Archive for the 'Reducing responding' Category

Kudos for Artie Tyler

Artie Tyler drives a bus in the Frederick (MD, US) area, just a bit northwest of Washington, DC. According to a feature story by Marge Neal of the Frederick News-Post, Mr. Tyler made a difference in the behavior of the students on his buses, taking over challenging routes and turning them into successful rides for the students.

Eight minutes isn’t a lot of time.

But in eight-minute blocks of time, school bus driver Artie Tyler completes his rounds for more than 50 Monocacy Elementary School students each morning and afternoon. He does more than drive — he goes the distance.

“Artie is part of our staff here at Monocacy,” said school Principal Jason Anderson. “He’s concerned not only about their safety to and from school but their academic well-being as well.”

When he took over the routes, he reported that there were fights and other problems. To solve them, it seems that Mr. Tyler hit upon one of the basic tenets of behavior management. He started catching the kids being good. In Ms. Neal’s report Mr. Tyler said, “I worked closely with the school—these people are awesome. We came up with an incentive program that seems to be working.” He provided rewards and gradually stretched the required time for earning them.

Here’s a “Way to go!” Mr. Tyler and the local schools there approached this matter the right way. I am so glad they didn’t adopt the more common approach of passing out office discipline referrals for misbehavior on the bus. Stamp this one with a great big “W” for “winner!”

Read Ms. Neal’s story, “Monocacy school bus driver turns students’ behavior around” from 11 March 2011.

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Why not only positives?

Teacher A: Wouldn’t it be wonderful if we didn’t have to use any aversive procedures. Punishment is such a drag.

Teacher B: Yes! I agree. Positive reinforcement is sooo powerful—shaping, schedules, maintenance, and all that. You can do just about everything with it.

Teacher A: Really. I mean, we should make our classes totally positive this year. No negatives. None!

As strongly as I advocate the use of positive strategies in classroom management (“Catch ‘em being good!”), I have to acknowlege that there are at least three reasons it is impossible to create behavior management systems that exclusively employ positive reinforcement. Here’s why reasonable folks should resist the superficial appeal of the all-positive or positives-only Chimera.

Continue reading ‘Why not only positives?’

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No spanking


Look under ‘posters & stickers’

I am pleased to call readers’ (both of you) attention to NoSpank.net. Although much of the advocacy presented there promotes parenting and teaching practices that have limited scientific bases, the organizing feature is a rejection of the use of physical violence as a disciplinary method. I support that effort.

There are at least 40-11 better alternatives, starting with teaching the child or youth what to do. More specifically and technically, here is a list of alternative methods for reducing the chances that a behavior will occur in the future:
Continue reading ‘No spanking’

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Iwata wkshop Sep. 09

Professor Brian Iwata, who has extensively studied functional behavior analysis, will conduct a two-day workshop entitled “Functional Analysis & Treatment of Severe Behavior Disorders” in Philadelphia (PA, US) on 28 – 29 September 2009. Psychologists may earn 11 CE credits, BCBAs & BCABAs 12 Type 2 CE credits. Walt Antonow, who manages these workshops, advised me that as of 2 Sep there were only 15 seats available, He has a brochure available.

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Physical punishment repudiated

Over on 60-Second Science Blog, the news source of Scientific American, Karen Schrock reported that a task force of the American Psychological Association (APA) released a report recommending that caregivers eschew physical punishment. Ms. Schrock noted that at least one member of the task force disagreed with the recommendations, but that most members endorsed it.

Corporal punishment has long been a hotly debated subject, with conflicting study results and opposing ideologies feeding the fire. Now the results of a five-year effort to review the scientific literature are in: a task force appointed by the American Psychological Association concludes that “parents and caregivers should reduce and potentially eliminate their use of any physical punishment as a disciplinary measure.”
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Notes about reducing misbehavior

The recent discussions in the press and the US Congress about seclusion and restraint prompted me to draft these preliminary notes about alternatives that are available to school personnel. Generally, one does not need to resort to putting students in isolation or holding them to the ground.

Schools that employ evidence-based practices have a wealth of alternatives to physical seclusion or restraint. These methods range from plain, old good teaching to systematic analysis of the functions that misbehaviors serve. In the next few paragraphs, I present laconic descriptions of these.
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