Abstract
Behavior management techniques such as extinction, satiation, and systematic desensitization
are essential in school settings to promote positive behavior, reduce disruptive actions, and
foster supportive learning environments. Extinction involves removing the reinforcement that
maintains problematic behaviors, like attention-seeking or tantrums, leading to their eventual
decrease. Satiation reduces behaviors by overexposing individuals to their reinforcers until they
lose appeal, effective for sensory-driven behaviors such as hand-flapping or pica. Systematic
desensitization helps students manage fears and anxieties through gradual exposure paired with
relaxation techniques, aiding in scenarios like public speaking or academic challenges. These
techniques emphasize tailored planning, collaboration among stakeholders, and ongoing
evaluation to support children academic and social development effectively.
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Introduction
Behavior management refers to a class of therapeutic techniques for altering behavior by
changing one or more aspects of an individual's environment. The aspects that are changed are
those believed to contribute most significantly to the occurrence or maintenance of behaviors
that are problematic for the individual himself/herself or for other individuals in the environment
(Fisher, 2019). Behavior management techniques in schools are strategies used to promote
positive student behavior, reduce misbehavior, and create a supportive learning environment.
These techniques are essential for teachers, administrators, and other school staff to ensure
students' academic, social, and emotional growth. Extinction, satiation, and systematic
desensitization are three behavioral techniques used to manage behavior in schools.
Extinction is one such behavior management technique utilized in schools. It involves the
systematic withholding of reinforcement that maintains a problematic behavior. By removing the
reinforcement previously associated with the behavior, extinction aims to decrease its frequency
over time. For example, if a student frequently calls out in class to gain attention, teachers might
ignore the behavior while reinforcing instances when the student raises their hand instead. Over
time, the student learns that calling out no longer results in attention, thereby reducing the
behavior.
Satiation, another behavioral technique, operates on the principle of allowing a behavior to
continue until it no longer provides reinforcement or satisfaction. In the school setting, satiation
might be employed for behaviors that are maintained by immediate reinforcement. For instance,
if a student constantly asks to go to the restroom to avoid difficult tasks, teachers could allow the
student to take frequent breaks until the behavior loses its reinforcing value. Through satiation,
the behavior becomes less frequent as the student's desire for reinforcement diminishes.
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Systematic desensitization is a behavior management technique used to help students overcome
fears, phobias, anxieties, or aversions in a gradual and controlled manner. It involves pairing
relaxation techniques with progressively increased exposure to the feared stimulus. In schools,
systematic desensitization might be applied to situations where students experience anxiety, such
as public speaking or participating in group activities. By systematically exposing students to
feared situations while teaching relaxation skills, this technique aims to reduce anxiety responses
and increase the student's ability to cope effectively.
Importance of Behaviour Management Techniques
1. Promotes Positive Behavior: Encourages students to exhibit good behavior and develop
self-regulation skills (Cooper et al., 2020).
2. Reduces Misbehavior: Decreases disruptive behavior, improving the overall classroom
environment (Alberto & Troutman, 2017).
3. Enhances Social Skills: Fosters empathy, communication, and problem-solving skills
through restorative practices (Wachtel, 2013).
4. Supports Academic Achievement: Creates a conducive learning environment, leading to
improved academic performance (Webster-Stratton, 1992).
5. Develops Emotional Intelligence: Helps students recognize, understand, and manage their
emotions (Dreikurs, 1968).
Extinction as Behaviour Management Technique
Extinction involves removing the reinforcer or reward that maintains the problem behavior,
resulting in its decrease and eventual elimination (Cooper et al., 2020). This technique is
effective for behaviors maintained by attention or tangible rewards. A number of factors can
influence how resistant a behavior is to extinction. The strength of the original conditioning can
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play an important role. The longer the conditioning has taken place and the magnitude of the
conditioned response may make the response more resistant to extinction. Behaviors that are
very well established may become almost impervious to extinction and may continue to be
displayed even after the reinforcement has been removed altogether. Some research has
suggested that habituation may play a role in extinction as well. For example, repeated exposure
to a conditioned stimulus may eventually lead you to become used to it, or habituated (Cherry,
2023).
