Behavior Management in the Classroom - Cedarville University

Behavior Management
in the Classroom

Cara Marker Daily, Ph.D.

Pediatric Psychologist, Daily Behavioral Health
Executive Director, Inner Health Ministries Child Center

Board Member, Key Ministry

www.dailybh.com
www.ihmretreat.org

216-252-1399

Outline

 Biblical Basis for Behavior Modification
 Increasing Desirable Behaviors
 Reinforcing with Tokens/Points
 Decreasing Behaviors
 ABC Analysis

Behavior Modification:
Biblical Basis

 Behavior Modification is a research supported intervention for
children with autism spectrum disorders, ADHD, disruptive
behavior disorders, and general behavior problems

 Use caution in over interpreting certain biblical passages as
providing support for behavioral interventions. Strict behaviorist
assumptions about the nature of humanity are incongruent with
Christian theology. However, both reinforcement and punishment
are therapeutic interventions compatible with Biblical principles
(Bufford, 1981). In addition, the use of behavior modification
within the caregiver-child relationship in a broader systems
context is in agreement with Biblical theology (Walker &
Quagliana, 2007).

Behavior Modification:
Biblical Basis

 Proverbs 22:6 (NIV) – ―Train a child in the way he should go, and when
he is old he will not turn from it.‖ -
 Swindoll (1988) offers several interpretations:
 ―Train up‖ derived from a Hebrew word meaning the palate or
the roof of the mouth, such as that of a rope placed in the mouth
of a horse in which a rider brings into submission.
 ―Train up‖ could also refer to the practices used by midwives
after the birth of a child in which they massaged the gums,
palate, and roof of an infant’s mouth to assist with a sucking
response
 ―The way‖ refers to the Hebrew word ―dereck‖ that is also used I
Proverbs 30: 18-19 – term may refer to the unique manner in
which God has created something, which Swindoll concludes
refers to the unique makeup of the child and believes that
parents should consider their child’s unique personality,
temperament, and gifts in raising them.

Behavior Modification:
Biblical Basis

 Proverbs 13:24 (NIV) – ―Whoever spares the rod hates their children, but
the one who loves their children is careful to discipline them.‖ – Rod used
to ―guide‖ sheep by shepherds

 Matt 25:14 – Parable of the Talents – Allow children to earn more
rewarding privileges after demonstrating compliance with a range of
smaller parental requests

 Colossians 3:21 (ESV) – ―Fathers, do not provoke your children, lest they
become discouraged.‖

 Philippians 4:8 (NIV) - ―…whatever is true, whatever is noble, whatever is
right, whatever is pure, whatever is lovely, whatever is admirable—if
anything is excellent or praiseworthy—think about such things.‖

 Principles of Love, Grace, and Discipleship

Behavior Modification:
Biblical Basis

 Remember - Everyone is uniquely created to fill a role in God’s
Kingdom!!!
 It may be helpful to study biblical passages that discuss being
made in God’s image (e.g., Genesis 1:27; Cor. 3:18), being given
different gifts (e.g., Rom. 12:6), being made for a purpose (e.g.,
Eph. 2:10), and being made as an essential part of a whole body
(e.g., Rom 12:4-5).
 John 9:3 - I’d like to think that sometimes our difficult kids exist so
that the work of God would be displayed in their lives.

Strategies:
Behavior Modification

INCREASING DESIRABLE BEHAVIORS
 Reinforcement: Something serves as reinforcement if

1) it immediately follows a behavior and
2) it increases the frequency of that behavior in the future.
 If it does NOT increase the behavior, it is NOT a reinforcement for that
child.
 It is always better to reinforce (increase) a desirable behavior than to
punish (decrease) an undesirable behavior. Doing so teaches good
behavior! You should be giving at least 6 positives to your child for
every negative you give. Make sure the reward is motivating for your
child and is realistic for you to give the child!

From Olson & Marker (2000). Inservice Training Manual – Pine Grove School.

