Behavior Modification in Schools

According to Gilberstson, VanDerHeyden and Witt (2005), behavior in schools is shaped by the interaction between individuals and their environment. This means that behavior problems can be traced back to the surrounding environment. To tackle this problem, it is important to make changes to how children approach education and instruction.

Ward (1991) suggests that it is challenging to categorize a child’s behavior as “incorrect” in the context of teaching and instruction. Instead, we can interpret the behavior as a means for the child to express themselves, achieve goals, or avoid challenges. The child is always contemplating their next steps, and the school aims to intervene by directing them towards activities that align with educational objectives.

Recent research (Hayden & Pike, 2005; Deroma, Lassiter & Davis, 2004) has emphasized the significance of eradicating disruptive classroom behavior and addressing different perspectives. It has been extensively documented that there is a requirement to enhance educational practices in primary and high schools. Efforts to reform often focus on student disruption and underachievement, which are commonly witnessed in these environments. The problem of disruptive and off-task behavior is widespread, with differing viewpoints on how to alleviate these issues (Ward, 1991).

One approach to solving this issue is to utilize behavior modification techniques and strategies to both eliminate current problems and prevent new ones (Charles, 1992; Algozzine & Kay, 2002). This paper aims to examine the literature on using behavior modification in schools as a disciplinary method. It will explore various methods and strategies employed for addressing behavior issues in school and evaluate their effectiveness.

Behavior modification is a formal approach utilized to address discipline concerns within schools. It entails the observation of children’s behavior and strives to promote positive shaping. It should be emphasized that behavior modification does not entail brainwashing, bribing, or manipulating children’s thoughts. Instead, its focus lies in fostering an understanding for children about the outcomes of their actions, whether positive or negative. This method aids in cultivating personal accountability and enhancing self-discipline abilities among children.

This study aimed to outline a systematic method for troubleshooting ineffective behavioral interventions. It presents a developed process specifically designed for identifying and addressing issues with classroom-based behavioral interventions in educational settings. The article primarily concentrates on the utilization of the Behavioral Intervention Troubleshooter.

The Behavioral Intervention Troubleshooter, also known as BIT, is a checklist that concentrates on four main domains.

• problem definition and monitoring,
• fundamentals of classroom instruction and behavior management,
• intervention integrity,
• intervention design.

According to Gilbertson, VanDerHeyden & Witt (2004), the design and use of interventions for behavior problems in schools are not routine, common, or simple. The linear approach was created to systematically eliminate basic instructional and management factors that could potentially decrease the effectiveness of interventions.

Before attempting to modify an ineffective intervention, it is important to have effective classroom instruction and predictable classroom behavior management, as stated by Gilbertson, VanDerHeyden & Witt (2004). The primary goal of developing the linear approach is to enhance the likelihood of having a stable classroom environment so that interventions can be successful. The BIT assists the consultant in a troubleshooting process to evaluate and fix issues that affect intervention effectiveness in a linear manner.

The BTI serves as a template for consultants to assess the environment, ensuring that intervention is the most effective solution. It also helps consultants determine if intervention was properly implemented, suggesting solutions for common implementation issues. Lastly, it aids in assessing intervention design to ensure the best solution was chosen. If not, it provides guidance on redesigning the intervention for maximum effectiveness (Gilbertson, VanDerHeyden & Witt, 2004).

Examining Classroom Behavior Support in Second Grade

Schools are facing increasing pressure to improve the academic and social behavior of their students. This article dives into two studies that explore a response-to-intervention (RTI) approach to behavior support in two second-grade classrooms. Historically, RTI has primarily focused on addressing academic issues to identify students who may require special education services under the LD category (Fairbanks, Guardino, Lathrop & Sugai, 2007).

The purpose of RTI logic is to assist in identifying and serving students with emotional and/or behavior disorders. This approach extends to social behavior interventions, such as “check in and check out” (CICO). The study focused on two research questions:

• Does a relationship exist between implementation of a CICO targeted intervention and percentage of intervals participants were observed to be engaged in problem behavior, frequency of office discipline referrals and teacher perceptions of problem behavior intensity and frequency.
• Does a functional relationship exist between implementing function-based behavior intervention plans and reductions in percentage of intervals participants were observed to be engaged in problem behavior, frequency of office discipline referrals , and teacher perceptions of problem behavior intensity and frequency, (Fairbanks, et al. , 2007).

The study, conducted at a public elementary school in a suburban school district, revealed that a slightly more intensive yet efficient intervention known as CICO (Check-In/Check-Out) effectively supported the behavioral success of four students. These students had problem behaviors that did not initially respond to general classroom management practices. (Fairbanks, et al., 2007).

