This document discusses several behavior modification techniques used in educational settings, including token reinforcement systems, timeout, ignoring, and contracting. It provides details on how each technique works and recommendations for effective implementation. Token reinforcement systems use tokens that can be exchanged for rewards to encourage positive behaviors. Timeout involves separating a child from rewarding environments when misbehaving to reduce reinforcement of undesirable actions. Ignoring aims to reduce attention-seeking behaviors by refusing to acknowledge them. Contracting establishes agreements between teachers and students where good behavior is rewarded.

1. October, 2013Est. 1869 Price 6d
Behaviour Modification Technique
.
Mariano Marcos State University
College of Teacher Education
Laoag City
REPORT
Token Reinforcement System
Timeout
Ignoring
Contracting

2. Reinforcement is the most important principle of
behavior and a key element of most behavior change
programs. It is the process by which behavior is
strengthened, if a behavior is followed closely in time by a
stimulus and this results in an increase in the future
frequency of that behavior.
The addition of a stimulus following an event that
serves as a reinforcer is termed positive reinforcement. If
the removal of an event serves as a reinforcer, this is
termed negative reinforcement. There are
multiple schedules of reinforcement that affect the future
probability of behavior.
Token Reinforcement System

3. • In most cases reinforcement refers to
an enhancement of behavior but this
term may also refer to an
enhancement of memory. One
example of this effect is called post-
training reinforcement where a
stimulus (e.g. food) given shortly
after a training session enhances the
learninga

5. Example of Token Economy

6. Time out
It is a US term for a form
of punishment that involves
temporarily separating a child
from an environment where
inappropriate behavior has
occurred, and is intended to
decrease positive
reinforcement of the
behavior.

7. • It is an educational and parenting
technique recommended by some
pediatricians and developmental
psychologists as an effective form
of child discipline. Often a corner
(hence the common term corner time)
or a similar space where the child is to
stand or sit during time-outs is
designated.

8. • The use of time-out as an acceptable
therapeutic procedure has gained
wide acceptance in schools, clinics,
and hospitals. The purpose is to
isolate or separate the child for a
short period of time (usually 5 to 15
minutes) in order to allow the child to
calm down, as well as to discourage
inappropriate behavior.

9. • To be most effective, parents should evaluate each
situation to determine what may be causing the
misbehavior, such as a toy, frustration, hunger, or
lack of sleep. Parents should also explain why the
child was put there, in order to make it an opportunity
for learning, and how long he needs to stay there (but
too much explanation can reinforce the unwanted
behavior [5]
).
• In some views, the only requirement for release is for
the child to be sitting peacefully, while others
advocate a set period of time. When the child has
calmed down, they may then express their needs in a
more polite manner or return to their activity.

10. Ignoring
• to refrain from noticing or recognizing
• Ignoring can be a valuable tool in reducing
misbehaviors when used with behavior-
building strategies. However, it's difficult for
many of us to determine which behaviors to
ignore and which to give attention. We tend to
take ignoring to extremes by ignoring almost
all misbehaviors or none at all. Neither
approach is effective.

11. Instead: Ignore Wisely
• First, not all behaviors should be
ignored. We should only ignore
the behaviors motivated for our
attention.

12. For example:
• For example, if Larry is playing his favorite
computer game instead of doing math,
ignoring him will not work because his
behavior is not motivated by our attention. His
motivation is playing on the computer.
• However, when behaviors are attention
seeking we need to ignore continuously (every
single time). As soon as we begin to ignore our
student's misbehavior, he or she will seek it
elsewhere, most likely from peers.

13. • It can be difficult for peers to ignore
misbehaviors. Therefore, ignoring
misbehavior should be a classroom
rule that receives powerful
reinforcement. Also, we need to plan
for the misbehavior to get worse
(happen more often and more
intensely) before it improves. When
this happens, we must continue to
ignore.

14. • Ignoring must be used in combination with behavior-
building strategies, such as reinforcement of
appropriate behaviors, teaching replacement
behaviors, and reinforcing peers. Ignoring teaches
students what not to do, but does not teach them what
they should do instead. For example, a preschool
student, Monica, has a tendency to tug at our clothing
or yell to get our attention. In this scenario, we should
ignore these misbehaviors. In addition, we need to
teach Monica appropriate ways to gain our attention
(e.g., raising her hand, saying "excuse me") and
praise her each time she uses these replacement
behaviors. To add to the effectiveness, we could also
praise peers who, in her presence, appropriately seek
our attention.

15. • There are occasions when ignoring is
inappropriate. These include when there are
concerns for observational learning of
misbehaviors, when our students are engaging
in extreme or dangerous behaviors, and, as
stated earlier, when the misbehavior is not
attention seeking.

16. Contracting
• It is a convention between a teacher
and a child.
• once the child followed the contract,
the teacher should able to give a
reward to the child ( e.g material
thing, grading system etc.)

17. October, 2013Est. 1869 Price 6d
Behaviour Modification Technique
TOKENREINFORCEMENTTIMEOUTCONTRACTINGIGNORING
.
Mariano Marcos State University
College of Teacher Education
Laoag City
REPORT
MICKO CABEL
Repo rter