fixed: Every X times; fixed number  Intermittent: Random

12. Hierarchy of Reinforcers Edible- Consumable that meets a physiological need (water, candy, etc.) Tangible- Valued as a possession Token- May be exchanged Social- Verbal, visual Activity- Game, past-time Stimulus Control- Initiated by the student

13. Premack Principle  Give me what I want and you will get what you want  Pairing low frequency behavior with high frequency behavior  Low frequency (not perceived as a favorable)  High frequency (perceived as desirable/favorable)  Shift the ratio: Higher levels of “low” required to gain access to “high” frequencies

14. Reinforcement Principles  Reinforce small, but successive, approximations toward desired behavior  Reward frequently  Reinforce immediately after, not before  Reinforce clearly  Attempt  Correct response  General v. Specific

15.  Reinforce consistently across behavior/ person  4:1 ratio (positive vs. negative or punishment)  Feedback sandwich  Positive, correction, positive

16. Punishment  Event that immediately follows a behavior that DECREASES the probability that the behavior will occur given the same circumstances  Predominant form of control in educational settings  Frequently misused Negative reinforcement: Remove whatever increases behavior (e.g., attention for misbehavior)

17. Appropriate Uses of Punishment in Education  Dangerous  Self  Others  Disruptive  Places others or self in jeopardy  Defiant  Directly to teacher  Violates posted rules  Destructive  Property

18. Punishment Guidelines  Immediate  Remove the student from the setting  Maintain composure (time/space before response)  Consistency  Firm  Time Out  No peer interaction  No attention-seeking behaviors  Make sure this is not the goal of the student

19. Find a Friend  Share your 2-3 biggest things from this topic  How can this information help you be a better classroom manager the next time you teach?  Share a hands-on experience that you now see could be managed differently