Play Praise Most Requested (Early Intermediate)

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Movie Heroes for Students, Book 2 Arr.

Tom Gerou Piano Book Level: Most Requested, Book 1 Arr. A Call to Worship Arr. Melody Bober Piano Book Level: Joyful Praise Solos Arr. Bernadine Johnson Piano Book Level: Dennis Alexander Piano Book Level: Play Hymns, Book 4 Arr. Vandall Piano Book Level: Sunday Morning Praise Companion Arr. Piano Solo sheet music Format: Alfred Music Customer Rating: Rate this product's difficulty level: Review Guidelines Explain exactly why you liked or disliked the product. Do you like the artist? Is the transcription accurate?

Behavior Modification in the Classroom | LD Topics | LD OnLine

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Close X Tell A Friend. To send to more than one person, separate addresses with a comma. Read our Privacy Policy. Close X Learn about MP3s. Macmillan; reprinted by permission. Consequential versus Rule-Governed Behavior Due to their inhibitory problems, children with ADHD may function quite well under appropriate external or environmental consequences but struggle to develop the internal self-monitoring skills to govern their own behavior.

This latter issue was referred to by Barkley in as "problems following rule-governed behavior. Thus, even when appropriate reinforcers are located, the child with ADHD requires a greater number of successful trials to make the transition to self-management. In part, this speaks to the difference between behavior modification and behavior management. Teachers are repeatedly taught that if they provide consequences appropriately, within a reasonable period of time, children's behavior will change.

Success is usually based on the child's continuing to demonstrate the desired behavior when consequences are removed. When this model is applied to children with ADHD, many interventions are often deemed to be failures. For the child with ADHD, demonstrating a behavior in the presence of consequences is not synonymous with having developed the self-management skills to use the behavior. Focus on behavior management. That is, the intervention is deemed successful if the child's behavior is modified in the presence of consequences.

As consequences are removed and the child's behavior regresses, this should not be interpreted as failure but rather as too quick a change in the schedule of reinforcement. The child has yet to make the transition from consequentially managed behavior to rule-governed behavior for that particular task. Three Keys to Using Punishment Effectively Timing, intensity, and consistency are the three keys to using punishment effectively and appropriately in the classroom.

The punishing procedures should be initiated as soon as possible after the aversive behavior is exhibited and should be as closely related to the misbehavior as possible. Furthermore, if punishments are too mild, they will not be effective and may slowly habituate the child to tolerate or adapt to more intensive or lengthy punishments. If too intense, however, punishments are not only abusive but likely create other problems. Be conservative when using punishing techniques but make certain their intensity is appropriate. To be effective, punishments must be consistent and predictable.

Following punishment, you should return the child to the situation without expecting overt guilt, making efforts to reassure or reinforce the child. A consistent schedule of punishments should also be used. A continuous schedule of punishment for a specific targeted behavior is best. Finally, it is valuable to attempt to find out what drives the misbehavior and work toward managing the environment to minimize causative factors.

As noted previously in this chapter, children who are experiencing LD may misbehave out of frustration. This may also be the case for children who are experiencing anxiety or depression. By identifying the child's goals and misbehavior, you can present more appropriate opportunities and methods to reach the child's goals. When used appropriately, punishment can make a positive difference; however, punishing interventions should always follow efforts at using reinforcing interventions to model and shape appropriate classroom behavior.

The effective use of behavioral and cognitive strategies in the classroom may appear daunting even to experienced teachers. However, changing your behavior and strategies is often the most efficient and effective means of improving all types of classroom behaviors, both disruptive and non-disruptive. Through practice comes proficiency. The building block of emotions and behavior likely contains the largest and most diverse set of problems encountered in the classroom.

By first understanding these problems and seeing the world through the eyes of your students, and, by then developing and using a set of intervention strategies on a regular basis, problems of emotions and behavior can be effectively managed and changed in the classroom. Related resource from our partner: Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management.

Sponsored Links About these ads Consumer Tips. Behavior Modification in the Classroom By: Mather and Sam Goldstein Behavior modification assumes that observable and measurable behaviors are good targets for change. To manage behavior through consequences, use this multi-step process: The problem must be defined, usually by count or description. Design a way to change the behavior. Identify an effective reinforcer. Apply the reinforcer consistently to shape or change behavior. Popular models and techniques for dealing with discipline referrals Model Techniques emphasized Focusing on Prevention.

