Virginia L. Dolan, Ed. D., NCSP AACPS PBIS/CDM Facilitator

Behavioral Assumptions



Behavior

is: • Predictable • Learned • Teachable • Affected directly by the environmental events

Reinforcement vs. Punishment

 Reinforcement: when a consequence of a behavior functions to increase the likelihood of future occurrences of that behavior  Punishment: when a consequence of a behavior functions to decrease the likelihood of future occurrences of that behavior

Behavioral Principals



Positive Reinforcement



Negative Reinforcemen

t



Positive

Punishment



Negative

Punishment

Behavioral Principals



What is the action to be done?

•

Give

•

Takeaway



What is the effect you want to achieve?

•

Increase

•

Decrease

Behavioral Principals

 George say the important point is to focus on the

effect

:  Increasing behavior  Decreasing behavior

You only know if a consequence is reinforcing or punishing by looking at the effect on future behavior.

Behavioral Principals

Reinforcement Considerations = to increase



Tangible



External



Other managed



Frequent



Predictable social internal self-managed infrequent unpredictable

Behavioral Principals

Punishment Guidelines to decrease

     

Cause no harm, humiliation Use least aversive that is most effective Pair with positive reinforcement of positive behavior Always use data to monitor effectiveness Implement with high fidelity and by “expert” Always involve student, family, etc, in decision making

Behavioral Principals

 Negative Punishment    Timeout Response Cost Extinction

Reinforcement and Punishment

Give ( + ) Take ( ) Inc. ( )*

Positive Reinforcement Negative Reinforcement

Dec. ( )*

Positive Punishment * Future probability of behavior Negative Punishment

Effect

Increase

Effect

Decrease Action Give

+ +

Positive Reinforcement

Ex. Increasing likelihood of completing homework by giving extra time with dad

+ Positive Punishment

Ex. To decreased the likelihood of the amount of time spent talking during instruction the student is given a sticker for each 20 minute quiet time spent on task.

Action Take Away

+

Negative Reinforcement

Ex. To increase the likelihood of buckling the seatbelt while driving the buzzer sound and flashing lights are removed --

Negative Punishment

-Ex. To decrease the likelihood of disruptive behaviors, the student is looses recess privileges

We should consider the function of behavior when we design programs for students and staff.

BIG IDEAS



ALWAYS TEACH AND POSITIVELY REINFORCE ALTERNATE BEHAVIOR THAT COMPETES WITH THE PROBLEM

You’re a coach! Prepare for training events, and use your resources to guide your team’s activities (both at training and at school).