The study investigated the consistency of on-task data collected by different raters using either a Daily Behavior Report Card (DBRC) or systematic direct observation. The aim was to understand how reliable DBRCs are in monitoring students’ behavior (Chafouleas, LaFrance, Patwa, Sassu & Tillman, 2007).

This study included three teacher-student pairs, all from rural general education elementary classrooms. All the students were Hispanic boys. The teachers were requested to observe each student for 15 minutes and select the appropriate rating on the DBRC to describe their behavior. The findings indicate that a performance-based behavior recording, like the DBRC, can yield data similar to those obtained through systematic direct observation.

Researchers conducted a study to assess the impact of academic incentives on student engagement and effectiveness in a 12-week voluntary exercise program aimed at reducing body fat. The study included 210 physical therapy students enrolled in a cardiopulmonary patient management (CPM) course, with participation being optional. The students were divided into two groups.

DeVahl, King, and Williamson (2005) conducted an experiment comparing two groups of students: the single bonus group (SBG) and the course grade bonus (CGB) group. The SBG received 1 bonus point on an exam for losing the most %BF, while the CGB had the same opportunity for earning bonus points. The study revealed no significant differences in terms of non-participation in the voluntary exercise program between these groups. However, students who were offered greater academic rewards demonstrated higher adherence to the program and achieved better health outcomes compared to those who received smaller incentives (DeVahl et al., 2005).

This study aimed to enhance schools’ resources and staff expertise in offering function-based behavior support to students with chronic problem behaviors (Bergstrom, Crone & Hawken, 2007). Ten school teams were involved in the study for a duration of 3 years. They were trained in functional behavioral assessment (FBA) and behavior support planning through on-site consultation.

The article examines the training of teams, the acquisition of FBA knowledge by participants, the implementation of critical features of FBA in schools, and lessons learned regarding training school teams to employ FBA systems (Bergstrom, Crone & Hawken, 2007).

The purpose of this study was to offer information that is based on evidence but also easy for users to understand. The study aimed to bridge the gap between research and practice and encourage behavioral competence (Chafouleas, Blom-Hoffman, McDougal, Miller & Tillman, 2007).

Calls to enhance and advocate for students’ behavioral competence have been reinvigorated due to various factors, such as widely publicized school shootings, growing concerns about antisocial behavior in students, and doubts about schools’ readiness to handle such matters effectively (Gresham, Horner & Sugai, 2002). Positive Behavior Support (PBS) originated as a response to these issues. PBS highlights the necessity of implementing multiple intervention systems to prevent problems in schools.

The PBS and RTI are closely connected. Both interventions are evidence-based and rely on individualized student interventions to be effective and efficient (Chafouleas et al., 2007).

According to researchers, managing pupils’ undesirable behaviors in the classroom is a significant challenge for teachers. To understand these difficulties, it is important to investigate how teachers perceive such behaviors at different stages of development. In a study conducted by Davazoglou, Kakkinos, and Panayiotou (2004), the effects of teaching experience and pupil and teacher gender on student teachers’ perceptions of the seriousness of various undesirable behaviors were examined.

In order to proceed, the researchers administered a structured questionnaire to 243 student teachers. This questionnaire explored the perceived seriousness of 25 behaviors in both boys and girls. The researchers hypothesized that less experienced student teachers would be more likely than their experienced peers to base their perceptions on gender stereotypes and biases regarding the disruptive nature of certain behaviors. Additionally, the researchers predicted that antisocial and aggressive actions would generally be seen as more serious than internalizing behaviors (Davazoglou, et al., 2004).

According to the study, the perceptions of teachers were influenced by both their teaching experience and the gender of the pupils. Teaching experience can enhance the ability of teachers to notice and address subtle behavioral difficulties among students. The study also examined ten components of a comprehensive classroom-based program designed for students with emotional and behavioral problems.

These ten crucial elements are important in comprehensive, classroom-based programs for students who have emotional and behavioral problems:

• A consistent classroom schedule and structure,
• High rates of student academic involvement and achievement,
• High rates of social reinforcement,
• Some form of “point” or “token” system to ensure high rates of tangible reinforcement,
• A repertoire of teacher responses to address mild disruptive behavior,
• A systematic program for dealing with escalating, severe, and/or dangerous student behavior,
• Frequent and structured opportunities for students to interact with peers,
• A wide available range of individualized treatment interventions,
• Parent and community involvement
• A systematic process for returning students to general education programs and classes, ((Davazoglou, et al. , 2004).

The program usually requires a minimum of two to three years for successful implementation. The primary difficulty lies in shifting from a control-focused method to an educational method within the classroom.

Davazoglou et al. (2004) states that promoting functional behavior assessment (FBA) for students with emotional and/or behavioral disorders (EBD) can enhance the effectiveness of working with challenging students in schools. The Individuals with Disabilities Education Act (IDEA) of 1997 mandates that FBA should be performed for disabled students who display aggressive and negative behaviors resulting in suspension or expulsion. Nevertheless, implementing this legal obligation has posed difficulties.

