Table of Contents:
After conducting his research, the well-known theorist B.F. Skinner described a form of learning in which responses that are followed by reinforcing stimulus are more likely to occur again (Ormrod, 2000). This is known as operant conditioning. In order for operant conditioning to occur, an individual must make a response, which is then followed by a reinforcer (Ormrod, 2000). The reinforcer must be presented only when the response occurs (Ormrod, 2000). The basic assumptions of ABA are that people's behaviors are largely the result of their experiences with the environment. Behaviorists believe that a person is born with no inherited tendency to behave one way or another. Teachers can apply this to the classroom by keeping in mind the very significant effect that students' past and present environments are likely to have on the behaviors they exhibit (Ormrod, 2000). Students are motivated to exhibit specific behaviors as a result of environmental stimuli. Teachers can modify and change behavior by changing the environment of the classroom.
It is important to remember when applying ABA to increase a student's behavior there must be a positive reinforcer after the behavior. To decrease a student's misbehavior there must be an adverse stimulus after the behavior occurs so the behavior will stop or decrease. The teacher must find the right reinforcer for the particular student whose behavior they are trying to modify. This varies from student to student since everyone is different. Once the modification plan is in place the teacher must assess and monitor for effectiveness. After the target behavior has been reached the teacher will begin to gradually phase out the treatment (Wolfgang, 1999). The goal is to have the student performing the target behavior independent of the reinforcer.
The teacher must create learning events to help the learner reach the goal. When placed in the continuum of the degree of teacher control Applied Behavior Analysis fits best in the Interventionalist category where the teacher has more control and power in the classroom and there is an external control focus.
Megan is a student in Mr. Jones' second grade class who is having difficulty
staying in her seat. The rule in Mr. Jones' class is to raise
your hand to
ask to get out of your seat during whole class instruction. Megan
is
constantly getting up to sharpen a pencil, get water, use the bathroom,
get
her homework etcÖ At first Mr. Jones does not say anything
to Megan about
her behavior. This only reinforces the behavior. She is
not getting her
work done in class and is distracting the other students. Now
Mr. Jones is
constantly telling Megan "You know you have to raise your hand before
getting
out of your seat." The other children are focusing their attention
on her as
well by laughing and repeating his instructions in a mocking manner.
Step One: Analysis:
Mr. Jones observed Megan's actions for a week. He wants to see
if subject
matter is affecting her behavior. Every time Megan got out of
her seat
during instruction he recorded a check beside the activity they were
doing
when the action occurred. See the chart below.
Subject Getting out of her seat Total
Reading Ö Ö Ö Ö
Ö Ö Ö
Ö 8
Writing Ö Ö
Ö 3
Math 0
Science Ö Ö Ö
3
Social Studies Ö Ö
Ö Ö Ö
Ö Ö 7
Step Two: Setting Objectives
Based on his observations Mr. Jones decides his objectives for Megan
will be:
1. For her to raise her hand and ask permission before getting
out of her
seat
2. Decrease the number of times she want to get out of her seat
Step Three: Plan the Intervention
1. Remove the positive reinforcement of the negative behavior
by not
allowing her to get out of her seat without raising her hand.
2. Reinforce the times that she does ask with a reinforcer that
means
something to Megan.
3. If Megan gets out of her seat without asking less than three
times a day
during whole class instruction she receives a positive note on her
daily
report home.
Step Four: Implementation of the Plan
In class the next day, Megan gets out of her seat without raising her
hand.
Mr. Jones: Megan you need to stop and get back in your seat and
raise your
hand for permission to leave your chair.
Megan: All right. (As she walks back to her seat)
Mr. Jones: Thank You.
Megan: (Back at her seat, raises her hand.)
Mr. Jones: Yes, Megan?
Megan: Can I go to get some water?
Mr. Jones: Yes you may. Thank you for raising your hand
and asking for
permission.
Step Five: Evaluation
During class Mr. Jones would assess Megan's progress. If the
plan is working
then Mr. Jones would continue and eventually come to step six.
If the plan
was not working, Mr. Jones would plan a new intervention and implement
the
plan.
Step Six: Phasing out the Reinforcer
Megan raises her hand.
Mr. Jones: Yes Megan?
Megan: Can I sharpen my pencil?
Mr. Jones: Yes you may.
Ormrod, Jeanne E. (2000). Educational Psychology: Developing
learners, 3rd Edition. Merrill. Columbus, Ohio.
Schuman, Lisa. (1996). Perspectives on Instruction: Behaviorism,
cognitivism, and constructivism. [On-Line]. Available:
http://edweb.sdsu/courses/edtec340/Perspectives/Perspectives.html.
What is Applied Behavior Analysis? (2000). [On-Line].
Available:
http://members.tripod.com/Rsanran/whausaba.html.
Wolfgang, Charles H. (2000). Solving Discipline Problems:
Methods
and models for today's teachers, 4th Edition. John Wiley and
Sons,
Inc.