2. Objectives
Learning
List positive / proactive approaches to classroom management
scientific definition of punishment
List side-effects of punishment
Describe common classroom management mistakes
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. stimuli
aversive
Events (stimulus conditions) an organism
evades, avoids, or escapes
conditioned aversives
Reprimand
Failing grades
threat
frown
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. punishment
neither teaches nor
conditions new behavior
not instructive, nor is it
designed to be
has unwanted side-effects
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. 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
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. 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. 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?