Seclusionary time-out should not be used unless all other procedures have been tried and failed. This should be a last effort technique. Seclusionary time-out should never be used without a parent's written consent. Seclusionary time-out should be used only if it is listed as an approved and agreed-on technique in a student's individualized education plan IEP by the IEP team. The student should only be placed in time-out for approved behaviors on the IEP, such as aggression, severe noncompliance, or destructive tantrum-throwing.

Seclusionary time-out is defined as removing a student from a reinforcing classroom setting to a less reinforcing setting. This setting can be another classroom, a chair or desk outside the classroom, or a room specifically approved for time-out. If a room is used for time-out, it should be used only for time-out and no other purpose e. The time-out setting should be well-lit, well-ventilated, non-threatening, and clean. It must also have an observation window or device. The entire time-out procedure should be explained to the student before it is implemented, prior to the occurrence of misbehavior that results in its use.

If misbehavior occurs, identify it. For example, tell the student in a calm, neutral manner, "That's fighting; you need to go to the time-out room. Tell the student to empty his or her pockets in order to check for such items as pens, pencils, paper clips, knives, and so forth. The student's socks should be checked for these types of items also. If the student does not comply with these requests, call for help and then remove the items and check the pockets yourself. No other conversation should ensue.

When a student is placed in the time-out room, he or she must be constantly monitored by a staff member. The student must never be left alone. When a student is placed in the time-out room, the following information should be placed in a time-out log: Name of the student Date Staff member responsible for monitoring student Time in and time out Target behavior warranting the procedures The student should be placed in the time-out room for a specific period of time. A recommended formula is 1 minute per year of age e.

If a student is screaming, throwing a tantrum, or yelling, he or she should be quiet for 30 consecutive seconds before being released from the time-out room. This 30 seconds does not begin until the original designated time-out period has lapsed. Communication between the supervising staff member and the student should not take place when the student is in the time-out room i. Do remain calm while taking a student to the time-out room. Do not argue with, threaten, or verbally reprimand the student.

If a student refuses to go to the time-out room, add on time to the specified time-out duration e. If a student refuses to come out of the time-out room, do not beg or try to remove the student. Simply wait outside, and sooner or later the student will come out on his or her own. If the student makes a mess in the time-out room, require him or her to clean it up before he or she leaves. Once the time-out period has ended, return the student to the ongoing classroom activity, making sure the student is required to complete the task he or she was engaged in prior to the time-out period.

This ensures that students do not purposely avoid unpleasant tasks by going to the time-out room. All staff members should be trained, and this training documented, before time-out procedures are started.

Play Praise Most Requested - Book 4- Piano - Intermediate Level

To ensure the effectiveness of time-out, the reinforcement rate for appropriate behaviors in the classroom should meet the recommended rate of three or four positive responses to each negative response and never fewer than four positive responses per contact hour. Data should be collected on target behaviors. If time-out is effective, these behaviors should decrease shortly after the technique is started.

If they do not, check that the procedure is being used correctly, and the reinforcement rate for appropriate behavior in the classroom is high enough; consider another technique for possible use. The use of time-out should not be threatened e. Rather, the technique should be combined with a precision request, such as "I need you to stop kicking your desk. The student should be reinforced for not needing time-out. Visit WETA's educational web sites: Subscribe to our e-mail newsletter. Effective teaching practices, frequent monitoring, clear rules and procedures, social praise, and so forth.

Classroom moral discussions of real-life dilemmas, hypothetical situations, and literature; role playing; student participation in school government. Direct teaching of SPS skills e. Values clarification activities, active listening, communication and interpersonal skills training for students and teachers. Direct instruction; reinforcement techniques, including social praise, material reinforcers, and tokens; punishment-oriented techniques, including verbal reprimand, response cost, and time-out; group contingency techniques such as the Good Behavior Game; behavioral contracting.

Confrontation questioning, classroom meetings, classroom moral discussions, social problem solving, behavioral contracting, logical consequences, time-out, preventative techniques such as democratic governance. Direct instruction, modeling and rehearsal, coaching, self-instruction, manipulation of antecedents and consequences. Social skills training techniques, self- instruction e. Modeks and techniques that focus on prevention. Reprinted by permission of publisher.

Spoken words, either friendly, neutral, or negative in content, are directed at either the teacher without first obtaining permission to speak or unsolicited at classmates during inappropriate times or during work periods. The child is not supporting his or her weight with the chair.

