Operant Principles

Dr. Ayers HPER 448

Western Michigan University

Sustaining Program Effect

Ultimate goal of a physical education program What will students need to develop?

Physical Skills Knowledge Personal Social Skills

What type of skill is associated with management? What is the ultimate goal of the teacher regarding

student management?

Lesson Outcomes

Identify components of behavioral analysis applicable in physical activity context Behavioral contingency Reinforcement Procedures Punishment Reinforcement Hierarchy Reinforcement Schedule

Behavioral Contingency*

Response

SD--------------------->R--------------->CDiscriminating Stimulus Consequence

Discriminating Stimulus *

Instructional Setting Environment in which the response occurs Set of controllable circumstances Created by the instructor Physical setting, person, activity

Response *

Action that immediately follows the presentation of the discriminating stimulus

Verbal Cognitive Physical

Consequence *

Event that follow the response Reinforcer Punishment

Law of Probability: Given the same circumstances, the same response will occur if followed by an event perceived to be desirable (pleasing) by the performer

Reinforcement

An event that immediately follows a behavior or response

INCREASES the probability that the behavior or response will occur again under the same circumstances

Types of Reinforcement

Positive: Presentation of “something” that increases the behavior or response

Negative*: Withdraw or removal of “something” that increases the behavior or response

Escape/Aversion from an event perceived as unpleasant

Schedules of Reinforcement

Continuous: Every time (Beginner)

Variable: Every X times; no pattern

Fixed: Every X times; fixed number

Intermittent: Random

Hierarchy of Reinforcers

Edible- Consumable that meets a physiological need (water, candy, etc.)

Tangible- Valued as a possession Token- May be exchanged Social- Verbal, visual Activity- Game, past-time Stimulus Control- Initiated by the student

Premack Principle *

Give me what I want and you will get what you want Pairing low frequency behavior with high frequency

behavior Low frequency (not perceived as a favorable) High frequency (perceived as desirable/favorable) Shift the ratio: Higher levels of “low” required to gain

access to “high” frequencies

Reinforcement Principles *

Reinforce small, but successive, approximations toward desired behavior

Reward frequently Reinforce immediately after, not before Reinforce clearly

Attempt Correct response General v. Specific

Reinforcement Principles* (cont’d)

Reinforce consistently across behavior/ person Reinforce sequentially

Positive followed by correction 5:1 ratio (positive v. negative or punishment)

Punishment *

Event that immediately follows a behavior that DECREASES the probability that the behavior will occur given the same circumstances

Predominant form of control in educational settings

Frequently misused

Appropriate Uses of Punishment in Education

Dangerous Self Others

Disruptive Places others or self in jeopardy

Defiant Directly to teacher Violates posted rules

Destructive Property

Punishment Guidelines

Immediate Remove the student from the setting Maintain composure Consistency Firm Time Out

No peer interaction No attention-seeking behaviors Make sure this is not the goal of the student

Developing and Maintaining a Developing and Maintaining a Learning EnvironmentLearning Environment

ManagementArranging the environment for learning and maintaining/developing student-appropriate behavior and engagement with the contentContentWhat is to be learned

GOOD MANAGEMENT IS NECESSARY BUT NOT SUFFICIENT FOR EFFECTIVE TEACHING *

TEACHING IS AN INTERDEPENDENT PROCESS

Goal of good management systemHigh level of engagement in appropriate tasks

Teaching Functions

-Customary way of handling tasks (usually daily tasks)

-Establish expectations to mold S behaviorLocker room, pre-class, lesson, end-of-lesson

-Introduce and practice until “routine”

-Must be reinforced consistently *

Routines

Common Routines

Locker room Before Class Attendance Lesson-Related Grouping End of Lesson Late Arrivals Water/Bathroom Breaks Injured Students

Locker Room Routines

When to enter Where to put belongings Permissible social behavior Amount of time allocated for dressing Where to go upon leaving locker room Circumstances when to enter the locker room during

class What to do if locker combination does not work Shower requirement

Before Class Routines

Elementary• Where to go: Circle, squads• Start warm up on own?

Secondary• Where to go• Permissible activities: Start warm-up, use specified

equipment, activities• Does teacher have to be in the room to do activities?

Attendance

Elementary- Ask classroom teacher how many students are in class or ask students who is absent

Secondary- Use time-saving techniques• Assigned spots- Numbers on floor

• Teacher scans• Records

• Assigned spots- Squads • Use squad leaders• Rotate leaders• Use a prepared index card

Lesson-Related Routines

Distributing Equipment Out-of-Bounds Areas in Gym Signals (stop and go) Grouping of Students End-of-Lesson

• Closure• Dismissal

Late Arrivals (wait for teacher direction) Water and Bathroom Breaks Injured Students (emergency plan)

-General expectations for behavior

-Teach as concepts (across a variety of +/- situations)

-Guidelines*:Developed cooperatively w/ T and SsStated positivelyMake explicit (post in facility)Reinforce consistently and fairlyFew in number (3-5)Consistent with school rulesEnforceable

Rules

Personal Social Skills

Responsibility Respect for Others Respect for Authority Cooperation (Teamwork) Leadership Best Effort Reliability

