Virginia L. Dolan, Ed. D., NCSPAACPS PBIS/CDM Facilitator

Behavioral Assumptions

Reinforcement vs. Punishment

Reinforcement: when a consequence of a behavior functions to increase the likelihood of future occurrences of that behavior

Punishment: when a consequence of a behavior functions to decrease the likelihood of future occurrences of that behavior

Behavioral Principals

Positive ReinforcementNegative ReinforcementPositive PunishmentNegative Punishment

Behavioral Principals

Behavioral PrincipalsGeorge say the important point is to focus on

the effect:

Increasing behavior

Decreasing behavior

You only know if a consequence is reinforcing or punishing by looking at the effect on future behavior.

Behavioral Principals

Reinforcement Considerations = to increase

Tangible socialExternal internalOther managed self-managedFrequent infrequentPredictable

unpredictable

Behavioral PrincipalsPunishment Guidelines to decrease

Cause no harm, humiliationUse least aversive that is most effectivePair with positive reinforcement of positive behaviorAlways use data to monitor effectivenessImplement with high fidelity and by “expert”Always involve student, family, etc, in decision

making

Behavioral PrincipalsNegative Punishment

Timeout Response Cost Extinction

Reinforcement and Punishment

* Future probability of behavior

Inc. ( )*

Dec. ( )*

Reinforcement Reinforcement

Punishment Punishment

Give (+) Take (-)

Positive

Positive

Negative

Negative

Action Action

Give Take Away

Effect Increase + + Positive ReinforcementEx. Increasing likelihood of completing homework by giving extra time with dad

- + Negative ReinforcementEx. To increase the likelihood of buckling the seatbelt while driving the buzzer sound and flashing lights are removed

Effect Decrease + - Positive Punishment Ex. To decreased the likelihood of the amount of time spent talking during instruction the student is given a sticker for each 20 minute quiet time spent on task.

--Negative Punishment-Ex. To decrease the likelihood of disruptive behaviors, the student is looses recess privileges

We should consider the function of behavior when we design programs for students and staff.

BIG IDEAS

ALWAYS TEACH AND POSITIVELY REINFORCE ALTERNATE BEHAVIOR THAT COMPETES WITH THE PROBLEM

You’re a coach!

Prepare for training events, and use your resources to guide your team’s activities (both at training and at school).