Up on knees does not count as out-of-seat behavior. The child is not attending either to independent work or to a group activity. The child is therefore engaged in an activity other than that which has been directed and is clearly different from what the other children are doing. This includes the child's not following teacher directions. The child's actions result in consequences that appear to be interrupting other children's work. These behaviors might include noises or physical contact. They may be intentional or unintentional.

The I stands for reinforcing the student immediately. The longer the teacher waits to reinforce a student, the less effective the reinforcer will be. This is particularly true of younger students or students with severe disabilities. For example, reinforcer effectiveness is limited if the student has to wait until the end of the week to receive it. The F stands for frequently reinforcing a student. It is especially important to frequently reinforce when a student is learning a new behavior or skill.

If reinforcers are not given frequently enough, the student may not produce enough of a new behavior for it to become well-established. The standard rule is three or four positive reinforcers for every one negative consequence including negative verbal comments that the teacher delivers. If, in the beginning, there is a great deal of inappropriate behavior to which the teacher must attend, positive reinforcement and recognition of appropriate behavior must be increased accordingly to maintain the desired three or four positives to each negative.

The reinforcer can be a simple social reinforcer such as, "Good job.

You finished your math assignment. The first E stands for enthusiasm in the delivery of the reinforcer. It is easy to simply hand an edible reinforcer to a student; it takes more effort to pair it with an enthusiastic comment.

Modulation in the voice and excitement with a congratulatory air convey that the student has done something important. For most teachers, this seems artificial at first. However, with practice, enthusiasm makes the difference between a reinforcer delivered in a drab, uninteresting way and one that indicates that something important has taken place in which the teacher is interested. It is also important for the teacher to look the student in the eyes when giving a reinforcer, even if the student is not looking at him or her. Like enthusiasm, eye contact suggests that a student is special and has the teacher's undivided attention.

Over time, eye contact may become reinforcing in and of itself. Building excitement and anticipation for the earning of a reinforcer can motivate students to do their very best. The more "hype" the teacher uses, the more excited students become to earn the reinforcer. Presenting the potential reinforcer in a mysterious way also builds anticipation.

Just like adults, students get tired of the same things. A certain reinforcer may be highly desired, but, after repeated exposure, it loses its effectiveness. It is easy to get caught up in giving students the same old reinforcers time and time again. However, variety is the spice of life for everyone. Generally, when teachers are asked why they do not vary their reinforcers, they indicate that it worked very well once.

It is necessary to change reinforcers frequently to make the reinforcement more effective. Main Courses Play the piano Paint Look out of the window Use the toys at the back of the room Work with puzzles Use model clay Move a chair to another place Choose a carpet piece to sit on Use the computer Cut and paste Talk to a classmate Drink Hug Use colored chalk Swing feet Walk around in the back of the room Watch a science video Sing. Main Courses Go to the library to work on a special project related to a study unit Arrange the game shelf and pick a game to play Listen to a story with earphones Work in the art corner Read and record a favorite story with expression and clarity Work on scrapbook for history project using magazines in the room Leave 5 minutes early for lunch Be line captain Be in charge of taking attendance Get a drink at any time without asking permission Be in charge of passing out papers and other class materials Be excused 15 minutes early to clean erasers and chalkboard.

Main Courses Challenge someone to a game of chess Use the computer Do extra credit problems to raise grade Make up a quiz and give it to the class Sit at the teacher's desk while doing homework Prepare the bulletin board using display of student's choice Write a letter Read Play charades Discuss past or forthcoming athletic or social events Have a creative exhibit period i. Visit first grade Tuesday: Play a game with teacher Thursday: Make a mural Friday: Watch a video Tuesday: Use the computer Wednesday: Be a group leader Thursday: Add another piece to class mural Friday: Help plan the Friday group activity.

Appear as a guest lecturer in another math class Tuesday: Do a special crossword puzzle involving geometry concepts Wednesday: Play a math game with another student Thursday: Construct a special paper model using geometrical figures Friday: Solve mysteries involving mathematical solutions. Don't start the procedure without explaining time-out to the child first in a calm setting that is not emotionally charged.

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Don't just pick any place. Make sure it isn't too dark, too confining, dangerous, or not ventilated.

Reinforcement

Do pick a place or situation for time-out that is boring or less reinforcing than the classroom. Do use a set of structured verbal requests with the child, such as the recommended precision request format. Don't get into a verbal exchange with the child on the way to time-out or while the child is in time-out.

The School Environment

Do require the child to be quiet for 30 seconds at the end of the time-out period, before being let out. Don't let a child out of time-out when he or she is crying, screaming, yelling, or having a tantrum.

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