Group 3

Members:
Frances Diane Tapdasan
Khlaraize Seblos
Catherine Nichole Ocampo
Gene Aaron Osorio
Jon Lori Pantilgan

Topic: Behavioral Modification

Reporters: Gene and Lori

Learning Task No. 7

Approach Proponent (s) Nature of Teacher Nature of Students

Assertive Approach Lee Canter (1997) Teachers using the It may be inferred
assertive discipline that these techniques
approach remain calm assume that firm
and in control when classroom
facing disobedience. management
They issue praise and liberates pupils
positive feedback for /students because it
desired behavior, call allows them to
students out when rules develop their best
are broken, administer traits, skills and
punishment, and abilities and provides
explain the differences them with
between behaviors that psychological
are acceptable and security in the
unacceptable. classroom and an
effective learning
environment. For
pupils/students who
disobey rules for the
first time, receive
"one warning and,
then if they commit
another infraction of
the rules, they are
subjected to
increasingly serious
sanctions."

Business Academic Evertson and The teacher enforces A well-managed

Emmer various classroom classroom that is free
activities to keep the from disruptions,
 students busy where students
behave in an orderly
manner and are
involved
enthusiastically in
learning.One idea of
the business -
academic approach
is that when
pupils/students are
busy working on their
learning tasks, it may
be inferred that there
is little opportunity for
discipline problems to
arise.

Behavioral Burrhus Frederic A teacher needs to Managing student

Modification Skinner first determine what behavior is a part of
they mean by the classroom.
acceptable behavior Students are always
from their students. trying to test and
This must also be push the limits of
communicated so that what is acceptable
the students can behavior. In response
understand, which to this, many
necessitates the need teachers choose to
for simplicity. The have some system of
criteria are generally reinforcing
vague, and it is acceptable behavior.
refined at step three
when you make
specific behavioral
goals.

Group Guidance Fritz Redl Teacher alters the

surface behavior of the
students on a group
basis.

Success Harry Wong Teachers need to

change negative
behavior and improve
conditions so they lead
to student success. The
teacher should show
care, and be positive
and persistent.

Acceptance McCracken and Teachers maintain that Students will strive to

 Vowles (Di ko sure every individual needs behave appropriately
ani guyssss ha) to feel acceptance and because they want to
belongingness. be accepted and to
belong to the group.

Learning Objectives:

At the end of the lesson, the third year BSEd Science students are at least 85% proficiency
are expected to:
A. describe behavioral modification approach;
B. explain the importance of behavioral modification approach; and
C. write some real-life examples of behavioral modification.

Topic:Behavioral Modification Approach

Behaviorism looks at the observable actions of students and assesses whether they are
learning as effectively as possible. The central belief of a behaviorist is that students learn
through reinforcement - constant feedback that tells them whether what they are doing is
right or wrong. This comes in the form of test scores, homework marks and more.

Behavioral Modification Approach

Behavior modification approaches include a series of teacher-implemented activities and

actions aimed at improving classroom behavior.
1. Encouraged behaviors might include staying seated, requesting permission to talk,
remaining on task, proper care of classroom books and tools, and treating other
students with respect.
2. Discouraged behaviors might include loud or disruptive behavior, wandering around
the classroom and not completing assignments
This approach is focused on bringing about permanent change in a student’s behavior that
is observable. The difference in behavior must be what the teacher desires. This involves
reinforcement, which is consistent with operant conditioning. For many, this is almost a form
of manipulation. Yet, behavior modification is highly effective if it is used appropriately.

