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Classroom Management Through the Application of Behavior Modification Techniques DOCUMENT RESUME ED 073 392 CG 007 828 AUTHCR Ferinden, William E., Jr. TITLE Classroom Management Through the Application of Behavior Modification Techniques. INSTITUTION Remediation Associates, Inc., Linden, N.J. PUB DATE 70 NOTE 62p. MRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *Behavior Change; Behavior Development; Behavir Patterns; *Behavior Problems; Books; *Change Age :s; Children; Classroom Environment; *Operant Conditioning; Reinforcement; *Student Behavior; Students; Teachers; Teaching Techniques ABSTRACT The primary aim of this book is to bring to the grade school teacher a survey of the most recent techniques and ideas of behavior modification which are applicable to good classroom management. All of the approaches and techniques presented could be of interest to teachers working at all grade levels. Since research has shown that the systematic application of behavior modification principles can bring about needed behavior change in educational settings, the teacher must assume the role of behavioral engineer and through the application of behavior modification techniquescreate a classroom atmosphere that not only leads to desired instructional outccmes but reduces the chances of a child learning inappropriate responses. Hyperactive, aggressive, negativistic, dependent, and withdrawn children are discussed as well as specialized techniques for handling these children: vicarious reinforcement, negative practice, self-monitoring behavior, behavioristic reviewing, behavioristic psychodrama, adjustment inventory, and the sociometric technique. References are included. (Author/SES) FILMED FROM BESTAVAILABLE COPY r\J re-, re\ o Classroom Management Through the Application of Behavior ModificationTechniques William E. Ferinden,Jr. etv r\I G.),kit/pi I:. Icelt/A/PIA) c_) c2 U DEPARIMMT ur HE A, L. DUCAIIONri NEU-Aril OFFICE OF EnticATION ,q); (1 %11 NI , 1-41.`1 t` kA,f, it A IA,' 10,14 111(fItic., IN OH Oist,A%11,01(iN1f NA. ,Ni11 POW Is of It N, 1)1i ,14T1 1)1) NnT NI ' HI I 41',IN1 01,11.1A1 1,I it, %, ^ 1,1S1Ii 0,4 (1{4"41, CLASSROOM MANAGEMENT THROUGH THE APPLICATION OF BEHAVIOR MODIFICATION TECHNIQUES WILLIAM E. FERINDEN, JR., Ph.D. Remediation Associates, Inc. Box 318, Linden, N. J. 07036 WILLIAM E. FERINDEN, JR., Ph.D. Psychologist, Linden Board of Education, Linden, New Jersey Contributing A uthor FREDERICK F. FERINDEN, M.A. University of Florida, Gainesville, Florida Copyright 1970 Remediation Associates, Inc. CONTENTS INTRODUCTION xiii PART 1 CLASSROOM MANAGEMENT 1 Special Techniques 3 PART 2 BEHAVIORAL PROBLEM CHILDREN 6 The Hyperactive Youngster 7 The Aggressive Child 9 The Negativistic Child 11 The Dependent Child 12 The Withdrawn Child 12 Excessive Talking 13 Tattling Behavior 14 School Phobia 14 PART 3 SPECIALIZED TECHNIQUES 15 Vicarious Reinforcement 15 Negative Practice 15 Self Monitoring Behavior 17 Behavioristic Reviewing 20 Behavioristic Psychodrama ,20 Adjustment Inventory 21 The Sociometric Technique 24 SociometricMatrix 25,27 Token Economy Program 26 PART 4 PROGRAMMED INSTRUCTION 30 Positive Aspects 30 Negative Aspects 31 vii PART 5 BEHAVIORAL ENGINEERING WITH KINDERGARTEN CHILDREN 34 Class Design 34 Floor Plan 42 GLOSSARY 43 REFERENCES 48 INDEX 54 ix ACKNOWLEDGEMENTS The author wishes to acknowledgeMarcia Jacobson and Eleanor Kovalinsky for their reviewof this manu- script.Sincere thanks go also to Joyce Seaber,psychol- ogy major, Union College, Cranford, New Jersey,who served as a research assistant.I wish to express my appreciation to Helen Axelrod andJoanne Schlieper of the Linden, New Jersey SchoolSystem for their com- ments on programmed reading andto Florence Weston, kindergarten teacher, Linden, New Jersey,for her ideas pertaining to classroom engineering, andto Miss Judy Cooper andLindaKrynicki,teachersof emotionally disturbed children, Linden, NewJersey who have suc- cessfully applied many of the enclosedtechniques. The author also wishes to acknowledgeRobert Taylor for the art work and sketches. I would like toexpress my gratitude to the follow- ing individuals whowere personally contacted by the author for up to date studies, techniques andapproaches applicabletoclassroommanagement:Edward Den- grove,CyrilFranks, Dorothy Susskind, RalphBlanco, Reverend George Von Hilsheimer,Kuno Beller, Martin Gettelman, Leonard Krasner, ArnoldLazarus, Raymond Ulmer, Hobart Mowrer, John Mahon, FrankHewitt, Ai thur Bijou, Arthur Patterson, S. F.Kreitzer, Charles Madsen, Eugene Fox, Helene Burgess,Ruth S. Hunt, Andrew Bowen, Stewart Proctor, JayRusmore, Phylis Von Vleet, and Jack Merwin. INTRODUCTION As school psychologists,we are called upon to evalu- ate and counsel a great number ofculturally deprived, socially maladjusted, andemotionally