SNED 7
Behavior Management
Chapter 1
Behavior management, similar to behavior modification, is a less-intensive form of behavior
therapy. Unlike behavior modification, which focuses on changing behavior,
behavior management focuses on maintaining positive habits and behaviors and reducing
negative ones.
Behavior management skills are especially useful for teachers and educators, healthcare workers,
and those working in supported living communities.
This form of management aims to help professionals oversee and guide behavior management in
individuals and groups toward fulfilling, productive, and socially acceptable behaviors.
Behavior management can be accomplished through modeling, rewards, or punishment.
Skinner claimed that anyone can manipulate behavior by identifying what a person finds
rewarding. Once the rewards are known, they can be given in exchange for good behavior. Skinner
called this “Positive Reinforcement Psychology”.
Rogers proposed that the desire to behave appropriately must come before addressing behavioral
problems. This is accomplished by teaching the individual about morality, including why one
should do what is right. Rogers held that a person must have an internal awareness of right and
wrong.
In the classroom
Behavior management is often applied by a classroom teacher as a form of behavioral engineering,
in order to raise students' retention of material and produce higher yields of student work
completion. This also helps to reduce classroom disruption and places more focus on building self-
control and self-regulating a calm emotional state.
Contemporary behavior modification approaches involve students more actively in planning and
shaping their own behavior through participation in the negotiation of contracts with their
teachers and through exposure to training designed to help them to monitor and evaluate their
behavior more actively, to learn techniques of self-control and problem solving, and to set goals
and reinforce themselves for meeting these meetings.
In general, behavior management strategies are effective at reducing classroom disruption. Recent
efforts have focused on incorporating principles of functional assessment.
Such strategies can come from a variety of behavioral change theories, although the most common
practices rely on using applied behavior analysis principles such as positive reinforcement and mild
punishments (like response cost and child time-out). Behavioral practices like differential
reinforcement are often used.
These may be delivered in a token economy or a level system. In general, the reward component is
considered effective. For example, Cotton (1988) reviewed 37 studies on tokens, praise, and other
reward systems and found them to be effective in managing student classroom behavior.
A comprehensive review of token procedures to match children's level of behavioral severity is
found in Walker's text "The Acting Out Child."
Behavior management systems have three main parts: whole group, table group, and individual.
Examples may include marble jars for the class, prize charts for tables, and a grid chart with 25
spaces for individual students. Many types of charts can be found to use in each situation.
Effective behavior management depends on using tools that are appropriate to each situation. One
effective tool is the High Card/Low Card system. To use a high card, the educator or instructor uses
strong intervention to address the issue.
Some examples of High Cards are:
Sending a student to the office
Keeping a student after school hours
Calling home to the student's parent
A Low Card approach is a less invasive way to address a behavioral issue and may include:
Speaking to a student privately
Making eye contact during the issue
Changing the seating arrangement
Some student behaviors must be addressed immediately and could cause a teacher to interrupt
teaching in order to resolve the issue. This is known as a direct cost situation. This typically arises in
extreme behavior situations like physical disputes between students, loud outbursts in class, or
disrupting the class disrespectfully.
Purkey proposed a visualization way to keep track of the methods used to manage student
behavior. He called it the "Blue-card, orange-card theory". Blue cards help reinforce good behavior
and ways to encourage a student. Orange cards, in contrast, are things that may be critical,
discouraging, or demeaning.
Some examples of blue cards might be bringing up the good things a student has done before
focusing on the behavior that needs to change, therefore reminding the student that they have
worth and causing them to feel encouraged.
An orange card could list ways to critique a student's work in front of the class, which would lower
their feelings of self-worth, providing an example of what to avoid. Teachers can be aware and
provide students with required critique and feedback, while reinforcing their self-image.
Purkey's theory helps teachers understand how they can edit behavioral management specifically
in the classroom.
When bringing behavioral management in relation with supported living the purpose of this is to
keep a person's dignity.
Most of the time, residents have some behavior that is meant to be improved in order for them to
live a more normal life.
Our main goal of the behavioral management is to help them become as independent as possible.
Of course, it's important to recognize that not every resident will be back to being completely
independent.
