Behavior Analysis
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[edit] Definition and Description.
Behavior analysis is a science concerned with the behavior of people, and it attempts to understand, describe and predict their behavior (Sloane, 1992). Behavior analysis does not assume that there are mental causes for inappropriate behaviors. Variations in behavior are related to events that take place in the real world. According to Wolfgang (2001), the basic view of behavior analysis is that both good behaviors and misbehaviors are learned as a result of the consequences of preceding behaviors.
According to Sloane (1992), operants and reflexes are the two major classes of behavior. Operants, or voluntary behaviors, include most of the things we do on a daily basis. Consequences are events which follow operants, and they influence whether or not a behavior is likely to occur again under similar circumstances. Reflexes, or respondents, are automatic responses to a stimulus. Reflexes are frequently physiological, and are not usually influenced by consequences. Behavior analysis suggests that most of our everyday behavior is operant in nature, not respondent; therefore, behavior changes as the environment changes and provides different consequences (Sloane).
[edit] Application and effectiveness in classroom and similar settings.
According to behavior analysis, by arranging consequences and measuring behavioral change, teachers can help students acquire positive behaviors (Wolfgang, 2001). First, teachers must define the student’s behavior that they would like to change, and then they draw up a list of misbehaviors and the conditions which lead to them. Collecting data is essential to behavior analysis, as precise observations and measurements of behavior are required to help the teacher determine the best way to change behavior. The data collection will also establish a baseline which can be used to determine whether particular interventions are working over time (Wolfgang). Once the teacher has solid data, goals and behavioral objectives can be established.
Reinforcement plays an important role in behavior analysis. Behavior that is followed by a desired consequence, or a positive reinforcer, is likely to be repeated and eventually learned. Behavior that is followed by an unpleasant consequence, or punisher, is not likely to be repeated. In behavior analysis, a punishment is a “specific, observable, and concrete relationship: punishment has occurred only when the behavior followed by punishment decreases�? (Wolfgang, 2001).
Negative reinforcement involves steps which lead a student to appropriate behavior in order to escape or avoid an unwanted consequence. Removing an aversive stimulus, which is a harsh or unwanted action, increases the likelihood of the desired behavior response. Negative reinforcement should be used sparingly, and teachers should be aware of the degree of intrusiveness associated with various aversive techniques (Wolfgang, 2001). According to Wolfgang, positive reinforcers should be used more frequently in classroom behavioral procedures.
Functional Analysis is an effective way to examine students' behaviors and know how to respond to them in order to decrease negative behaviors. Constant and consistent observations should be made in order to gain objective observations as a foundation to understand the functions of students' behaviors.
In order to decrease misbehavior, an aversive stimulus is presented after the behavior occurs. The behavior analysis model recommends establishing a continuum of five steps which move from using minimally to maximally intrusive procedures (Wolfgang, 2001):
1. Extinction. The positive reinforcers, which have been maintaining inappropriate behaviors, are simply stopped.
2. Differential Reinforcement. Certain behaviors are reinforced selectively. These measures accept the position that the student cannot stop the behavior completely and immediately, but the teacher does place more demands upon the student until the desired behavior is reached.
3. Response-Cost Procedure. Desirable stimuli are removed. This is effective if the student possesses tangible items that he treasures and serve as reinforcers to him. The teacher can take away these reinforcers if the student misbehaves.
4. Time-out. These procedures serve as punishment because they deny a student reinforcement for a fixed period of time.
5. Aversive stimulation. These stimuli are harsh and insulting to the senses. They may act as a punisher by decreasing the rate or probability of a behavior when presented as a consequence, or they may act as a negative reinforcer by increasing the rate or probability of a behavior when removed as a consequence (Alberto and Troutman, 2003).
Applied behavior analysis used in educational settings includes methods such as direct instruction, precision teaching, and personalized instruction, and these methods have had success in regular education and special education, as well as adult and higher education (Sloane, 1992). CABAS is one example of a behavioral model of schooling. In spite of this success, programs using behavior analysis have not been widely adopted.
Critics and their rationale.
Determinism and control are critical issues raised about behavior analysis (Sloane, 1992). Some people feel that it is unethical and unacceptable for a school to try to control an individual’s behavior, and this notion of conditioning specific behavior is more applicable to a totalitarian society (Wolfgang, 2001). Many feel that controlling behavior in this way denies people their free will.
Educational concerns surround behavior analysis because “learning to behave�? is an important cognitive task. “Therefore, if a student is not allowed to bring her mental operations into use by learning to clarify emotions, weigh alternatives, and decide on solutions, then a major area of intellectual or rational development would be neglected�? (Wolfgang, 2001, p. 45).
The use of aversive stimuli, negative reinforcement, and punishment following inappropriate behavior must be used sparingly. While these methods are likely to get immediate results in reducing misbehavior, there are side effects. If they are strongly aversive, negative consequences may be paired through associative learning with the teacher, the classroom, and the school itself (Wolfgang, 2001).
[edit] Personal testimonies linking to concept.
I have observed time out used effectively in an elementary school library setting. Occasionally, a student misbehaves while sitting with the class in a group, and the student will be removed from the immediate area and told to sit by himself in another part of the library while the rest of the class continues the lesson or story. Usually, the student can still hear what the other students are listening to, but he is no longer able to enjoy the visual aspects of the lesson. The time out strategy encourages students to develop good behaviors as listeners. Linda Patterson.
I have also seen time outs used badly. Once, there was a child who was playing on the playground before school one day with all of the other students, when a fight started near her. She was so shocked that she didn't have time to move or try to stop it, when suddenly a teacher ran in broke up the fight. Seeing the girl nearby the teacher assumed that she had been part of the fight and sent her to the principle's office to sit in the "BOX". Now, the bow was the dreaded place where student only went when caught with drugs or had done something equally awful. Now, this girl was a completely innocent, straight A, never done-anything wrong person, and she was terrified at having to sit in this dreaded place. Not to mention she was very upset at missing her first class of the day, which was one of her favorites. After 45 minutes, the principal finally came by and told her she could leave; the mess had been sorted out. Nevertheless, the incident cause scaring for the child, and she had to makeup the missed class time. Teachers should be very careful about using time outs to make sure that they are used validly and effectively.
[edit] References.
Alberto, P.A. & Troutman, A.C. (2003). Applied behavior analysis for teachers (6th ed.). Upper Saddle River, NJ: Merril Prentice Hall.
Sloane, H. (1992). What is behavior analysis? Retrieved November 18, 2004 from http://www.behavior.org/
Wolfgang, C.H. (2001). Solving discipline and classroom management problems: Methods and models for today's teachers (5th ed.). Hoboken, NJ: John Wiley & Sons.
