Operant Principles Dr. Ayers HPER 448 Western Michigan University
Dec 31, 2015
Sustaining Program Effect
Ultimate goal of a physical education program What will students need to develop?
Physical Skills Knowledge Personal Social Skills
What type of skill is associated with management? What is the ultimate goal of the teacher regarding
student management?
Lesson Outcomes
Identify components of behavioral analysis applicable in physical activity context Behavioral contingency Reinforcement Procedures Punishment Reinforcement Hierarchy Reinforcement Schedule
Behavioral Contingency*
Response
SD--------------------->R--------------->CDiscriminating Stimulus Consequence
Discriminating Stimulus *
Instructional Setting Environment in which the response occurs Set of controllable circumstances Created by the instructor Physical setting, person, activity
Response *
Action that immediately follows the presentation of the discriminating stimulus
Verbal Cognitive Physical
Consequence *
Event that follow the response Reinforcer Punishment
Law of Probability: Given the same circumstances, the same response will occur if followed by an event perceived to be desirable (pleasing) by the performer
Reinforcement
An event that immediately follows a behavior or response
INCREASES the probability that the behavior or response will occur again under the same circumstances
Types of Reinforcement
Positive: Presentation of “something” that increases the behavior or response
Negative*: Withdraw or removal of “something” that increases the behavior or response
Escape/Aversion from an event perceived as unpleasant
Schedules of Reinforcement
Continuous: Every time (Beginner)
Variable: Every X times; no pattern
Fixed: Every X times; fixed number
Intermittent: Random
Hierarchy of Reinforcers
Edible- Consumable that meets a physiological need (water, candy, etc.)
Tangible- Valued as a possession Token- May be exchanged Social- Verbal, visual Activity- Game, past-time Stimulus Control- Initiated by the student
Premack Principle *
Give me what I want and you will get what you want Pairing low frequency behavior with high frequency
behavior Low frequency (not perceived as a favorable) High frequency (perceived as desirable/favorable) Shift the ratio: Higher levels of “low” required to gain
access to “high” frequencies
Reinforcement Principles *
Reinforce small, but successive, approximations toward desired behavior
Reward frequently Reinforce immediately after, not before Reinforce clearly
Attempt Correct response General v. Specific
Reinforcement Principles* (cont’d)
Reinforce consistently across behavior/ person Reinforce sequentially
Positive followed by correction 5:1 ratio (positive v. negative or punishment)
Punishment *
Event that immediately follows a behavior that DECREASES the probability that the behavior will occur given the same circumstances
Predominant form of control in educational settings
Frequently misused
Appropriate Uses of Punishment in Education
Dangerous Self Others
Disruptive Places others or self in jeopardy
Defiant Directly to teacher Violates posted rules
Destructive Property
Punishment Guidelines
Immediate Remove the student from the setting Maintain composure Consistency Firm Time Out
No peer interaction No attention-seeking behaviors Make sure this is not the goal of the student
ManagementArranging the environment for learning and maintaining/developing student-appropriate behavior and engagement with the contentContentWhat is to be learned
GOOD MANAGEMENT IS NECESSARY BUT NOT SUFFICIENT FOR EFFECTIVE TEACHING *
TEACHING IS AN INTERDEPENDENT PROCESS
Goal of good management systemHigh level of engagement in appropriate tasks
Teaching Functions
-Customary way of handling tasks (usually daily tasks)
-Establish expectations to mold S behaviorLocker room, pre-class, lesson, end-of-lesson
-Introduce and practice until “routine”
-Must be reinforced consistently *
Routines
Common Routines
Locker room Before Class Attendance Lesson-Related Grouping End of Lesson Late Arrivals Water/Bathroom Breaks Injured Students
Locker Room Routines
When to enter Where to put belongings Permissible social behavior Amount of time allocated for dressing Where to go upon leaving locker room Circumstances when to enter the locker room during
class What to do if locker combination does not work Shower requirement
Before Class Routines
Elementary• Where to go: Circle, squads• Start warm up on own?
Secondary• Where to go• Permissible activities: Start warm-up, use specified
equipment, activities• Does teacher have to be in the room to do activities?
Attendance
Elementary- Ask classroom teacher how many students are in class or ask students who is absent
Secondary- Use time-saving techniques• Assigned spots- Numbers on floor
• Teacher scans• Records
• Assigned spots- Squads • Use squad leaders• Rotate leaders• Use a prepared index card
Lesson-Related Routines
Distributing Equipment Out-of-Bounds Areas in Gym Signals (stop and go) Grouping of Students End-of-Lesson
• Closure• Dismissal
Late Arrivals (wait for teacher direction) Water and Bathroom Breaks Injured Students (emergency plan)
-General expectations for behavior
-Teach as concepts (across a variety of +/- situations)
-Guidelines*:Developed cooperatively w/ T and SsStated positivelyMake explicit (post in facility)Reinforce consistently and fairlyFew in number (3-5)Consistent with school rulesEnforceable
Rules
Personal Social Skills
Responsibility Respect for Others Respect for Authority Cooperation (Teamwork) Leadership Best Effort Reliability
When others are talking, we will respect them by listening
We will support the efforts of others by encouraging them as they perform
We will use our equipment and space responsibly We make our best effort at all tasks We will cooperate with others by sharing equipment
Examples of Rules
Developmental Considerations
Take students’ personal social development into consideration
Develop a progression for personal social development
Rules for K-2/3-5/7-8/9-10--Should be arranged hierarchically
Gaining/Maintaining S Cooperation
Plan progressive experiences toward learning environment (Box 7.2, p. 142)
K-2/3: Compliant, want to please teacher
2/3-5/6: Compliant, need less management time
5/6-9/10: Peers most important, motivation becomes an issue
HS: Maturation results in less mgmt time
Share clear expectations– Consequences– Reinforcement (Tangible, Token, Social, Activity?)
