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Behavior Management: Pearson New International Edition: Positive Applications for Teachers PDF

465 Pages·2013·4.369 MB·English
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B e h a v i o r M a n a g e m e n t Z i r p o l i S i x t h E d i t i o n Behavior Management ISBN 978-1-29202-155-3 Positive Applications for Teachers Thomas J. Zirpoli Sixth Edition 9 781292 021553 Behavior Management Positive Applications for Teachers Thomas J. Zirpoli Sixth Edition ISBN 10: 1-292-02155-1 ISBN 13: 978-1-292-02155-3 Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsoned.co.uk © Pearson Education Limited 2014 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the prior written permission of the publisher or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N 8TS. All trademarks used herein are the property of their respective owners. The use of any trademark in this text does not vest in the author or publisher any trademark ownership rights in such trademarks, nor does the use of such trademarks imply any affi liation with or endorsement of this book by such owners. ISBN 10: 1-292-02155-1 ISBN 13: 978-1-292-02155-3 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Printed in the United States of America 1112222333582481369371157395973359 P E A R S O N C U S T O M L I B R AR Y Table of Contents 1. Basic Concepts of Behavior and Behavior Management Thomas J. Zirpoli 1 2. Legal Considerations for Schools Thomas J. Zirpoli 33 3. Diversity in the Classroom Thomas J. Zirpoli 55 4. Issues in Early Childhood Behavior Thomas J. Zirpoli 89 5. Issues in Adolescent Behavior Thomas J. Zirpoli 121 6. Data Collection Techniques Thomas J. Zirpoli 145 7. Single-Subject Designs Thomas J. Zirpoli 187 8. Formal Behavioral Assessment Thomas J. Zirpoli 213 9. Functional and Curriculum-Based Assessment Thomas J. Zirpoli 239 10. Positive Behavioral Supports: Reinforcement Strategies Thomas J. Zirpoli 265 11. Cognitive Behavior Modification Thomas J. Zirpoli 299 12. Individual Strategies for Positive Behavior Supports Thomas J. Zirpoli 337 13. Schoolwide Strategies for Positive Behavior Supports Thomas J. Zirpoli 373 I 440415 14. Strategies for Specific Behavior Challenges Thomas J. Zirpoli 401 Index 445 II Basic Concepts of Behavior and Behavior Management From Chapter 1 of Behavior Management: Positive Applications for Teachers, 6/e. Thomas J. Zirpoli. Copyright © 2012 by Pearson Education. All rights reserved. 1 Anne Vega/Merrill 2 Basic Concepts of Behavior and Behavior Management CHAPTER OUTLINE Thomas J. Zirpoli Why do people behave the way they do? It was probably first a practical question: How could a person anticipate and hence prepare for what another person would do? Later it would become practical in another sense: How would another person be induced to behave in a given way? Eventually it became a matter of understanding and explaining behavior. It could always be reduced to a question about causes. —SKINNER (1974, P. 10) U nderstanding why individuals behave the way they do and how behavior may be taught, changed, or modified is the primary concern of this text. In this chapter, historical founda- tions, basic concepts, assumptions, as well as common misconceptions of behavior and behavior management are addressed. HISTORICAL FOUNDATIONS TO UNDERSTANDING BEHAVIOR AND BEHAVIOR ANALYSIS There are many schools of thought regarding behavior and behavior management. Most of these theories have evolved over time, each building on the research of previous scholars and practition- ers. Classical conditioning, operant conditioning, and social learning are the “general theoretical positions . . . that form the basis of contemporary behavior modification approaches” (Morris, 1985, p. 4). These concepts, in addition to behavior therapy and applied behavior analysis, are the foundation of behavior management strategies employed in schools and classrooms today, and they are the focus of this introductory chapter. Classical Conditioning Classical conditioning (also called Pavlovian conditioning) refers to the relationship between stimuli and respondent behavior responses. 