行为管理理论模式英文

ModelsandTheoriesofBehaviorManagementDanforthS.,Boyle,J.(2000)CasesinbehaviormanagementColumbus:Ohio.MerrillPublishingSocialSystemsTheory(Ecologicaltheory) Noindividualtrulylivesorstandsalone.Peopledevelopbyadjustmentsbetweenanindividualandtheirchangingsocialandphysicalenvironments.Peoplelivewithinanumberofecologicalsystems(contexts)classroom/school,familysystem,peernetwork,etc.PersonsbehavioroperatesincongruenceorharmonywiththeirenvironmentDeviantbehaviorhappenswhenthereisalackofcongruenceorlackofnecessarybehaviorsandunderstandingfromthechild.5LevelsofanEcologicalContextTheIndividual-thechangingandgrowingpersonalcharacteristics

2.InterpersonalRelationships-patternsofpersonalinteractionandcommunication.

3.Relationshipsbetweensystems-Theinterrelationsbetweenhomeandschool,orhomeandasocialserviceagency.

4.GroupInteraction-Themannerinwhichsystemsrelatetooneanother.Ifaparentlosesajob,mayinfluenceachildtofeelanxietyandfear.5.Society-Whatisbadbehaviorvs.goodbehavior?Eachdayinstitutionsandsettingsaremakingandremakingculturalnorms.Culturalnormsreflectthebeliefandvaluesystemofdominantgroups…alternativenormsareconstructedbypersonsandgroupsthatdisagreewithdominantandsociallymandatedwaysThinkinglikeaSocialSystemsTheorist(Ecological)Goaltohelpchildrenimprovetheirbehaviorandgaingreatercontroloverwhattheydo.StudenthasnegativeanddisruptivebehaviorsIndividual-teacherteachesstudentwhatangeris.Interpersonalrelationships-teacherplansanumberoftimesduringtheweektospendpersonaltime.

Relationshipbetweensystems-teachertalkswithmotherextensively,sharesideasandconcernsGroupInteractions-teacherarrangesformotherandstudenttomeetwithguidancecounselor.BehaviorismScientificmodificationofobservablebehaviors.Behaviorsareviewedasresponsesthatoccurinrelationtospecificstimuliintheenvironment.Environmentalfactorsdictateanindividual’sbehaviorThinkinglikeaBehaviorist1.Whatisthespecificbehaviorthatisproblematic?2.Underwhatconditionsdoesthisbehavioroccur?3.Whatareconditionsoreventsthattendtooccurinconjunctionwiththisbehavior?4.Whatisavailablethatisviewedasrewardingbytheindividual?5.Whocansystematicallyandconsistentlyprovidetherewardsandhowcanthisbearranged?Thereasonbehaviorhappens…

thebehaviorisrewardedorthebehaviorhasfailedtoberewardedorthebehaviorhasbeenpunishedThefunctionofabehavior…isaresponsetostimuliInterventionsaredesignedtomodify/changebehaviorbypromotingordiscouragingabehavior.Wedothisbycarefullystudyingthestimuli.Weusetheprinciplesofreinforcement.FivebasicPrinciplesofReinforcement

Reinforcementmustonlybepresentedwhenthetargetbehaviorisexhibited.Reinforceimmediatelyafterthetargetbehaviorisexhibited.Targetbehaviormustbereinforcedeverytimeitisexhibited.Oncetargetbehaviorhasbeenincreasedtothedesiredlevel,reinforcementoccuronanintermittentlevel.Tangiblereinforcersshouldbeaccompaniedbysocialreinforcers.PsychodynamicModelLooksprimarilyinsidetheindividualDailypriorityofbuildingtrustfulrelationshipsNeo-freudian,Long,Redl,Wineman,George,Morse

Fosterthedevelopmentofself-esteem,personalinsight,selfcontrolandsocialskillsPsychodynamic(continued)Focusesondevelopingtheindividual’sinsightandhowfeelingsareactedoutintheirbehaviors.Individualshaveoptionsinunderstandingtheirfeelingsandfindwaysofhavingthemthatarehealthy.Trustingrelationships-adultsabletogivesupporttohelpindividualbecomemoreself-determined.

Behaviorsarethe“’tipoftheiceberg”,piecesofthesurfaceevidencethatmustbeinterpretedtofindtheemotionsbeneath.

