virginia l. dolan, ed. d., ncsp aacps pbis/cdm facilitator
TRANSCRIPT
Virginia L. Dolan, Ed. D., NCSPAACPS PBIS/CDM Facilitator
Behavioral Assumptions
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 ReinforcementNegative ReinforcementPositive PunishmentNegative Punishment
Behavioral Principals
Behavioral PrincipalsGeorge 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 socialExternal internalOther managed self-managedFrequent infrequentPredictable
unpredictable
Behavioral PrincipalsPunishment Guidelines to decrease
Cause no harm, humiliationUse least aversive that is most effectivePair with positive reinforcement of positive behaviorAlways use data to monitor effectivenessImplement with high fidelity and by “expert”Always involve student, family, etc, in decision
making
Behavioral PrincipalsNegative Punishment
Timeout Response Cost Extinction
Reinforcement and Punishment
* Future probability of behavior
Inc. ( )*
Dec. ( )*
Reinforcement Reinforcement
Punishment Punishment
Give (+) Take (-)
Positive
Positive
Negative
Negative
Action Action
Give Take Away
Effect Increase + + Positive ReinforcementEx. Increasing likelihood of completing homework by giving extra time with dad
- + Negative ReinforcementEx. To increase the likelihood of buckling the seatbelt while driving the buzzer sound and flashing lights are removed
Effect Decrease + - 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.
--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).