Behaviour Modifications in the Classrooms

Behaviour Modifications in the Classrooms

RESPONSE COST A punishing technique that is equivalent to the losing what pupils posses or have earned. DefinitionWhy use?To reduce off-task behaviour. To improve compliance with directions Earned consequences are considered reinforcer. When earned consequences are lost, this become response cost.

RESPONSE COST Children with ADHDeffective withProvide maximum numbers of points or token to be earned during the school day to retain the reinforcer. Pupils are provided with reinforcement and must work hard to keep it. This will motivate and attract children to behave in the classroom.

Guidelines for using response cost in the classroom : 1. Use the procedures for most, if not all, of the classroom day of the target behaviour. 2. Make certain the number of students with whom you are using the program is manageable. 3. Make certain there are more opportunities for success than for failure. 4. Build in additional incentives, including additional reinforcers that can be earned at the end of the week, by retaining a minimum number of reinforcers through the week. 5. Consider incorporating self-monitoring techniques which students can administer response cost independently when they recognise a rule violation.

TIME-OUTExcludes children from opportunity to participate with others and receive any kind of positive reinforcement. The least restrictive form consists of removal of certain reinforcing activities or objects from the misbehaving child for short period. One of the most effective disciplinary techniques but most likely to be overused and misused in the classroom. Can be quite effective for noncompliant children. But for ADHD children, teacher must distinguish between noncompliant behaviours and behaviours resulting from ADHD.

EFFECTIVE TIME-OUT

Should not be used unless all other procedures have been tried and failed. When student is placed in a time-out room, they must be monitored by a staff member. Never be used without parents written consent. Do remain calm when talking to the student in time-out room. Do not argue with, threaten, or verbally reprimand student. Used only if it is listed as an approved and agreed-on technique in students individualized education plan. Defined as removing students from a reinforcing classroom setting to less reinforcing setting.

Should be non-threatening. Entire procedure should be explained before it is implemented to the students.

Seclusionary Time-out Procedures

Consequential VS Rule-governed Behaviour

Show good behaviour under appropriate external or environmental consequences.Struggle to develop the internal self-monitoring skills to govern their behaviour. Requires greater number of successful trials to make the transition to self-management. Take longer time to learn to self-manage behaviour. Become failure if childs behaviour is regress as consequences are removed.

ADHD pupils

Nur SheilaNur AziemahNur IyliaNurfarah WahidahQurratu AiniSafia AqilaPrepared by,