Strategies:
Behavioral Approaches

Intrinsic Rewards 

Intrinsic reinforcement is the ability to enjoy

self-reward and to do something because ―it makes me feel good.‖

 Social Praise Only 

This level of the hierarchy involves only social reinforcement. Any child can learn to be responsive to people and can enjoy hugging
and praise if it is presented consistently and carefully. Good verbal praise identifies the behavior specifically (―Good job
picking up your shoes‖ rather than ―Good boy‖).

 Tokens/Points 

At this level, we use the token economy system. Children receive tokens/points for appropriate behavior and correct responses.
These tokens/points may be exchanged at a later time for a favorite reinforcer (such as food, toys, activities, etc.). We start
by giving just one token/point and then immediately trade it for a reinforcer. Over time, we increase the number of
tokens/points it takes to trade and the amount of work the child must do to earn each token/point.

 Toys /Activities 

This step involves the use of toys or special activities. This is often a powerful and under-used form of reinforcement. Many
children will work hard for playing with a favorite toy, watching a favorite TV program, or going on a special outing. Variety is
the key to making toys and activities effective as reinforcement!

 Primary – Food/Drink 

At the bottom of the hierarchy are primary reinforcers. These include food and drink, the ―basics‖ for human life, and everyone is
motivated to do what it takes to get them. When using edible reinforcers, it is important to offer only tiny portions each time
so that the child does not get full. Variety is also very important. Too much of the same thing decreases its effectiveness as a
reinforcer. Your child will become tired of it and will not work for it anymore. Primary reinforcers SHOULD ALWAYS be
accompanied by social reinforcement (praise, attention, hugs, etc.). By pairing social reinforcement with other types of
reinforcers, eventually the primary reinforcer can be dropped and the social reinforcement will be powerful enough to serve as
a reinforcer by itself.

Strategies:
Behavioral Approaches

Negative Reinforcement
 Negative reinforcers are things that are removed from the environment

that increase the child’s behavior. For example, feigning a
stomachache in order to avoid school  avoiding school serves as a
negative reinforcer for feigning stomachaches.

When and How to Reinforce
 Noncontingent reinforcement: Creating a pleasant and reinforcing

environment by delivering reinforcers independent of what the child is
doing.

 Noncontingent reinforcement should be used when you first start
working with a child. During a noncontingent reinforcement period,
you should make you and the environment reinforcing for the child.

Strategies:
Behavior Modification

 Principles for Providing Contingent Reinforcement
 Start reinforcing at the current behavioral level.
 Reinforce each step.
 Reinforce immediately
 Don’t wait for mastery – reinforce along the way.
 When teaching new behavior, use ―continuous reinforcement:‖
 Use ―occasional reinforcement‖ for stable behaviors.

 Accentuate The Positive! Catch ‘em being good and give lots
of reinforcement!

 You become a reinforcer and your kids will be more compliant!

From Olson & Marker (2000). Inservice Training Manual – Pine Grove School.

Strategies:
Behavioral Approaches

Ways to Teach Desirable Behaviors
Prompting
 Prompts are cues given by others in order to obtain the desired

response. Prompts direct the learner’s attention to the task at hand
and its requirements. The purpose of a prompt is to give staff an
opportunity to reinforce the desired behavior when it occurs.

Three types of prompts:
 Verbal prompts are simply instructions that people give to a child. Verbal

prompts may be given either spoken or singed.
 Gestural prompts consist of pointing or gesturing and indicates what the child

should do.
 Physical prompts (or physical guidance) involves using physical contact to guide

the child.

 Another prompt: Environmental prompts are things such as signs, posters (e.g.,
list of classroom rules).

Strategies:
Behavioral Approaches

Ways to Teach Desirable Behaviors (continued)
Fading
 Fading is the gradual elimination of prompts so that the learner is

responding to the minimal cues that exist in the natural environment.
Shaping
 Shaping is a procedure used to establish single, complex behaviors. To

shape a response, we start with a behavior a child can already perform and
reinforce each ―step in the right direction.
Chaining
 Chaining is used to teach a more complex series of behaviors. Chaining
teaches sequence of related behaviors, each of which provides the cue for
the next, and the last of which produces a completed task.
 The goal of chaining is to tie together already existing behaviors (which
may have been shaped previously) so the child can do the sequence
independently – without any verbal prompting for ―what comes next‖.
Behaviors we chain include eating breakfast, setting the table, getting
dressed/undressed, etc.

