This paper answers questions about a series of situations regarding problem behavior in the classroom. The antecedent, behavior, and consequence of various forms of 'acting out' are broken down, and the unintended consequences of the actions are listed as well. This is followed by two short essays on how to 'extinguish' negative classroom behaviors and use differential reinforcement.
¶ … Extinguishing the behavior through negative reinforcement
Differential reinforcement of high-rate behaviors: positive reinforcement of desired behaviors
Antecedent: The teacher asks the student to clean up the cafeteria tables.
Behavior: The student is disrespectful and kicks over a garbage can.
Consequence: The student is given a 'time out' in the classroom with his head down.
Negative reinforcement of problem behavior
Unintended consequence: Defiant student gets to leave and not clean up classroom.
Antecedent: Teacher is not paying attention to Alicia and is helping another student with an assignment.
Behavior: Alicia tries to get the teachers' attention by banging on the metal chair with her heels.
Consequence: Teacher reprimands Alicia.
Negative reinforcement
Unintended consequence: Alicia gets teacher's attention, and some attention is better than no attention at all for Alicia.
Antecedent: Brandon is asked to stay at his desk and finish his work before leaving.
Behavior: Brandon defies the teacher and leaves the classroom.
Consequence: Brandon gets to leave.
Positive reinforcement (of a negative behavior)
Unintended consequence: Brandon realizes that he will not be punished for defying the teacher.
8. Antecedent: Ashley is denied request for an extra ticket.
Behavior: Ashley whines for another ticket.
Consequence: The teacher gives in to Ashley and complies with her request.
Unintended consequence: Ashley realizes she can get her way through whining.
Appendix 3
1a. First, the reason for Karen's disruptive behavior must be determined. If Karen is seeking attention, the current consequence of being made an example of and being asked to leave the classroom satisfies rather than extinguishes the reasons she is 'acting out.' If she is having difficulties in the classroom and wants to leave, then this desire is also unintentionally being reinforced. To extinguish the behavior, Karen should be sent to a 'quiet corner' where she must do her work independently, away from the other students.
1b. To encourage more appropriate behavior, Karen should be praised for raising her hand, talking when she is called upon, and making a positive contribution to the classroom environment. This combines positive with negative reinforcement in a form of differential reinforcement whereby Karen is praised for behaviors she cannot perform while acting out. If it is determined that Karen is having academic difficulties and using 'acting out' to leave the classroom, additional academic support may be required so Karen is able to comfortably participate in class in a non-disruptive manner.
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