disturbedyoung- sters. We appear as something likeemergency repair- men for health workers, social workers, andeducational personnel. The difficulty of sucha position is not the interpreting of a child's irrationalactions and behaviors, but the frustrations encounteredin attempting to change or modify such behavior to a point wherebythe indi- vidual is controllable withinthe learning situation. In many cases the schoolpsychologist is overbur- dened, and is able tosee only a small percentage of chil- dren in need of his service duringa school year. In addi- tion, the parents, quite often,are uninterested or unco- operative and, consequently,counseling sessionsare not fruitful and manipulation ofthe home environment is almost impossible. The primary aim of this bookis to bring to the grade teacher a survey of themost recent techniques and ideas of behavior modificationwhich are applicable to good classroom management.All of the approaches and techniques presented will beof interest to teachers working at all grade levels. The position adopted by behaviortherapists is that all behavior is learned behaviorand, consequently, if all behavior is learned then all behaviorcan be unlearned. Research has demonstrated thatthe systematic applica- tion of behavior modificationprinciples can bring about behavior change in educational settings.Since learning is the result of students'interactions with their environ- ments, what is learned is not necessarilydesirable either in terms of enhancing thelearners social behavioror in meeting academicgoals. Consequently,the teacher must assume the role of behaviorai engineerand through 1 theapplicationofbehaviormodificationtechniques create a classroom atmosphere that not only leads to desired instructional outcomes but reduces the chances of a child learning inappropriate responses. In short, teachers who are able to apply such prin- ciples to the learning situation will find the class atmos- phere more conducive to learning and, in fact, will find I theirteaching experiences much more enjoyable and rewarding. xiv CLASSROOM MANAGEMENT Generally speaking, overallclassroom management requires the application ofreinforcement schedules in addition to the application ofpositive and negativere- inforcement techniqueson an individual basis. Asstatedpreviously,problembehavior children behave theway they do because they have learnedto behave that way, not becausethey were born thatway. Consequently, most behavior is learnedand as suchcan be unlearned. The most important techniqueor principle in be- havior modification is thatthe child's positive behavior should be reinforced and negativebehavior ignored un- less detrimental to othermembers of the class. Initially, the teacher shouldmake explicit rulesas to what is expected of thechildren.For example, the teacher may stress that thechild raise his hand in order to answer or ask a question, theteacher may wish to emphasize remaining in one'sseat, not talking, comple- tion of tasks, etc.During the term the teachershould not attend to those behaviors whichinterfere with learn- ing or teaching unlessa child is being hurt by another. Punishment will inhibita behavior ifit immediately follows the behavior, but withmuch less force than if the teacher ignored the negativebehavior and rewarded the child whenever he practicedpositive behaviors. Pun- ishment should preferably bewithdrawal of some posi- tivereinforcement.Praiseandattentionshouldbe given to those behaviorswhich facilitate learning. Positive reinforcement mightbe physical contact, such as patting, holdingthe child's arm, embracingthe youngster.It may also be in the formof verbal praise such as "that'sa fine job" or "keen up the good work," etc.Positive reinforcement can also be facial attention such as nodding one's head or looking at thechild with a smile. Punishment might be in the form of time out pro- cedures, depriving a child of free time activities, and as a last resortsending a youngster to the principal's office. Time out procedures and other forms ofpunish- ment are generally necessary when achild is involved in such incidents as fighting, defying behavior, foullan- guage, leWd gestures, etc.Group punishment for main- taining or regaining classroom control might be stoptalk- ing and waiting for silence, turning out theclassroom lights and waiting for silence, etc. Reinforcement of positivebehaviors should occur within a few seconds and not longer.In attempting to work with an individual child, the teacher mustinitially utilize both social and non-social reinforcers. For exam- ple, when the child manifests approved or improvedbe- havior, the teacher might give the youngster a star or a point on a chartin addition to giving the child a friendly smile or pat on the back, etc. The teacher must also observe the childand decide what behavior
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