-
7/28/2019 Antecedent & Consequence
1/12
Give clear & direct directionsUse teacher proximity &
movementUse cues
Follow routinesConsider scheduling alternativesHelp students
make transitionsEstablish, teach & enforce rules
-
7/28/2019 Antecedent & Consequence
2/12
An important role in helping them behaveappropriately. We can
also phrase our commands to them to ensure
that they are:Stated in positive terms and focus on what
studentsshould doPresented to students in an appropriate
sequence
when giving multiple commandsPhrased directly rather than
indirectly
-
7/28/2019 Antecedent & Consequence
3/12
It can promotes good behavior.Example:
o Standing near students who have behavior problemso Placing
students desk near us o Talking briefly with students while walking
around the
classo Monitoring our movement patterns to ensure that all
students receive attention
-
7/28/2019 Antecedent & Consequence
4/12
Verbal and nonverbal cues can be used to promptgroup or
individual responses.It also can establish routines or signal to
students that
their behavior is unacceptable and should be changed.Different
cues must be used for different cultural andlanguage
backgrounds.
-
7/28/2019 Antecedent & Consequence
5/12
It means that we must follow a consistent routine foreach day.
By that, they will feel like they are in controlof their
environment.
Thus, can reduce instances of misbehavior in theclassroom.The
important things is that we must make a schedulethat is suitable
with our students.
-
7/28/2019 Antecedent & Consequence
6/12
Transitions are used to make sure that students canadapt with
classroom routines by themselves. Verbal, musical or physical cues
can be used to signal
students to get ready for a new activity.Rewards can be given to
those who makes an orderly and smooth transitions (pair
them).Having clear expectations and giving students specific
directions can help them make the transition.
-
7/28/2019 Antecedent & Consequence
7/12
It is to promote students learning, socialization andsafety.It
is desirable for students to be involved in developing
the rules, as it communicates to them that they arealso
responsible for their actions.Students also are more likely to
follow rules that they help to create.
-
7/28/2019 Antecedent & Consequence
8/12
Use positivereinforcement
Selectappropriatereinforces
Administerreinforcement
surveys
Usecontracting
-
7/28/2019 Antecedent & Consequence
9/12
When using this type of reinforcement, we need toconsider
several things.
i. Be consistent
ii. Reinforcement is delivered after the behavior occursiii.
Gradually deliver the reinforcement less often, less
quickly and raise the standard once that studentsbecome
successful
-
7/28/2019 Antecedent & Consequence
10/12
This means that we only can use reinforces whennecessary and
carefully examining their impact onstudents.Some examples are make
rewards more subtle, userewards equitably and for improved
performances,fade out the use of rewards and encourage students
toreinforce themselves via self-statements.
-
7/28/2019 Antecedent & Consequence
11/12
It means that teacher need to ask for studentspreferences via a
reinforcement survey.From this survey we can know what are the
bestreinforcers to be used.During the survey we must use student
languagerather than professional jargon (reward rather
thanreinforcer)
The effectiveness, availability, practicality, culturalrelevance
and cost of reinforcers on the survey can beexamined.
-
7/28/2019 Antecedent & Consequence
12/12
A contract between students and their teacher.Contracts should
give immediate and frequentreinforcement.It must be stated in
language that the students can
read and understand. Generally, contracts include(some of it):a)
A statement of the specific behavior(s) the student is
to increase/decreaseb) A statement of the environment in which
the
contract will be usedc) A list of the types and amounts of
reinforcers and
who will provide themd) A schedule for the delivery of
reinforces