Identify your ultimate goal for student behavior (Personal-Social Skills)
Communicate your expectations in advance Positive is more effective than negative Inappropriate student behavior is not a personal attack Discuss appropriate/inappropriate behavior BE FAIR AND CONSISTENT
Teaching Routines/Rules
Positive more effective than negative
Teach expectations, reasons for rules, address problems constructively/cooperatively
Inappropriate behavior is not a personal threat
Be caring, concerned, firm
Rely on instruction/persuasion, not power/assertion
Know your own expectations
Watch your cooperating T this semester; what is ok? What does (s)he let go? Clarity→consistency
Know the ultimate goal for S behavior
Think long-term; what do you want next year? 2 yrs?
Share your behavioral expectations in advance
Do not wait on misbehavior to teach good behavior
Help Ss internalize appropriate behavior
Explain WHY these rules exist
Encourage S participation in rule/behavior expectations
Teach rules for learning tasks too
-How do you actually practice a skill?
-How do you work with others?
-What do you do if you infringe on others’ space?
-How do you get T attention for help?
Management is ongoing
Continually work to help Ss achieve self-control
Developing Self-Control & Personal Responsibility
National standards highlight this aspect
5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings
6. Values physical activity for health, enjoyment, challenge, self-expressions and/or social interaction
Nature of our setting fosters personal/social skills
-Moving from external to internal control →decision making skills
-Guiding Ss to higher level functioning is part of physical educators’ professional responsibility
Hellison’s Developmental Levels
0: Irresponsibility
1: Self-control
2: Involvement
3: Self responsibility
4: Caring
0: Irresponsibility
Unmotivated, undisciplined, denies personal responsibility, verbally or physically abusive of others, interrupts, off task on a continuous basis, requires constant supervision
Not highly engaged in the lesson but not disruptive, does not need constant supervision, goes through the motions of compliance
Demonstrates self-control and an enthusiasm for the subject-matter; willing to try new things and has a person definition of success
Capacity to work without direct supervision; can identify own needs and interests and is independent in his/her pursuit for them
Cooperative, supportive and caring about others; willing to help others
Transfers responsible behavior to life settings outside the gym; personal responsibility for actions
Strategies emphasized in Hellison’s model*-Create awareness of appropriate behavior & goals
-Provide opportunities for Ss to reflect on their behavior relative to behavior goals
-Provide opportunities to set personal behavior goals
-Establish consequences for both +/- behavior
-Include Ss in group processes to share T ‘power’
-Help Ts interact with Ss in growth-producing ways
Behavior Modification (Box 7.4, p. 147)
Clear expectations and reinforcement
Stage One
Order a S to desist (stop behavior)
Have S state rule being broken
State expected behavior
Hairy eyeball
Proximity
Allow S to choose work area to avoid temptation
Time out
Put S at end of line/group (go last)
Stage Two
Conference with S
Isolate S in hall/away from class
Send home note
Call parents
Detention
Remove privilege
Stage Three
Deny special class treat (free time at end)
Create behavioral contract
Send S to office
Corporal punishment
Transition from T- to S-centered control challenges
-Overuse of external rewards
-Failure to withdraw external rewards
-Lack of flexibility in rules, regulations & expected behavior for different contexts
-T willingness to have a “busy-happy-good” environment
Ineffective Management Factors
Authoritative Management
Ts have a firm but flexible management position
-Rules, procedures expectations context-dependent
-Expectations vary by class, content, student
Ts teach self-directed behavior
Internal control and self-discipline valued
Ss gradually assume more self-responsibility
-Transfer of responsibility for behavior goal
-Create situations in which Ss demonstrate increasing personal responsibility
Group Processes
Involve Ss in decision making
-Include S input when novel situations arise
-Remind Ss that THEY made rule when reinforced
Resolve conflicts through discussion
Real-time issue; very dynamic environment needed
Role-playing to convey concepts
-Allows Ss to ‘put themselves in another’s shoes’
-Make explicit what happens during ‘skit’ and then summarize lesson(s) learned
Final Points
Prevention is the best medicineWithitness, overlapping, hairy eyeball, proximity *
Widespread class misbehavior-Stop class and specifically address problem(class desist)
-Address problem-Identify as inappropriate-Focus Ss on desired task/behavior-STAY POSITIVE
Treat Ss as you wish to be treatedBe gentle; determine WHY behavior occurs, address problem, not person