When others are talking, we will respect them by listening

We will support the efforts of others by encouraging them as they perform

We will use our equipment and space responsibly We make our best effort at all tasks We will cooperate with others by sharing equipment

Examples of Rules

Developmental Considerations

Take students’ personal social development into consideration

Develop a progression for personal social development

Rules for K-2/3-5/7-8/9-10--Should be arranged hierarchically

Gaining/Maintaining S Cooperation

Plan progressive experiences toward learning environment (Box 7.2, p. 142)

K-2/3: Compliant, want to please teacher

2/3-5/6: Compliant, need less management time

5/6-9/10: Peers most important, motivation becomes an issue

HS: Maturation results in less mgmt time

Share clear expectations– Consequences– Reinforcement (Tangible, Token, Social, Activity?)

Identify your ultimate goal for student behavior (Personal-Social Skills)

Communicate your expectations in advance Positive is more effective than negative Inappropriate student behavior is not a personal attack Discuss appropriate/inappropriate behavior BE FAIR AND CONSISTENT

Teaching Routines/Rules

Positive more effective than negative

Teach expectations, reasons for rules, address problems constructively/cooperatively

Inappropriate behavior is not a personal threat

Be caring, concerned, firm

Rely on instruction/persuasion, not power/assertion

Know your own expectations

Watch your cooperating T this semester; what is ok? What does (s)he let go? Clarity→consistency

Know the ultimate goal for S behavior

Think long-term; what do you want next year? 2 yrs?

Share your behavioral expectations in advance

Do not wait on misbehavior to teach good behavior

Help Ss internalize appropriate behavior

Explain WHY these rules exist

Encourage S participation in rule/behavior expectations

Teach rules for learning tasks too

-How do you actually practice a skill?

-How do you work with others?

-What do you do if you infringe on others’ space?

-How do you get T attention for help?

Management is ongoing

Continually work to help Ss achieve self-control

Developing Self-Control & Personal Responsibility

National standards highlight this aspect

5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings

6. Values physical activity for health, enjoyment, challenge, self-expressions and/or social interaction

Nature of our setting fosters personal/social skills

-Moving from external to internal control →decision making skills

-Guiding Ss to higher level functioning is part of physical educators’ professional responsibility

Hellison’s Developmental Levels

0: Irresponsibility

1: Self-control

2: Involvement

3: Self responsibility

4: Caring

0: Irresponsibility

Unmotivated, undisciplined, denies personal responsibility, verbally or physically abusive of others, interrupts, off task on a continuous basis, requires constant supervision

Not highly engaged in the lesson but not disruptive, does not need constant supervision, goes through the motions of compliance

Demonstrates self-control and an enthusiasm for the subject-matter; willing to try new things and has a person definition of success

Capacity to work without direct supervision; can identify own needs and interests and is independent in his/her pursuit for them

Cooperative, supportive and caring about others; willing to help others

Transfers responsible behavior to life settings outside the gym; personal responsibility for actions

Strategies emphasized in Hellison’s model*-Create awareness of appropriate behavior & goals

-Provide opportunities for Ss to reflect on their behavior relative to behavior goals

-Provide opportunities to set personal behavior goals

-Establish consequences for both +/- behavior

-Include Ss in group processes to share T ‘power’

-Help Ts interact with Ss in growth-producing ways

Behavior Modification (Box 7.4, p. 147)

Clear expectations and reinforcement

Stage One

Order a S to desist (stop behavior)

Have S state rule being broken

State expected behavior

Hairy eyeball

Proximity

Allow S to choose work area to avoid temptation

Time out

Put S at end of line/group (go last)

Stage Two

Conference with S

Isolate S in hall/away from class

Send home note

Call parents

Detention

Remove privilege

Stage Three

Deny special class treat (free time at end)

Create behavioral contract

Send S to office

Corporal punishment

Transition from T- to S-centered control challenges

-Overuse of external rewards

-Failure to withdraw external rewards

-Lack of flexibility in rules, regulations & expected behavior for different contexts

-T willingness to have a “busy-happy-good” environment

Ineffective Management Factors

Authoritative Management

Ts have a firm but flexible management position

-Rules, procedures expectations context-dependent

-Expectations vary by class, content, student

Ts teach self-directed behavior

Internal control and self-discipline valued

Ss gradually assume more self-responsibility

-Transfer of responsibility for behavior goal

-Create situations in which Ss demonstrate increasing personal responsibility

Group Processes

Involve Ss in decision making

-Include S input when novel situations arise

-Remind Ss that THEY made rule when reinforced

Resolve conflicts through discussion

Real-time issue; very dynamic environment needed

Role-playing to convey concepts

-Allows Ss to ‘put themselves in another’s shoes’

-Make explicit what happens during ‘skit’ and then summarize lesson(s) learned

Final Points

Prevention is the best medicineWithitness, overlapping, hairy eyeball, proximity *

Widespread class misbehavior-Stop class and specifically address problem(class desist)

-Address problem-Identify as inappropriate-Focus Ss on desired task/behavior-STAY POSITIVE

Treat Ss as you wish to be treatedBe gentle; determine WHY behavior occurs, address problem, not person