Operant Principles

Operant Principles(aka: Behavior Management)Dr. Ayers HPHE 4480Western Michigan University

Sustaining Program EffectUltimate goal of a physical education programWhat will students need to develop?Physical SkillsKnowledgePersonal Social SkillsWhat type of skill is associated with management?What is the ultimate goal of the teacher regarding student management?

Lesson OutcomesIdentify components of behavioral analysis applicable in physical activity contextsBehavioral contingencyReinforcement ProceduresReinforcement ScheduleReinforcement HierarchyPunishment

Behavioral Contingency (outcome)ResponseSD---------------->R--------------->CDiscriminating Stimulus Consequence

Discriminating StimulusInstructional SettingEnvironment in which the response occursSet of controllable circumstancesCreated by the instructorPhysical setting, person, activity

ResponseAction that immediately follows the presentation of the discriminating stimulusWindow of opportunity; weigh choices carefully!VerbalCognitivePhysical

ConsequenceEvent that follow the responseReinforcerPunishment

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

ReinforcementAn 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 ReinforcementPositive: 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 ReinforcementContinuous: Every time (Beginner)

Variable: Every few times; no pattern

Fixed: Every X times; fixed number

Intermittent: Random

Hierarchy of ReinforcersEdible- Consumable that meets a physiological need (water, candy, etc.)Tangible- Valued as a possessionToken- May be exchangedSocial- Verbal, visualActivity- Game, past-timeStimulus Control- Initiated by the student

Premack PrincipleGive me what I want and you will get what you wantPairing low frequency behavior with high frequency behaviorLow 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 PrinciplesReinforce small, but successive, approximations toward desired behaviorReward frequentlyReinforce immediately after, not beforeReinforce clearlyAttemptCorrect responseGeneral v. Specific

Reinforce consistently across behavior/ person4:1 ratio (positive vs. negative or punishment)

Feedback sandwichPositive, correction, positive

PunishmentEvent that immediately follows a behavior that DECREASES the probability that the behavior will occur given the same circumstancesPredominant form of control in educational settingsFrequently misused

Negative reinforcement: Remove whatever increases behavior (e.g., attention for misbehavior)

Appropriate Uses of Punishment in EducationDangerousSelfOthersDisruptivePlaces others or self in jeopardyDefiant Directly to teacherViolates posted rulesDestructiveProperty

Punishment GuidelinesImmediateRemove the student from the settingMaintain composure (time/space before response)ConsistencyFirm Time OutNo peer interactionNo attention-seeking behaviorsMake sure this is not the goal of the student

Find a FriendShare your 2-3 biggest things from this topic

How can this information help you be a better classroom manager the next time you teach?

Share a hands-on experience that you now see could be managed differently