NAU ECI 450 - Models and Theories of Behavior Management

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Models and Theories of Behavior ManagementSocial Systems Theory (Ecological theory)5 Levels of an Ecological ContextThinking like a Social Systems Theorist (Ecological)BehaviorismThinking like a BehavioristThe reason behavior happens…The function of a behavior… is a response to stimuliFive basic Principles of ReinforcementPsychodynamic ModelPsychodynamic (continued)Thinking in a Psychodynamic manner…Surface Interventions- behavior influencing techniques (Redl/Wineman)Environmental ModelThinking like an environmentalist…TimePhysical SpacePatterns of Human InteractionsConstructivist ModelThinking like a constructivist…Slide 21Three Ways to develop the class: 1. Moral Autonomy2. Caring3. Community BuildingModels and Theories of Behavior ManagementDanforth S., Boyle, J.(2000) Cases in behavior management Columbus: Ohio. Merrill PublishingSocial Systems Theory (Ecological theory)No individual truly lives or stands alone.People develop by adjustments between an individual and their changing social and physical environments.People live within a number of ecological systems (contexts) classroom/school, family system, peer network, etc.Persons behavior operates in congruence or harmony with their environmentDeviant behavior happens when there is a lack of congruence or lack of necessary behaviors and understanding from the child.5 Levels of an Ecological Context1. The Individual- the changing and growing personal characteristics 2. Interpersonal Relationships- patterns of personal interaction and communication. 3. Relationships between systems-The interrelations between home and school, or home and a social service agency. 4. Group Interaction- The manner in which systems relate to one another. If a parent loses a job, may influence a child to feel anxiety and fear. 5. Society- What is bad behavior vs. good behavior? Each day institutions and settings are making and remaking cultural norms. Cultural norms reflect the belief and value system of dominant groups… alternative norms are constructed by persons and groups that disagree with dominant and socially mandated waysThinking like a Social Systems Theorist (Ecological)Goal to help children improve their behavior and gain greater control over what they do.Student has negative and disruptive behaviors–Individual- teacher teaches student what anger is.–Interpersonal relationships- teacher plans a number of times during the week to spend personal time.– Relationship between systems- teacher talks with mother extensively, shares ideas and concerns–Group Interactions- teacher arranges for mother and student to meet with guidance counselor.BehaviorismScientific modification of observable behaviors.Behaviors are viewed as responses that occur in relation to specific stimuli in the environment.Environmental factors dictate an individual’s behaviorThinking like a Behaviorist1. What is the specific behavior that is problematic?2. Under what conditions does this behavior occur?3. What are conditions or events that tend to occur in conjunction with this behavior?4. What is available that is viewed as rewarding by the individual?5. Who can systematically and consistently provide the rewards and how can this be arranged?The reason behavior happens… the behavior is rewarded orthe behavior has failed to be rewardedor the behavior has been punishedThe function of a behavior… is a response to stimuliInterventions are designed to modify/ change behavior by promoting or discouraging a behavior.We do this by carefully studying the stimuli. We use the principles of reinforcement.Five basic Principles of Reinforcement Reinforcement must only be presented when the target behavior is exhibited.Reinforce immediately after the target behavior is exhibited.Target behavior must be reinforced every time it is exhibited.Once target behavior has been increased to the desired level, reinforcement occur on an intermittent level.Tangible reinforcers should be accompanied by social reinforcers.Psychodynamic ModelLooks primarily inside the individualDaily priority of building trustful relationshipsNeo-freudian, Long, Redl, Wineman, George, Morse Foster the development of self-esteem, personal insight, self control and social skillsPsychodynamic (continued)Focuses on developing the individual’s insight and how feelings are acted out in their behaviors. Individuals have options in understanding their feelings and find ways of having them that are healthy.Trusting relationships- adults able to give support to help individual become more self-determined. Behaviors are the “’tip of the iceberg”, pieces of the surface evidence that must be interpreted to find the emotions beneath.Thinking in a Psychodynamic manner…1. What difficult feelings is the child or adolescent experiencing (anger, sadness, frustration) when they misbehave?2. Why is the child or adolescent feeling this? (What is going on the moment or in the person’s life that stirs these feelings?)3. Is there a way to arrange for the child or adolescent to move away from the situation and cool down at the time these difficult feelings rise up?4. Is there a way to arrange for an adult, that the adolescent views as caring and trustworthy, to provide support and talk privately with them?5. Is there a way to increase the number and quality of trusting, caring relationships with adults in this individual’s life?Surface Interventions- behavior influencing techniques (Redl/Wineman)Planned ignoringSignal interference Proximity control Tension reduction through humorProgram restructuringSupport from routineDirect appealRemoval of seductive objectsPhysical restraintEnvironmental ModelBehavior is described as a function of the individual within the environment.Focuses on the development of specific aspects within an individual’s immediate environment (home, school, neighborhood) that provide structure, support, vitality and regularity.What a person does cannot be separated from the context in which it happens.Thinking like an environmentalist…For each of the recent incidents of misbehavior/conflict, describe the physical setting, time of day, activity and participants. Are there any repeated patterns pertaining to the incidents/conflict?Does the group/individual experiencing the behavior problems have any discomfort with the setting, time schedule, activity or participants? Are there any patterns in how certain settings, times of day, activities or participants provoke


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NAU ECI 450 - Models and Theories of Behavior Management

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