Behavior Modification

Introduction

All behavior is maintained, changed, or shaped by the consequences of that behavior, therefore behavior modification techniques never fail. They are either applied inefficiently or inconsistently and so the desired change is not achieved.

Positive Reinforcement

Although reinforcement and punishment can be equally effective, positive reinforcement is by far more effective. For example, if I put an X in the box for each time a student didn't do his or her homework, I would be less likely to get the positive result I am looking for. In fact studies show they will be more likely to repeat the negative behavior of not doing it. It is important to always begin with positive reinforcers before resorting to punishment as a means of reducing unwanted classroom behaviors.

Operant Conditioning

Behavior modification is based on the principles of operant conditioning, the learning process by which a particular behavior is followed by something desirable, making someone likely to repeat that behavior, or by something undesirable making he or she less likely to repeat the behavior. Positive behaviors can be reinforced by using desirable rewards, while negative behaviors can be reduced by ignoring the behavior, or limiting the attention given to it. Behavior modification techniques are also useful when you want to start a new or desired behavior.

Commitment

Like anything else, being committed to, and correctly applying strategies is essential to the success of the behavior modification plan, and to reaching the desired outcome.

IFEED-AV strategies

I am focusing on the IFEED-AV Strategies. Each letter reminds us of the strategy needed to make a certain reinforcer more successful. Although praise should always be used first, reinforcers help to speed up the process. Reinforcers can be any reward, for example, homework passes, prizes, extra recess, candy etc. "I" Immediately... Be sure to reinforce immediately, waiting too long makes the reinforcer less effective. "F" Frequently...Be sure to reinforce the desired behavior frequently, keeping children reminded of what is expected of them. "E" Enthusiasm...Be enthusiastic when delivering the reinforcer, this will make the child feel like they have done something important. "E" Eye contact... Maintaining eye contact also makes the child feel important and lets he or she know that they have your undivided attention. "D" Describe...It is important, especially with younger children, to be clear as to why they received the reinforcer. Describing the behavior highlights and emphasizes it. "A" Anticipation... Anticipation can motivate a child to do his or her best. It is important to create excitement and to present the reinforcer in a mysterious way. "V'"Variety... Children get tired of the same thing. A reinforcer may lose its effectiveness if it is used repeatedly. If possible, change reinforcers frequently to build variety.

Conclusion

In conclusion, it is possible to change bad, or elicit good behavior by following the theory of operant conditioning and positive reinforcement. Keep in mind the IFEED-AV strategies, and correctly apply them, and you are sure to evoke positive outcomes.

Motivation

In order for a system like this to work, both the students and the teacher must be motivated. We must be consistent, making sure to actually check the homework and award the stars daily. Sometimes the plan may need to be adjusted, for instance if I see that the children are having a hard time getting enough stars for doing ALL of their homework, I might change it so that they can receive a star if they have missed only one assignment, describing (the D) what is being done to help them achieve. Once enough students have achieved the desired result, I can then try again, giving stars only when ALL the homework has been completed.

Target Behavior

Keeping these strategies in mind, I will create a chart for the purpose of encouraging students to complete all of their homework. I would like them to do homework everyday, so I will check it everyday; this is referred to as the interval for reinforcement. After they receive thirty stars, they will be awarded a no homework pass, which entitles them to not turn in any homework on a day of their choosing; this is referred to as the reinforcer.

Enthusiasm and Anticipation

To create enthusiasm I like to sing when the children receive their stars. I sing "Thats the way aha aha I like it" When enough stars are received to achieve the homework pass, I offer to dance with them and allow them to choose the dance, the Hustle, the Nae Nae, etc. Of course I am kidding but I did have one girl request and do the Tango with me. This also creates anticipation. The day before someone will receive their homework pass I make the finger to eye gesture and tell them "tomorrow we dance" Since different children are receiving passes at different times, there is always some kind of buzz about it going on everyday.

Star Chart

Using the chart, the children will receive stars when the desirable behavior of doing their homework is achieved. Once the behavior has been repeated the designated number of times, the child will receive the reward. It is important to make the immediate reinforcers fairly easy to obtain so that the child can experience success. It would be hard for a child to imagine receiving a reward in a month from now, so that is why I will use the immediate reward of the stars. Seeing the stars begin to build on the chart is what will keep them working toward the ultimate goal of receiving the homework pass in thirty days. This addresses the "I", immediately and the "F" frequently.