3 Basic Concepts of Behavior and Behavior Management Stimulus refers to any “condition, event, or change in the physical world” (Cooper, Heron, & Heward, 1987, p. 18). Stimuli include light, noise, touch, temperature, taste, smells, textures, and so on, that evoke/elicit responses or respondent behavior. Stimuli may be unconditioned or conditioned. An unconditioned stimulus (UCS) is naturally stimulating or unlearned. Examples include food and sex. A person does not have to learn that food and sex are reinforcing. A conditioned stimulus (CS), however, is one that has been learned or conditioned. For example, a child may learn to fear anyone wearing white clothing after spending months in a hospital that included painful treat- ments by medical personnel dressed in white. Respondent behaviorsare usually not controlled by the individual and are frequently referred to as involuntary, reflex behaviors or unconditioned responses. An uncondi- tioned stimulus usually produces an unconditioned response. For example, a bright light (unconditioned stimulus) will probably produce unconditioned responses such as closing the eyelids, covering the eyes, and turning away. These respondent behaviors are not learned; they occur automatically as a result of the stimulus (light). IVAN P. PAVLOV: THE FATHER OF CLASSICAL CONDITIONING Ivan P. Pavlov (1849–1936), a Russian physiologist and 1904 Nobel Prize winner, is commonly referred to as the father of classical conditioning. During his research on animal digestion, Pavlov studied how different foods placed in the digestive system elicited unconditioned reflexes such as the production of gastric secretions and saliva. More significantly, Pavlov discovered that these responses could be stimulated when certain stimuli associated with the pres- entation of food were also present in the environment. For example, Pavlov observed that his dogs began to produce saliva when his assistant merely opened the cage door at mealtime. Ivan Petrovich Pavlov (1849–1936). Copyright WHO 4 Basic Concepts of Behavior and Behavior Management Before classical conditioning Food presented Salivation (Unconditioned Stimulus) (Unconditioned Response) During classical conditioning Food + bell presented Salivation (Unconditioned + Conditioned (Unconditioned Response) Stimulus) After classical conditioning Bell only presented Salivation (Conditioned Stimulus) (Conditioned Response) FIGURE 1.1 Model of Pavlov’s classical conditioning by the pairing of food and a bell to elicit a conditioned salivation response in a dog In 1927, Pavlov conducted his now famous study demonstrating that he could condition a dog to produce saliva (an unconditioned response) following the ringing of a bell. In his study, Pavlov paired the presentation of food (an unconditioned stim- ulus) with the ringing of a bell (a neutral stimulus to the dog). Over time, Pavlov found that merely ringing the bell, even in the absence of food, caused the dog to salivate. The ringing of the bell had become a learned or conditioned stimulus producing a learned or conditioned response (salivation). Pavlov went on to discover that the bell could lose its ability to elicit the production of saliva if it were repeatedly rung with- out the presentation of food. The dog learned that the bell was no longer associated with food and thus no longer acted as a conditioned stimulus for salivation. A model of Pavlov’s classical conditioning of a salivation response in his dog is provided in Figure 1.1. Pavlovian conditioning has expanded significantly since the days of Pavlov. Rescorla (1988) describes the modern understanding of classical conditioning this way: Pavlovian conditioning is not a stupid process by which the organism willy- nilly forms associations between any two stimuli that happen to co-occur. Rather, the organism is better seen as an information seeker using logical and perceptual relations among events, along with its own preconceptions, to form a sophisticated representation of its world. (p. 154) Rescorla and others have expanded the traditional understanding of classical condi- tioning. Balsam and Tomie (1985) note that learning must be understood beyond the identification of conditioned and unconditioned stimuli. The properties of the stimuli and the context in which these stimuli are presented not only become part of the stimulus (called a stimulus package) but play a role in the type of response forms that follow. A conditioned stimulus presented in one environment may elicit a different response in a second environment. For example, how a child responds to another child’s provocation within the classroom environment may be very different from how the child would respond to the same stimulus within the child’s neighborhood. Indeed, behavior is far more complex than a simple understanding of the pairing of stimuli and associated responses; many other variables are involved. Pavlov, however, 5

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