methods for reducing behaviour

• Misbehavior


  An error that needs to be addressed so it doesn't escalate
• Continuum of interventions


  1. Brief, contingent, specific correction

  2. Performance feedback

  3. Differential reinforcement

  4. Planned ignoring

  5. Response cost

  6. Time out from reinforcement
• Brief, contingent, specific correction


  • An informative statement made by the teacher when the behavior occurs, stating the observed behavior and then telling the student what he or she should be doing
• Performance feedback


  • Specifying a level of behavior and providing reinforcement, helping students to see their progress
• Differential reinforcement


  • Reinforcement provided when the student has lower levels of the undesired behavior or higher levels of the desired behavior than previously observed
• Planned ignoring


  • Paying no attention to the student when he or she demonstrates the undesired behavior
• Response cost


  • Removing a token or privilege when the behavior occurs
• Time out from reinforcement

  • Removing the student from a reinforcing environment to a less reinforcing environment when the behavior occurs
• Effective use of reprimands


  1. Tell the child exactly what inappropriate behavior is being reprimanded

  2. Reprimand the behavior, do not derogate the child

  3. Reprimand immediately, calmly, in a firm voice and posture. If either the child or others may be harmed by the behavior, remove the child

  4. If necessary, back up the reprimand with loss of privileges

  5. Encourage the child to behave appropriately and include a statement of the appropriate behavior in the reprimand

  6. When it's over, it's over. Do not keep reminding the child of past inappropriate behavior; avoid embarrassing the child in the presence of peers and others. To this end, use nonverbal reprimands: shake your head "no," point your finger, frown, and so

  7. Always observe the child's reaction to the reprimand to determine whether it is aversive
• Performance feedback


  • Use formative assessments of the behavior
  • Provide the feedback without appearing evaluative or scolding
  • Be supportive
  • Provide information that is timely and specific
  • Schedule appropriate times for feedback
• Differential reinforcement


  The process of reinforcing an appropriate behavior in the presence of one stimulus and, simultaneously, not reinforcing an inappropriate behavior in the presence of another stimulus
• Application of differential reinforcement

  1. Identify and define the unacceptable behavior to be decreased or eliminated

  2. Select and define an acceptable replacement behavior to increase
• Types of differential reinforcement

  • Differential reinforcement of zero rates of behavior (DRO)
  • Differential reinforcement of incompatible behaviors (DRI)
  • Differential reinforcement of lower rates of behavior (DRL)
• Differential reinforcement of zero rates of behavior (DRO)

  • The individual is reinforced for not exhibiting the target behavior during a specific period of time
  • Occurrences of the target behavior are ignored
  • The individual is reinforced for exhibiting appropriate behavior in other circumstances
• Behaviors to which differential reinforcement of incompatible behaviors (DRI) may be applied

  • Following directions versus noncompliance
  • Name-calling versus using an appropriate or proper name
  • Talking at inappropriate times versus being quiet at appropriate times
  • Off task versus on task
  • In seat versus out of seat
  • Sleeping in class versus not sleeping in class
  • Being tardy versus being on time
  • Messy or incomplete work versus neat or complete work
• Differential reinforcement of lower rates of behavior (DRL)

  • Applied to gradually reduce the behavior by reinforcing progressively lower rates of the behavior
• Behaviors to which differential reinforcement of lower rates of behavior (DRL) may be applied

  • Attention-seeking behavior
  • Completing assignments
  • Responding to teacher's or parent's questions
  • Hand raising
• Differential reinforcement of lower rates of behavior (DRL)

  • Applied to behaviors that are habits, do not need to be reduced rapidly, and do not need to be reduced to zero
• Behavior change process when implementing differential reinforcement


  1. Select the target behavior to be changed

  2. Select a positive alternative to the target behavior

  3. Select the appropriate differential reinforcement strategy (DRO, DRI, or DRL)

  4. Determine the reinforcers to be used in the intervention

  5. Determine the criteria for success

  6. Implement the intervention

  7. Evaluate the results of the intervention
• Extinction (systematic ignoring)


  The discontinuation or withholding of the reinforcer of a behavior that has previously been reinforcing the behavior
• Extinction


  • Extinction techniques, when properly applied, result in a gradual decrease in the target behavior and its eventual elimination
  • The most effective approach to extinguishing behavior that has been previously reinforced is ignoring that behavior
  • If the individual is not inflicting pain on himself or others or disrupting the ongoing classroom program, then extinction may be the intervention of choice
• Applying extinction


  1. When the target behavior is exhibited, remain impassive; give no indication that you are aware of the behavior

  2. Continue whatever activity you are presently doing

  3. If the behavior persists, turn your back and walk away
• Response cost


  Loss of privileges is a negative behavior management intervention, though its results may be positive. When the loss of privileges is applied, a portion of the child's present or future positive reinforcers is taken away following the exhibition of the target behavior.
• Response cost


  • The privilege the child loses should be a natural or logical consequence of the inappropriate behavior
  • The child understands the relationship between the target behavior and the privilege to be lost
  • The child knows the punishable behavior and the consequence of exhibiting it
  • Use natural or logical consequences when possible
  • Apply the loss of privilege interventions fairly
  • Avoid warning, nagging, or threatening
  • Do not debate the punishable behaviors, the rules, or the punishment once these have been established
  • Do not become emotionally involved. Do not feel guilty when the child loses a privilege. If the child knows the rules and the consequences of the behavior, then he or she has chosen to break the rule and suffer the consequences
  • Be consistent
  • Reinforce appropriate behaviors; do not emphasize inappropriate behaviors only
• Time-out


  The removal of a child from an apparently reinforcing setting to a presumably non-reinforcing setting for a specified and limited period of time. Time-out is time away from positive reinforcement.
• Types of time-out


  • Inclusion time-out (withdrawal of materials, contingent observation, time-out ribbon, sit and watch, cool down period)
  • Exclusionary time-out (the student is not allowed to observe the group, legally referred to as seclusion, the right to education is denied while the student is being excluded)
• Time-out


  • Time-out is contingent on the exhibition of the target behavior
  • A discrepancy that is meaningful to the student exists between the time-in and time-out environments
  • The use of time-out should be carefully reviewed by the IEP team and administrators responsible for the student's program
  • Careful data regarding the application and results of time-out should be recorded
• Applying time-out


  • Characteristics of the child (students who wish to be with the group and attended to by the teacher are most affected by time out, for a withdrawn, passive, solitary child who is prone to daydreaming, time-out may be inappropriate and would be contradicted)
  • Consistency of application (if time-out is to be applied as an intervention with a particular child, it must be used with consistency over a predetermined period of time, frequently, teachers are inconsistent in their application of time-out, as a result, the child becomes confused, and the wrong behavior is reinforced)
  • Child's understanding of the rules (children should know specifically what behaviors are not acceptable in their classrooms, children should know the consequences, does not include lecturing, reprimanding, or scolding before, after, or during the time out, the rules for time-out should be communicated to the children; they should be posted and reviewed frequently, explanation for the 'time out" should be brief and explicit; it is not scolding or lecturing)
  • Time-out areas (avoid selecting an area that may appear non-reinforcing but is in effect reinforcing to children, the area should be away from high traffic, away from doors and windows, out of the other children's view BUT within view of the observer)
• Desensitization


  A potent intervention that can be applied in a modified form by the teacher in the classroom
• Applying desensitization in the classroom


  • The child must trust the teacher and be free to express fears in the teacher's presence
  • The teacher must construct an anxiety-evoking stimulus hierarchy
  • The teacher must be willing to accompany the child in the progression from the least to the most anxiety-evoking stimulus in the hierarchy