Examples:
1. Disruptive behavior in class (e.g., shouting out answers):
- Identify the reinforcer (attention from peers or teacher).
- Ignore the behavior, withholding attention.
- Reward alternative behaviors (e.g., raising hand).
2. Tantrums in the playground (e.g., throwing toys):
- Identify the reinforcer (attention from peers or adults).
- Ignore the behavior, withholding attention.
- Reward calm behavior (e.g., sharing toys).
Satiation as Behaviour Management Technique
Satiation involves providing excessive exposure to the reinforcer, leading to a decrease in the
problem behavior (Alberto & Troutman, 2017). This technique is effective for behaviors
maintained by sensory reinforcement. Satiation is a behavior management technique used in
schools and other settings to reduce the occurrence of problem behaviors by allowing the
behavior to continue until it no longer provides reinforcement or satisfaction for the individual.
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Chase and Jump (2023) opined that satiation occurs when a person has been exposed to a
reinforcer continuously until the item or activity loses its motivating effect on their behavior. The
value of that specific item or activity is decreased and the individual will be less likely to
perform a target behavior gain access to that consequence
Steps and Application in Schools
1. Identifying the Target Behavior: The first step in using satiation is to clearly identify
the problem behavior that needs to be reduced. This could be behaviors like attention-
seeking, disruptive behaviors, or non-compliance.
2. Setting the Stage: Teachers and school staff need to create an environment where the
behavior can be allowed to occur without causing significant disruption or harm. This
might involve preparing other students, ensuring safety, and managing the classroom
environment effectively.
3. Implementing Satiation: Once the environment is set, the problematic behavior is
allowed to continue without interruption. For example, if a student is repeatedly calling
out in class for attention, the teacher might decide to temporarily ignore the behavior
while ensuring that it doesn’t disrupt the learning of others.
4. Monitoring and Assessing: During the satiation process, it's important to monitor the
frequency and intensity of the behavior. Typically, behaviors initially increase in
frequency as the individual tries to obtain the reinforcement they are accustomed to.
However, over time, the behavior should decrease as the reinforcement diminishes.
5. Reinforcement Reduction: Concurrently, it's crucial to ensure that the behavior is not
accidentally reinforced during the satiation process. This means avoiding any
unintentional rewards or responses that might maintain the behavior.
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6. Evaluation and Adjustment: After implementing satiation, teachers and behavior
specialists should evaluate its effectiveness. If the behavior decreases as desired, the
technique can be considered successful. If not, adjustments may be needed, such as
refining the implementation or considering alternative behavior management strategies.
Examples:
1. Excessive hand-flapping:
- Provide excessive exposure to sensory stimulation (e.g., playdough, fidget toys).
- Gradually increase duration and intensity.
- Reward reduced hand-flapping.
2. Pica behavior (e.g., eating non-food items):
- Provide excessive access to edible alternatives (e.g., crunchy snacks).
- Gradually increase variety and intensity.
- Reward appropriate eating behavior.
Systematic Desensitization as Behaviour Management Technique
Systematic desensitization was developed by psychologist Joseph Wolpe in the 1950s as a
therapeutic technique to help individuals reduce their anxiety responses through a gradual
exposure process. The underlying principle is to pair relaxation techniques with gradually
increasing exposure to the feared or aversive stimulus, thereby replacing anxiety responses with
relaxation responses. Systematic desensitization involves gradual exposure to the feared
stimulus, paired with relaxation techniques, to reduce anxiety and problem behavior (Wolpe,
1958). This technique is effective for behaviors maintained by anxiety or fear.
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Steps and Application in Schools
1. Identifying the Fear or Aversion: The first step in systematic desensitization is to identify
the specific fear, phobia, or aversion that a student is experiencing. This could range from
fear of public speaking, anxiety related to certain academic tasks, fear of social
interactions, or aversions to specific environments or activities.
