As a teacher, what would you do?
What Do I Do When? Contributed by Steve Buckman, Indiana Resource Center for Autism Any discussion about teaching students with autism spectrum disorders in school settings will invariably turn to a discussion about the role of consequences in managing inappropriate behavior.
Usually the discussion takes the form of this question: What do I do when "Johnny" does. The result is that consequences have become narrowly linked with managing inappropriate behavior, and it is the misguided use of consequences for inappropriate behavior that is of concern.
Behavior Therapy Behavior therapy is a short-term approach that has wide applicability. It emphasizes research into and assessment of the techniques used, thus providing accountability. It emphasizes research into and assessment of the techniques used, thus providing accountability. At the time of conception, the genes from chromosomes of both the father and the mother fuse together and determine the traits of the offspring to be born. The physical characteristics such as height, weight, colour of eye and skin, social and intellectual behaviour are determined by heredity. One of the best ways to teach our students to accept responsibility for their mistakes and behavior is to use logical consequences instead of punishment. Logical consequences are intended to teach students the hows and whys of good decisions, rather than making them sorry for making a bad choice.
Fortunately, as our efforts shift toward prevention of challenging behavior, questions about consequences should no longer monopolize our efforts and energies. Nonetheless, for the present, it represents a valid question which warrants discussion and some ideas about direction.
The discussion begins by addressing the purpose of consequences, followed by an examination of how consequences are misused, and, finally, some ways to use them more effectively. What is the purpose of consequences?
Consequences have three purposes when used to manage student behavior: Too often our focus lies on the second of these three purposes, using consequences solely to eliminate behavior.
Why do negative consequence interventions still dominate our efforts? Negative consequences meant to punish i. Responses to problem behavior, such as verbal reprimands, time out, and response costs to name only a fewhave a long history in school settings. And they often achieve results.
For most students, negative consequences work exceedingly well, at least on the surface. They are the behavior management version of a quick fix because they generally require low effort and produce a quick change.
Unfortunately, for many individuals, and especially those with an autism spectrum disorder, the fix is short lived, overly simplistic, and tends to suggest that what is needed in the future is merely a stronger negative consequence. It also fosters an elusive and never ending search for the perfect consequence.
How are consequences misused? Below are some ways consequences for inappropriate behavior are commonly misused in school settings, followed by suggestions for more effective use: Consequences are applied continuously and for long periods of time, even when ineffective.
Although negative consequences represent tangible evidence to others e. For many students with autism spectrum disorders, repeated use of negative consequences quickly loses effectiveness as the student becomes immune to their use. For others, consequences simply serve to heighten anxiety levels when the student is doing what is logical to him or her.
They also send the message that the people and activities in the settings are worth avoiding. Consequences are predetermined by school policy without regard to individual student needs.
The first and foremost job of schools is to establish safe and effective environments conducive to learning for all students. The second job is to be responsive to individual student needs.
The assumption that tough discipline is effective discipline often supersedes the necessary individualization of responses to problem behavior. Certain consequences are assumed to be universally punishing e.
The effect that a consequence has on future behavior determines whether we label it as punishment or reinforcement.Behavior Therapy Behavior therapy is a short-term approach that has wide applicability. It emphasizes research into and assessment of the techniques used, thus providing accountability.
It emphasizes research into and assessment of the techniques used, thus providing accountability. The ABC model is a way to evaluate behaviors in order to determine why employees choose to act or behave in a certain way.
|Effects of Heredity and Environment on our Personality||What Do I Do When?|
|What is the purpose of consequences?||Every individual on this earth is different from the other.|
The model looks at Antecedents, Behaviors, and Consequences. To conduct an ABC analysis, you, as supervisor, need to: Describe the observed problem behavior (i.e., not wearing required personal protective equipment .
Consequences have three purposes when used to manage student behavior: (1) reinforcement to strengthen behavior; (2) punishment to weaken undesirable behavior; .
Consequences of a behavior determine its likelihood of being repeated • Skinner o Focused on external causes of action and the actions consequences o Systemized operant conditioning • ABC of behaviorism o Antecedent A stimulus or condition that precedes a behavior (sight, sound, tangable thing, being hot or cold, pain) o Behavior Any.
At the time of conception, the genes from chromosomes of both the father and the mother fuse together and determine the traits of the offspring to be born. The physical characteristics such as height, weight, colour of eye and skin, social and intellectual behaviour are determined by heredity.
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