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  1. 1. management behavior
  2. 2. Objectives Learning List positive / proactive approaches to classroom management scientific definition of punishment List side-effects of punishment Describe common classroom management mistakes
  3. 3. punishment? What is
  4. 4. stimuli aversive Events (stimulus conditions) an organism evades, avoids, or escapes Unconditioned aversives Bright light Temperature extremes (heat and cold) Sounds Pain Smells (noxious odors)
  5. 5. stimuli aversive Events (stimulus conditions) an organism evades, avoids, or escapes conditioned aversives Reprimand Failing grades threat frown
  6. 6. punishment? What is consequence that decreases the probability that a behavior will occur in the future punishment is a default technology in order for your to use punishment in educational settings, by law, you must demonstrate that is serves a legitimate educational function
  7. 7. punishment neither teaches nor conditions new behavior not instructive, nor is it designed to be has unwanted side-effects
  8. 8. punishment Side effects of previously punished behavior occurs higher rate than before it was punished especially when person who delivered punishment is not there disruption of appropriate behavior undesirable emotional behaviors respondent aggression escape and avoidance model of inappropriate behavior Side effects to everyone in environement? punishment reinforces punishment learned helplessness and depression
  9. 9. mistakes common classroom defining behavior how it looks when approach doesn’t work, try harder classroom rules loosely followed contingencies when rules are not followed Won’t do vs. can’t do ? Transition time Abuse of time out taking student behavior too seriously
  10. 10. ideas Proximity control and signal interference redirection
  11. 11. ideas 1. Identify the context and the predictable behavior, (where and when the misbehavior occurs) 2. Specify expected behavior, (what we want instead) 3. Systematically modify the context, (e.g., changes in instruction, tasks, schedules, seating arrangements 4. Conduct behavior rehearsals, (have students practice the appropriate behavior) 5. Provide strong reinforcement for good behavior (such as frequent and immediate teacher praise) 6. Prompt expected behaviors 7. Collect performance data modify the plan according to the data
  12. 12. timeout guidelines The timer should not start until the student is calm The student SHOULD NOT be praised for good behavior in timeout If the answer to ANY of these questions is no you SHOULD NOT use timeout If the student disrupts the environment (throwing chairs, tearing up instructional material, etc.) he/she must restore the environment after he/she gets out of timeout
  13. 13. timeout guidelines Questions to answer before using timeout – Have you tried positive procedures and they’ve failed? – Are there sufficient reinforcers in the time in setting? – Do you know the function of the behavior? • If the function of the behavior is escape do not use timeout – Have you fully explained the behaviors that will lead to timeout and the procedures for going to and coming from timeout? – Is the timeout setting devoid of reinforcers? – Have you obtained written permission to use timeout? – Do other staff in the classroom know how to use timeout? – Do you have a data collection procedure in place?
  14. 14. ideas big