2. Establishing Relaxation Techniques: Before exposing the student to the feared stimulus,
relaxation techniques such as deep breathing, progressive muscle relaxation, or guided
imagery are taught and practiced. These techniques help the student achieve a state of
relaxation and calmness.
3. Creating a Hierarchy: A fear hierarchy is then established, listing situations or stimuli
related to the fear from least anxiety-provoking to most anxiety-provoking. For instance,
if a student fears public speaking, the hierarchy might include speaking to a small group
of familiar classmates, then to larger groups, and finally to the entire class.
4. Gradual Exposure: The student is exposed to each step of the hierarchy in a systematic
and controlled manner. They begin with the least anxiety-provoking situation while
practicing relaxation techniques to manage any anxiety that arises. Once they can handle
one level comfortably, they progress to the next level in the hierarchy.
5. Reinforcement and Support: Throughout the process, positive reinforcement and
encouragement are provided to the student. Teachers and school staff play a crucial role
in providing support, understanding, and patience as the student works through their fear
or aversion.
6. Evaluation and Adjustment: Progress is monitored closely, and adjustments to the
hierarchy or relaxation techniques may be made based on the student's responses. It's
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essential to proceed at the student's pace and ensure that they feel empowered and
supported throughout the process.
Examples:
1. Fear of public speaking:
- Identify the feared stimulus (speaking in front of peers).
- Develop a hierarchy of exposure (e.g., speaking in small groups, then larger groups).
- Pair exposure with relaxation techniques (e.g., deep breathing, visualization).
2. Avoidance of math problems:
- Identify the feared stimulus (math problems).
- Develop a hierarchy of exposure (e.g., simple addition, then multiplication).
- Pair exposure with relaxation techniques (e.g., positive self-talk, visualization).
Conclusion
Behavior management techniques such as extinction, satiation, and systematic desensitization
play crucial roles in addressing various challenges in school settings, promoting positive
behaviors, and fostering a supportive learning environment. Extinction, by removing the
reinforcement that maintains problematic behaviors, effectively reduces their occurrence over
time. This technique targets behaviors sustained by attention or tangible rewards, such as
disruptive behavior in class or tantrums in the playground. Its success hinges on consistent
implementation and careful monitoring to ensure inadvertent reinforcement does not occur.
Satiation, on the other hand, involves overexposing the individual to the reinforcer until it loses
its reinforcing value, thereby decreasing the associated behavior. Effective for behaviors driven
by sensory reinforcement, like excessive hand-flapping or pica behavior, satiation requires
creating a controlled environment where the behavior can occur without disruption, and
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reinforcement is systematically reduced. Systematic desensitization offers a structured approach
to addressing fears and anxieties through gradual exposure paired with relaxation techniques.
Developed by Joseph Wolpe, this technique helps students confront phobias or anxieties (e.g.,
fear of public speaking or avoidance of challenging academic tasks) in a step-by-step manner,
replacing anxiety with relaxation responses. It relies on establishing a fear hierarchy, teaching
relaxation skills, and providing positive reinforcement as students’ progress through exposure
levels.
Each technique emphasizes the importance of individualized planning, collaboration among
educators, parents, and support staff, and ongoing evaluation of effectiveness. By identifying the
function of behaviors and selecting appropriate interventions, schools can create environments
where children feel supported, understood, and empowered to succeed academically and socially.
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References
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Chase, L. & Jump, B. (2023). Talk the Talk: Satiation vs. Deprivation. Retrieved from
https://kindbh.com/talk-the-talk-satiation-vs-deprivation/
Cherry, K. (2023). How Extinction Is Defined in Psychology. Retrieved from
https://www.verywellmind.com/what-is-extinction-2795176.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis. Pearson.
Dreikurs, R. (1968). Logic and consequences in child management. Journal of Clinical
Psychology, 24(2), 151-158.
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Webster-Stratton, C. (1992). The incredible years: A trouble-shooting guide for parents of
children aged 2-8 years. Umbrella Press.
Wolpe, J. (1958). Psychotherapy by reciprocal inhibition. Stanford University Press.
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