There are a lot of ways to help residents be more independent and we will look at some of those
here
It's important we first take a look at each resident's history. Many of them will have gone through
an experience that may have started the behavior change in the first place. Some examples of these
are child abuse, trauma, anxiety, depression, etc.
Once a person is in the behavior management process, we have to consider their behavior daily.
We should also be meeting with them regularly in order to keep accurate data of their behavior. In
this way we can look back and make modifications to what they need during the behavior
management process.
Each resident will be different and need a variety of attention. But it's important to consider what
will be needed in order to get to their success. The main goal of the behavior management is to
address the behavior issue in order to keep them independent.
When with a resident there are a variety of behaviors you may come into contact with. You will not
only need to know what to do in each situation but also how to act.
Your behavior is crucial to the progress of their behavior.
There may be situations when yourself can't handle the behavior and will need to lead to a bigger
solution. Redirecting them to a psychologist, psychiatrist, hospital, or a behavior management
center may be beneficial.
Building prosocial behavior
Behavioral management principles have used reinforcement, modeling, and punishment to
foster prosocial behavior. This is sometimes referred to as behavioral development, a sub-category
of which is behavior analysis of child development.
The "token economy" is an example of behavioral management approach that seeks to develop
prosocial behavior. In this model, socially appropriate behaviors are encouraged and reinforced
since these are equivalent to points that can be exchanged for rewards.
Examples of situations and behaviors where tokens can be earned include attending groups, taking
medication, and refraining from aggressive behaviors, among others.
Several studies have been done in this area to discover effective methods of building prosocial
behavior. Midlarsky and colleagues (1973) used a combination of modeling and reinforcement to
build altruistic behavior.
Two studies exist in which modeling by itself did not increase prosocial behavior; however,
modeling is much more effective than instruction-giving (such as "preaching"). The role of rewards
has been implicated in the building of self-control and empathy. Cooperation seems particularly
susceptible to rewards.
Sharing is another prosocial behavior influenced by reinforcement. In a Harvard study, it was
proven that acts of kindness and expressing gratitude in the classroom can cause better behavior
and increased mood overall.
Reinforcement is particularly effective in the learning environment if context conditions are similar.
Recent research indicates that behavioral interventions produce the most valuable results when
applied during early childhood and early adolescence.
Positive reinforcement motivates better than punishment.
Motivation to behavior change is also less damaging to the relationship.
More controversy has arisen concerning behavior management due to the role of punishment in
forming prosocial behavior.
However, one study found that sharing rates of children could be increased by removing factors
that caused a failure to share.
The socialization process continues by peers with reinforcement and punishment playing major
roles.
Peers are more likely to punish cross-gender play and reinforce play specifically to gender.
Positive reinforcement, negative reinforcement, positive punishment, and negative punishment are
all forms of operant conditioning. Reinforcements are an attempt to change behavior, either
positively or negatively.
Positive reinforcement attempts to increase a behavior by adding something the target wants (e.g.
awarding good behavior with a treat).
Negative reinforcement is attempting to increase behavior by removing something unwanted from
the target. (e.g., a child's room is messy and their mother nags them to clean it up, they will
eventually try to keep it clean to stop the mother from nagging them).
Punishment is trying to decrease behavior, either by using negative or positive stimuli.
Positive punishment is when one adds an unwanted stimulus to decrease the target's behavior
(e.g., spanking a child when they behave badly). Here, spanking is being added to decrease
undesired behavior.
Negative punishment is when one removes something the target enjoys or likes to decrease their
undesired behavior. (e.g. a child comes home past curfew every weekend, so if their mother bans
them from watching TV when they are past curfew, the child will eventually try to come home on
time).
This is negative punishment because the child likes to watch TV, so when the mother takes that
away from them, they dislike the consequence. Thus, they will be more likely to come home in time
to avoid having that privilege taken away.
Positive Punishment vs. Negative Reinforcement.
Positive punishment is an attempt to influence behavior by adding something unpleasant, while
negative reinforcement is an attempt to influence behavior by taking away something unpleasant.
positive punishment- adding something unpleasant
negative reinforcement-taking away something unpleasant
Maslow's hierarchy of needs
Abraham Maslow is a very well-known humanist psychologist, known for his work on the hierarchy
of needs, in which he states that humans must have one level of needs satisfied before attaining
the next level.