This article tackled the implementation of the Success4 initiative in Iowa, which aims to address various challenges in schools. The primary goal of the Success4 Initiative is to improve the social, emotional, behavioral, and intellectual growth of students by involving students, families, schools, and communities. While child behavior problems are typically not a concern in most families during the early years, when children consistently defy expectations and engage in persistent fighting, tantrums, complaints, crying, and whining beyond those years, it indicates more serious issues that may arise later on.

Why do behavioral issues continue in children after early childhood? It is crucial to utilize suitable techniques and tools to tackle these problems and prevent them from becoming deeply rooted in the child’s character. This entails identifying the underlying cause of the problems and implementing corrective actions to enhance discipline. As noted by Benshoff and Poidevant (1994), positive reinforcers reinforce behavior while negative reinforcers diminish it.

The application of behavior modification involves using reinforcement techniques to manage and correct behavior issues. This approach helps shape desirable behaviors and address unwanted behaviors. These behavioral challenges occur not only at home but also in external settings.

Not only do the child’s parents and family have to deal with this undesirable behavior, but other authority figures as well. This includes teachers and even peers, who become part of the child’s problematic behavioral world. The child’s behavioral issues become a major concern, particularly for new teachers who are unprepared to handle unexpected behavior.

Teachers need to develop an efficient discipline plan to effectively manage the classroom and address behavioral issues. This is crucial in maintaining control over discipline problems that teachers encounter in a school environment. One method of management is to establish and enforce rules and procedures.

To ensure control, monitoring the child’s frequent behavior and providing social praise when possible is necessary. Additionally, behavior can be controlled through constant and effective reinforcement and role playing. Involving the child by giving verbal instructions and positive feedback assists in shaping acceptable behavior.

Participation in various activities, whether they involve real-life or hypothetical situations, academic or extracurricular programs, can effectively enhance moral thinking and foster pro-social behavior. It is important to demonstrate appreciation towards children and acknowledge their efforts. This can be achieved through rewards such as prizes or simple gestures like saying ‘thank you’ or ‘well done’, all of which should be included in a comprehensive plan to instill new behavior patterns. Likewise, effective methods of discipline should be implemented to reprimand children for inappropriate behavior, thereby emphasizing the importance of consequences. Furthermore, the development of active listening techniques and interpersonal skills through training can contribute to the improvement of communication skills.

Implementing these steps can help maintain better control of children and encourage acceptable behavior. The research on modifying children’s unacceptable behavior in the classroom has consistently demonstrated positive results. Safran and Oswald (2003) conducted an extensive literature review on the use of behavioral modification interventions as a part of classroom discipline strategies. They examined the literature on three common applications of behavior modification techniques.

These are the following:

• methods used on a school-wide basis;
• methods used in specific settings (e. g. , in the cafeteria, gym, etc. ;
• methods used solely for individual students.

The literature suggests that behavior modification methods and techniques have shown high levels of success across various applications. Metzler, Biglan, Rusby, and Sprague (2001) further emphasize the effectiveness of behavior modification in discipline due to its ability to be applied both at the individual level and on a school-wide basis. Their study reveals that implementing diverse behavior management practices throughout a school led to increased positive reinforcement for appropriate social behavior and decreased occurrences of aggressive behavior among students.

According to a report by Cotton (2001) for the Northwest Regional Educational Laboratory, the research examining the effectiveness of different behavior modification discipline programs has some methodological issues. Nevertheless, the overall results are positive. Cotton (2001) states that both Reality Therapy (RT) and one of its offshoots (PAD) have been found to bring about moderate improvements in students’ behavior while also enhancing their personal responsibility for their actions. Additionally, Cotton (2001) mentions that there is some support for assertive discipline methods, although the findings are varied and further research is needed.

Regarding behavior modification programs in schools, Cotton concludes that no single method or strategy is the ultimate solution to discipline issues. However, all of these programs and methods have been proven to be somewhat effective. The effectiveness is heightened when schools adapt existing programs and interventions to suit the specific needs of their students. Several conclusions can be drawn from research on behavior modification as a disciplinary practice in schools. It is evident that various methods and strategies can be employed to prevent classroom discipline problems.

In addition, it can be concluded that implementing behavior modification techniques can have a positive effect. These techniques can be used not only on an individual level but also on the entire school. When properly implemented in schools, these techniques demonstrate some level of effectiveness, although their effectiveness may vary depending on the method used and the desired level of change. However, it is important to note that the outcomes may not always meet one’s expectations. Therefore, it is necessary to conduct further research on behavior modification in the classroom, as certain aspects of the research methods may pose challenges in practical application.

References

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