Topic: Increasing And Reducing Behavior Question Prompt Desc

Topicincreasing And Reducing Behaviorquestionpromptdescribe The Beh

Describe the behavior of a student (real or fabricated) that interferes with his or her success in school. Identify 1 research-based method that you could use to reduce the behavior, and describe how you might apply that method in your classroom. Describe the target behavior of a student (real or fabricated) that you would like to establish or encourage in the classroom or school environment. Identify 1 research-based technique that you could use to increase the behavior, and describe how you might apply that technique in your classroom.

Paper For Above instruction

Effective classroom management involves addressing both the reduction of disruptive behaviors and the promotion of positive behaviors to enhance student success. In this paper, I will illustrate a problematic student behavior, propose a research-based intervention to reduce this behavior, and also describe a desired positive behavior along with a technique to encourage its development within a classroom setting.

One common disruptive behavior observed among students is off-task activity, such as talking out of turn during lessons. For example, a student might frequently engage in side conversations, which distracts not only themselves but also their classmates and impedes overall classroom learning. Off-task behavior negatively impacts academic achievement, as it hampers individual focus and diminishes instructional flow. According to research by Simonsen, Fairbanks, Briesch, Myers, and Sugai (2008), the application of positive behavior interventions and supports (PBIS) combined with reinforcement strategies can effectively reduce such disruptive behaviors. Specifically, implementing a token economy system can serve as a research-backed method to decrease off-task behavior.

To apply this method, I would begin by clearly defining the target behavior: remaining on-task during instructional periods. The classroom would utilize a token reinforcement system where students earn tokens for maintaining focus, raising their hands before speaking, and following classroom rules. These tokens could later be exchanged for privileges or small rewards, fostering motivation through tangible reinforcement (Carr et al., 2002). Consistent monitoring, immediate feedback, and reinforcement are critical to strengthen the behavior. It’s also essential to ensure that tokens are contingent on the target behavior, and students are aware of the connection between behavior and reward, as underlined by research on operant conditioning principles.

On the other hand, promoting positive behaviors like active participation and leadership in classroom activities is equally vital. A desirable target behavior might be student-initiated questions that demonstrate engagement and a desire to deepen understanding. Encouraging this behavior helps foster a proactive learning environment. One effective research-based technique to promote such behavior is the use of self-monitoring strategies combined with goal-setting. According to Schunk (2012), self-monitoring enhances awareness of one's behaviors and helps learners develop self-regulation skills.

In practice, I would guide students to set specific goals, such as asking at least one question related to the lesson each day or participating actively during group discussions. Students would then use a simple checklist to self-assess whether they met their goal during each lesson. Providing positive feedback and slight consequences for consistent self-monitoring reinforces their motivation to engage actively. Over time, this technique fosters intrinsic motivation, as students recognize their role in their learning process (Mooney, Ryan, & Uwah, 2005).

Implementing these research-based strategies requires patience and consistency. The reduction of disruptive behaviors through token economies must be paired with classroom rules and routines that support positive behavior. Similarly, promoting self-monitoring and goal-setting taps into students’ intrinsic motivation and develops lifelong skills of self-regulation. When carefully integrated into classroom management plans, these interventions can substantially improve student engagement, behavior, and overall academic success.

In conclusion, addressing inappropriate behaviors and encouraging positive ones are twin pillars of effective classroom management. Utilizing evidence-based methods such as token reinforcement to decrease off-task behavior and self-monitoring techniques to promote active participation can create a learning environment conducive to success. Educators who incorporate these strategies thoughtfully will be better equipped to support diverse learners and foster a positive classroom climate aligned with best practices in behavioral intervention.

References

Carr, E. G., Mclanahan, L., Mahani, S., & Walsh, M. (2002). The use of token economies in classrooms. Journal of Applied Behavior Analysis, 35(4), 385-398.

Kim, T., & O’Neill, R. (2012). Reward systems and behavior management. Educational Psychology Review, 24(3), 347-360.

Mooney, P., Ryan, J. B., & Uwah, C. J. (2005). Goal setting and self-monitoring for student motivation. Journal of Educational Psychology, 97(4), 718-730.

Schunk, D. H. (2012). Motivation in Education: Theory, Research, and Practice. Pearson Higher Ed.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-Based Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, 31(3), 351-380.