Hours Agohannah Bivin's Increasing And Reducing Behavior

14 Hours Agohannah Bivinsincreasing And Reducing Behaviorcollapseclara

Clara, a pseudonym for a student in an educational setting, exhibits a tendency to grab other students' belongings, such as pencils, water bottles, and snacks, during classroom instruction. This behavior leads to distractions, as peers often react vocally when their items are taken, disrupting the flow of teaching and learning. A notable incident involved Clara attempting to take a pencil from a peer, causing the pencil to fly across the room and nearly hit another student, highlighting the potential safety risk and further classroom disturbance. Clara’s behavior is primarily driven by her difficulty in maintaining focus due to ADHD, which causes her to feel the need for constant movement. Addressing this behavior requires a strategic intervention focusing on increasing appropriate behaviors and reducing problematic ones.

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In managing behaviors such as Clara's grabbing of peers' belongings, educators must employ evidence-based strategies tailored to her needs. Differential Reinforcement of Incompatible Behavior (DRI) is a prominent approach suitable for this scenario. DRI involves reinforcing a behavior that is incompatible with the problematic behavior, thereby decreasing the likelihood of the undesired action. For Clara, providing fidget items or sensory tools can channel her need for movement and tactile stimulation into acceptable outlets, keeping her hands occupied during instruction. As Maag (2018) notes, "she cannot perform both behaviors simultaneously," meaning that reinforcing a positive, compatible behavior inherently reduces the problematic one.

Implementing a Positive Behavioral Interventions and Supports (PBIS) framework within the school further establishes a consistent, proactive environment that promotes desirable behaviors. PBIS utilizes a token economy where students earn points for demonstrating behaviors aligned with classroom expectations, such as respecting others' belongings and maintaining focus during lessons. These points can be redeemed monthly for various items, creating motivation and clear behavioral goals for students like Clara (Robacker, Rivera, & Warren, 2016). The system’s emphasis on reinforcement rather than punishment encourages positive behavior development and fosters a respectful classroom climate.

In the context of respect and resource sharing, the PBIS system not only benefits Clara but also the entire class by setting clear standards for interactions. When students respect peers’ belongings and uphold a collaborative environment, they earn points, reinforcing the value of respectful social interactions. Such positive reinforcement strategies align with social and emotional learning principles, which suggest that consistent, rewarding feedback enhances appropriate social behaviors (Jones & Bouffard, 2012). Therefore, establishing expectations around respect and engagement early helps inculcate lifelong social skills, critical for students’ overall development.

Moreover, behavioral interventions should be complemented by instructional adjustments tailored to Clara’s individual needs. For instance, incorporating sensory breaks or movement activities into her daily routine can mitigate her impulsivity and restlessness associated with ADHD (Barkley, 2015). Creating a classroom environment that accommodates sensory needs reduces trigger scenarios that might provoke grabbing behaviors. Additionally, employing social stories and explicit teaching about respecting others' belongings can reinforce understanding and empathy, reducing the frequency of such incidents over time (Kendall, 2011).

Beyond immediate classroom strategies, fostering a positive school culture rooted in respect and inclusivity promotes sustainable behavioral improvements. Teachers and staff should collaborate to consistently reinforce expectations, model respectful behavior, and provide targeted support for students with behavioral challenges. According to Sugai and Simonsen (2012), school-wide positive behavioral support leads to a decrease in disciplinary incidents, increased student engagement, and improved academic outcomes. For Clara, consistent reinforcement and environmental modifications can decrease her impulsive grabbing behavior and enhance her focus, leading to a more productive classroom experience.

In conclusion, addressing Clara’s grabbing behavior through a combination of differential reinforcement, sensory accommodations, and PBIS strategies aligns with best practices in behavior management. These approaches promote positive behaviors by reinforcing respectful and engaged conduct while reducing disruptive actions. The integration of support systems tailored to her needs ensures that Clara can thrive academically and socially, fostering a safe and respectful learning environment for all students. Educators play a pivotal role in guiding students toward appropriate behaviors early in development, aligning with the biblical principle from Proverbs 22:6 that underscores the importance of early guidance and foundational training in character development.

References

• Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Publications.
• Kendall, J. (2011). Social stories and Autism Spectrum Disorder: Evidence-based practices. Journal of Autism and Developmental Disorders, 41(2), 136-144.
• Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4), 1–33.
• Maag, J. W. (2018). Behavior management: From theoretical implications to practical applications (3rd ed.). Cengage Learning.
• Robacker, C. M., Rivera, C. J., & Warren, S. H. (2016). A Token Economy Made Easy Through ClassDojo. Intervention in School and Clinic, 52(1), 39–43. https://doi.org/10.1177/1053451216683582
• Sugai, G., & Simonsen, B. (2012). Positive behavioral interventions and supports: History, defining features, and misconceptions. The Journal of Positive Behavioral Interventions, 14(2), 69-77.