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- Understanding why a student engages in problem behavior helps you address the root of the problem instead of directing all of your efforts towards suppressing problem behavior.
- Although positive behavioral support methods now emphasize prevention, strategies describing how to respond to problem behavior are just as important.
- School-wide discipline plans have predominantly consisted of reprimands, loss of privileges, detention, suspension, or expulsion.
- An environment that overuses punitive methods of control may become a setting event that increases the likelihood of problem behavior.
- An important theory describing how environments that include high levels of negative interactions may develop is called Coercion Theory.
- Interventions addressing consequences involve eliminating or decreasing the reinforcement a student receives for engaging in problem behavior.
- Response efficiency means that when teaching a student a new desirable skill that will achieve the same outcome as the problem behavior, it is important to make sure that the new response is more efficient for the student.
- Consequence interventions are often used to make sure that the reinforcement a student receives for engaging in problem behavior is no longer effective.
- Extinction involves withholding or terminating reinforcement that maintains problem behavior.
- By ignoring low intensity problem behavior, you can avoid engaging in a negative coercive interaction pattern.
- It is also important to remember that you are ignoring the behavior, not the student.
- If you have to respond to a problem behavior, reduce the amount of eye contact, corrective feedback, and attention you give to the student, and wait for the first opportunity to reinforce desirable behavior.
- When extinction procedures are implemented, problem behavior may get worse before it gets better.
- It is very important to avoid this temptation and to implement an extinction procedure consistently since intermittent reinforcement can make it even more difficult to reduce problem behavior.
- Reinforcement refers to the functional relationship between behavior and its consequences.
- A mistake made by many people is to assume that their own perception of what is reinforcing or punishing applies to others.
- An event is only a reinforcer if a behavior maintains its current rate, or increases in frequency.
- Noncontingent strategies deliver the same reinforcers that are maintaining problem behavior to students on a time-based schedule.
- Providing reinforcement on a noncontingent basis may be considered a setting event that decreases the likelihood of problem behavior.
- Building a positive climate involves taking the opportunity to engage in positive interactions with students without focusing exclusively on appropriate behavior or correct responses.
- The purpose of redirection is to create opportunities to give the student positive feedback for appropriate behavior.
- The major message is that building a positive environment frequently involves increasing the amount and quality of reinforcement a student receives within his environment.
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