RUNNING HEADER: Behavioral Management Ã¯Â¿Â½ PAGE Ã¯Â¿Â½1Ã¯Â¿Â½ Behavioral Management Ã¯Â¿Â½ PAGE Ã¯Â¿Â½2Ã¯Â¿Â½
University of Phoenix
MTE/561: Research Methods
Amy Sue Javernick
August 24, 2011
The basis for theories of behavior management focus on these ABC's: Antecedent event or stimulus. In behavior management, it is critical to count and examine the specific events that precede behavior; Behavior or response of the student. This is the specific, observable and measurable behavior that is targeted; and Consequent event or reinforcement of behavior. In behavior management, the impacts of a variety of reinforcements or rewards are considered so that the most reinforcing reward is chosen to cement the target behavior. Behaviors are reinforced until the student can make independent decisions related to behavior and academics (Kauffman, 2008).
Jane angrily enters Mr. Garrett's classroom. She has just been scolded by another teacher for "fooling around" and has had the privilege of eating lunch outside at the picnic tables revoked for the rest of the week.
In class she is refusing to do work, calls out and continues the behavior from the other class, adding to it her complaints of unfairness. The class is in danger of not earning the class reward of an extra recess period for having completed all of your assignments.
Description of Classroom Population
Mr. Garrett's class at The Country School is an academically oriented high school class primarily students. This class is clearly in the mild to moderate category of special education and students who exhibits emotional and behavior disorder. The 7 students in the class range in age from 14-17 and are in grades 9-11 this academic year. Four of the students are clearly Asperser with a fifth closer to the Autistic side of the spectrum. The other two students are Learning Disabled.