Note, all children function more effectively under the right set of consequences.
Reinforcers are consequences that strengthen behavior. Punishments are consequences
that weaken behavior. Students’ behaviors are managed and changed by the
consequences of classroom behavior.
Proponent :

Burrhus Frederic Skinner (1904-1990)

- An American psychologist known for his impact on Behaviorism
- He was identified as the most influential psychologist of the 20th century
- Skinner's most notable discoveries or contributions to the field of psychology include:
The operant conditioning process (Skinner's theory of learning)

The notion of schedules of reinforcement

Introduction of response rates as a dependent variable in research

​ The creation of the cumulative recorder to track response rates

Nature of Teaching

Behavior modification is one of many tools that a teacher can use to help students. The
purpose is to encourage certain behaviors and discourage others. As such, the process
mentioned here can improve both teachers’ and students’ classroom experiences.
Managing student behavior is a part of the classroom. Students are always trying to test
and push the limits of what is acceptable behavior. In response to this, many teachers
choose to have some system of reinforcing acceptable behavior.

1. Establish the criteria

A teacher needs to first determine what they mean by acceptable behavior from their
students. This must also be communicated so that the students can understand,
which necessitates the need for simplicity. The criteria are generally vague, and it is
refined at step three when you make specific behavioral goals. Examples of
behavioral criteria can include such things as being respectful, submitting work on
time, etc. Again, how to do this is specified later.

1. Complete a performance check

 Once a criterion has been established, the next step is to see how well the students
are currently doing this. You want to identify where there is serious trouble and focus
on developing specific behavioral goals for these problem areas. For example, if
students are habitual yelling at each other, this will probably be seen as being
disrespectful. AS such, the teacher may want to focus on this particular problem
when moving to step 3.

2. Develop specific behavioral goals

Specific behavioral goals are precisely what individual students need to do to achieve the
ideas in the behavioral criteria. Technically, these goals need to be set up for each student
individual because no two students have the same performance issues. However, this may
not be possible in a large class. Therefore, general rather than specific behavioral goals
may have to work. An exception can be made for incredibly challenging students who are
disrupting the learning experience.

Goals at this level need to be realistic and measurable. For example, to reduce yelling in the
classroom, the teacher might make the following goal.

Upon entering the classroom, the student will never yell at anyone.

The example above contains a condition for entering the classroom. In other words, it
doesn’t matter if the student yells outside in this example. Next, the goal states specifically
that the student will not yell at anyone. This is the behavior that the teacher is trying to
modify. Lastly, the negation never is used as a proficiency. In other words, yelling is not
allowed to happen at any time. Expressing this implies perfection in terms of the
consistency of the behavior.

3. Evaluate results
Once the goals are set, the student(s) are evaluated over time to see how well they
perform. When mistakes are made, students are reminded of the expectations. If it is
necessary, disciplinary actions may be used. Although this is generally saved for step 5

4. Praise student base on actual performance

Praise and feedback are given once the evaluation is complete. However, when working
with children, the last two steps often happen simultaneously in an iterative manner.
Children shouldn’t wait too long to be provided with feedback and or discipline as bad habits
set in rather quickly.

The goal during this entire process is to shape behavior incrementally over time. The
success that you are looking for will not happen immediately. In other words, returning to
our example, a student will not stop yelling immediately when the goals are set. Instead,
what you want to see is a steady decline in behavior over time. The goal is steady progress
rather than instant perfection. This requires patience on the part of the teacher as the
student goes through this process.

Nature of Students

Students’ behaviors are managed and changed by the consequences of classroom

behavior. To manage behavior through consequences, use this multi-step process:

1. The problem must be defined, usually by count or description.

2. Design a way to change the behavior.
3. Identify an effective reinforcer.
4. Apply the reinforcer consistently to shape or change behavior.
Preventative Strategies

Consider seating an easily distracted child closer to the teacher to help her stay on
track. Give a child with attention deficit hyperactivity disorder opportunities before class
starts to move books or re-arrange desks in order to help expend excess energy.
Standridge calls this, “Development of a positive, nurturing environment (by removing
negative stimuli from the learning environment).”

Teaching Strategies

Provide students with guidance and information to teach them the correct behavior
required. Use stories and role-playing to teach actions such as asking permission to
leave a seat, forming a line, walking to the lunchroom, sitting quietly and keeping hands
to oneself. Both regular students and those with disabilities might need more than oral
directions in order to understand how you expect them to behave in your classroom.