ThinkinginaPsychodynamicmanner…1.Whatdifficultfeelingsisthechildoradolescentexperiencing(anger,sadness,frustration)whentheymisbehave?2.Whyisthechildoradolescentfeelingthis?(Whatisgoingonthemomentorintheperson’slifethatstirsthesefeelings?)3.Isthereawaytoarrangeforthechildoradolescenttomoveawayfromthesituationandcooldownatthetimethesedifficultfeelingsriseup?4.Isthereawaytoarrangeforanadult,thattheadolescentviewsascaringandtrustworthy,toprovidesupportandtalkprivatelywiththem?5.Isthereawaytoincreasethenumberandqualityoftrusting,caringrelationshipswithadultsinthisindividual’slife?SurfaceInterventions-behaviorinfluencingtechniques(Redl/Wineman)PlannedignoringSignalinterference

Proximitycontrol

TensionreductionthroughhumorProgramrestructuringSupportfromroutineDirectappealRemovalofseductiveobjectsPhysicalrestraintEnvironmentalModelBehaviorisdescribedasafunctionoftheindividualwithintheenvironment.Focusesonthedevelopmentofspecificaspectswithinanindividual’simmediateenvironment(home,school,neighborhood)thatprovidestructure,support,vitalityandregularity.Whatapersondoescannotbeseparatedfromthecontextinwhichithappens.Thinkinglikeanenvironmentalist…Foreachoftherecentincidentsofmisbehavior/conflict,describethephysicalsetting,timeofday,activityandparticipants.Arethereanyrepeatedpatternspertainingtotheincidents/conflict?Doesthegroup/individualexperiencingthebehaviorproblemshaveanydiscomfortwiththesetting,timeschedule,activityorparticipants?Arethereanypatternsinhowcertainsettings,timesofday,activitiesorparticipantsprovokeorpromotetheproblematicbehavior?Whatisyourownrole(teacher)asapowerfulelementofthesocialcontextincontributingtoorimprovinguponthisproblemsituation?TimeAreactivitiesoftheday,(week,month,year)arrangedtopromoteemotionalcomfort,cooperativebehaviorandpersonalfulfillment?PhysicalSpaceArephysicalobjects(chairs,tablesdesks,lighting,etc.)arrangedtopromotebodilycomfort,emotionalease,concentrationtotask,constructivecommunicationandpositiverelationshipswithothers?PatternsofHumanInteractionsHowdothecurrenthabitsandrulesofthegroup/individualpromoteornotpromotethedesiredbehaviors(cooperation,attentiontotask,etc.)?Dailysequencesofbehaviorsthatareoftenmaintainedwithinhabitsorrules.Habitsarepatternsthatareusuallyrepeatedeachday.RulesExplicit-postedinclass,authorityfiguresenforceImplicit-informal/unofficial,culturalcodes,manners,studentcreated,societycreated,etc.ConstructivistModelChildrenareactiveconstructorsofpersonalandsocialmeaning,notpassivereceptacles.Constantlyconstructingpersonalknowledgeaboutthemselvesandtheworld.Emphasizesdevelopmentofmoralautonomy.Allbehavior,appropriate/inappropriateismeaningfulandimportant.Personsinacommoncultureorsubculture(classroom)borrowideas,beliefsandwordsfromeachother.Thinkinglikeaconstructivist…Describethequalitiesof(dis)connectedness,(dis)unityand(un)caringwithinthecommunity/classroom/groupwheretheproblembehavioroccurs.Howdoyouthinkthelackof(dis)connectedness(dis)unityand(un)caringwithinthecommunity/classroom/grouphasencouragedorprecipitatedthisbehaviorproblem?Doestheindividual(s)feelrespectedandlovedwithinthecommunityorgroup?Whynot?Howisthepowerdistributed(equally?Unequally?)andused(respected,disrespected)? Howcouldpowerdistributionanduseinfluencebehavior?Howcanthesenseofconnectedness,unityandcaringbeimprovedinsuchawayastoprovidebettersupportfortheperson(s)experiencingbehaviorproblems?ThreeWaystodeveloptheclass:

1.MoralAutonomyAnindividual’songoingsenseofselfasaresponsiblemoralagent,aconcernedevaluatorofwhatisgoodand