There are five needs that are being satisfied in sequence: physiological, safety, social, esteem, and
self-actualization.
Maslow also claims that humans' needs are never completely fulfilled and that this affects how
people behave (e.g., if a person's needs are never fully satisfied, then they might not always behave
well, even if they do receive a treat for good behavior).
A related concept, the "Hawthorne Effect", involves the manipulation of behavior of somebody
being observed.
For example, if someone is being studied in an experiment, that person might perform better or
work harder because they are aware of the attention they are receiving.
It is this effect of observation that is called the "Hawthorne Effect". This is interesting because if a
child who is behaving very poorly, no matter what, is put in an experiment, they might increase
their good behavior. After all, they are receiving attention from the researcher.
The point of operant conditioning in behavior modification is to regulate the behavior. This method
uses different techniques and ties them all together to monitor behavior.
It can lead to problems, however, when talking about Maslow's Hierarchy of needs because in this
model Maslow goes on to explain how no one's needs are fully met.
The highest point on Maslow's pyramid is self-actualization which Maslow argues is the goal in
which we do not reach. This can pose a problem when it comes to behavior modification because
one might think if that individual cannot reach that ultimate goal, why try at all.
Self-actualization is the goal in which humans have this sense of belonging or accomplishment.
Humans have an inherent need to achieve goals and attain self-satisfaction; when we do not attain
those goals and needs, we feel dissatisfied.
When a person does not meet that top goal, that person might feel a void, discouraged because
they cannot seem to reach that ultimate step.
Using these behavioral modifications or techniques, people can teach themselves how to better
attain these goals.
Managing defensive behavior
Understanding and dealing with defensiveness is an important personal skill.
Following are some of the strategies:
1. Recognize that defensive behavior is normal, as "defensive behaviors are intended to reduce a
perceive threat or avoid an unwanted threat," It is normal for one to be defensive when they
feel that something is their fault. These actions are attempted in order to avoid blame or
change of action.
2. Never attack a person's defenses. Do not try to “explain someone” to themselves by saying
things like, “you know the real reason you are using that excuse is that you cannot bear to be
blamed for anything.” Instead, try to concentrate on the act itself rather than on the person.
3. Postpone action. Sometimes it is best to do nothing at all. People frequently react to sudden
threats by instinctively closing off and hiding their feelings. When given time the person will be
able to give a more composed reaction or answer. These feelings often come from being
overloaded, especially in the workplace where overload can have a taxing effect on a person's
ability to meet task expectations.
4. Recognize human limitations. Do not expect to be able to solve every problem that comes up,
especially the human ones. More importantly, remember that a layman should not try to be a
psychologist. Offering employees understanding is one thing; trying to deal with deep
psychological problems is another matter entirely.
5. Knowing personal limits and expectations is important in helping others with defensive
behavior. Being able to have effective self-observation is important because if there is no solid
idea of one's feelings, then trying to help others will come across as too aggressive or too
reserved. A smart way to start this change is by asking oneself a couple of different questions,
such as "what am I feeling", "what am I thinking", "how else can I think about that," etc. Then
proceed to automatically notice if the feelings are winding up or down to act accordingly.
An effective strategy to dealing with defensiveness is the SCARF model which was developed by an
Australian neuroscientist named David Rock. The five letters stand for Status, Certainty, Autonomy,
Relatedness, and Fairness.
Understanding each domain will help explain the fight or flight response when someone is faced
with a stressful situation; and focus on each individuals' skills.
Status threats relate to how important the threat is to others and ourselves, looking at how the
situation will help lift or put down the other people involved and forget about ego(s).
Certainty threats deal with predicting the future such as when someone says "I never get told
anything in this company." It is actually them asking to be kept in the loop about decisions that are
being made.
Autonomy threats are based on the control throughout a situation; if someone is having this threat
they will feel like they have not had any say or input and become frustrated as a result. In these
situations, giving that person a choice is the best option.
Relatedness threats deal with how comfortable someone feels around other people. In this case,
the leader of the group needs to make sure that everyone is feeling included and important.
Making sure that everyone's voice is heard and they are important individuals.
Finally, the fairness threat is the perception of both parties that the exchange of content and
relation is fair and equal. No one wants to feel like they are putting in 80 percent while the other
side is only putting in 20 percent.