Positive Reinforcement Strategies

When you catch students following directions and doing things correctly, compliment
them. Examples of positive reinforcement, as suggested in "Behavior Modification in the
Classroom" by N. Mather and Sam Goldstein, include a hug or extra playtime for
kindergartners, help with handing out papers or early departure for lunch for middle
school students or extra computer time or self-creation of a class quiz for senior high
students. Mather and Goldstein say more than one form of positive reinforcement might
be required for a single child. For example, a child might need one compliment to
remain seated in his chair and another to encourage working while seated.

Negative Reinforcement Strategies

When a student acts the same after deploying preventative, teaching and positive
reinforcement strategies, negative reinforcement strategies might be required.

Examples of negative reinforcement strategies include:

​ a time out
​ seating away from the rest of the class
​ removal of playtime privileges
​ referral to the principal
​ a note home to parents or an oral reprimand
​ There are four main components of behavior modification generally recognized
by experts in the field. You are probably familiar with each component, although
you may not have used these terms before. We will look at each one and how
parents and teachers can use them effectively in modifying the behavior of
children at home and in the classroom.
 Table 4.2. Technique, behavior, consequence, and probable effect

Classification Exhibited Consequences Probable future

behavior effect on behavior

Positive Jane behaves Jane’s teacher Jane will continue

Reinforcement well during the praised her. to behave in every
discussion. class.

Negative Jason complains Jason’s parents Jason will

Reinforcement that older boys allow him to continue to miss
consistently bully remain at home school.
him and he because of his
refuses to attend complaints.
school.

Positive Mary keeps on Mary’s teacher Mary will not turn

punishment turning her gives her points in late again.
activities late. deduction.

Negative Roy keeps on Roy’s teacher Roy will not do

punishment making jokes promptly tells him such behavior
during discussion. that he will not again.
take his break
because of his
behavior.

Positive reinforcement is a technical modification of behavior that seeks to improve the

response of another person adding something that is favorable to the person
concerned. Classroom discipline that relies mostly on positive reinforcement is usually
very effective.

Negative reinforcement is one that increases the probability of response by eliminating

or reducing something that is harmful or unpleasant for the person.Negative
reinforcement should be used sparingly with students, because it is less effective than
positive reinforcement.
Positive Punishment - If you present a negative consequence in response to negative
behavior, you are using positive punishment. A positive punishment involves adding a
consequence that will help deter a student from repeating the behavior.

Negative punishment- something is taken away in response to negative behavior.

Negative punishment can be a very effective way to help a student learn from their
mistakes.

Why is it that punishment seems to work in some instances but not in others?

Researchers have found two factors that contribute to how effective punishment is in
different situations.

First, punishment is more effective if it is applied quickly. Prison sentences often occur
long after the crime has been committed, which may help explain one reason why
sending people to jail does not always lead to a reduction in criminal behavior.

Second, punishment achieves greater results when it is consistently applied. It can be

difficult to administer a punishment every single time a behavior occurs. For example,
people often continue to drive over the speed limit even after receiving a speeding
ticket. Why? Because the behavior is inconsistently punished.
References:

Behavior Modification Techniques in the Classroom. (2020, January 14). How to Adult.

https://howtoadult.com/behavior-modification-techniques-in-the-classroom-43389

40.html

Behavior Modification in the Classroom. (n.d.). LD OnLine.

https://www.ldonline.org/ld-topics/classroom-management/behavior-modification-

classroom

Darrin. (2021, March 15). Behavior Modifications and Students. Educational Research

Techniques.

https://educationalresearchtechniques.com/2021/01/10/behavior-modifications-a

nd-students/#:~:text=Behavior%20modification%20is%20focused%20on,almost

%20a%20form%20of%20manipulation

Greenwood, B. (n.d.). What is Behaviourism and How to Use it in the Classroom?

https://blog.teamsatchel.com/what-is-behaviourism-and-how-to-use-it-in-the-clas

sroom