Strategies:
Behavior Modification

Reinforcing with Tokens or Points
What is a token?

A token is any item that is given as a reward and can be exchanged at
a later time for an actual reward. Tokens are generally not valuable to
a child in and of themselves; children learn to value them because they
know that they can trade tokens in for a toy, food, or activity they do
value. Common items used for tokens are plastic markers, pennies,
plastic coins, stars, or checkmarks on a tally sheet. It is most practical
to use tokens that can be easily and quickly given
What are back-up reinforcers?
Back-up reinforcers are rewards that the child likes in and of
themselves. They can be food, toys, or activities. Have a variety of
back-up reinforcers from which the child can choose. Make sure that
you choose back-up reinforcers that the child likes, rather than what
you think they should like. If it is an activity, make sure that it is an
appropriate one.

Strategies:
Behavior Modification

Token Economy System
 A token economy system is a set of procedures for systematically using

tokens to reinforce (strengthen and/or increase) desired behavior.
Goals for using token economies are to teach the value of secondary
reinforcement, delay of gratification, encourage appropriate behaviors
that will carry over to other settings, and to decrease
inappropriate/maladaptive behaviors.

Strategies:
Behavior Modification

Some rules concerning tokens are:

 A token should be something that the child can see, touch, and/or count.
 The child must be able to store the tokens or be able to see how many he/she

has earned.
 The child must be able to exchange the tokens for actual rewards (back-up

reinforcers) as frequently as necessary to maintain the child’s motivation.
 The child should not be able to obtain a token from sources other than the

parent, teacher, aide, etc.
 The child must know that a token can be exchanged for various rewards that

he/she likes, and must be able to know in advance how many tokens are
needed to ―purchase‖ particular rewards. We can tell how much they value the
tokens by how they take care of them, how they respond when they are
administered, and even if they try to take them from other children.
 In some cases, tokens may be tally marks, etc., but other than this, the token
should not be so large or small that the child is prevented form handling it.

Strategies:
Behavior Modification

Starting a Token System
 Choose a target behavior that you want to increase in your child.
 The child needs to know:

 What behaviors earn tokens.
 How many tokens he/she can earn for behaviors.
 What they can trade tokens for
 How many tokens are needed to earn different back-up reinforcers

(the ―cost‖ of the reinforcer)
 What behaviors will cause them to lose tokens (i.e., behaviors that

you want to decrease)
 How many tokens he/she will lose for engaging in behaviors you

want to decrease
 When the tokens can be traded for back-up reinforcers (―trade

time‖)

Strategies:
Behavior Modification

Starting a Token System (continued)
 If a child is able to read, it is often helpful to have a chart of what

behaviors earn tokens, the ―cost‖ of different back-up reinforcers (a
reinforcement menu), and what behaviors lead to the loss of tokens. If
the child is unable to read, you may use pictures of reinforcers for
motivation.
 Have set trade times in which the child counts his/her tokens to see
what reinforcers (if any) they have earned.

Strategies:
Behavior Modification

Administering Tokens
 The administration of tokens SHOULD always be paired with verbal

praise. Physical contact is also good to give if possible (if it is
reinforcing to the child).
 Tell the child WHY she/he earned a token (e.g., ―I like the way you are
sitting in your seat‖, ―Good setting the table‖)
 With higher-level children, it is helpful if they know how many tokens
they are earning for an activity before starting.
 Tokens must be given immediately after the behavior occurs, no matter
how often the behavior occurs.
 Tokens should be given frequently for target behaviors.
 Give tokens CONSISTENLY, IMMEDIATELY, AND CONTINUOUSLY at
first and as the behavior gets stronger, gradually increase the amount
and difficulty of the behavior required for the same back-up reinforcer.

Strategies:
Behavior Modification

Teaching a Child to Value Tokens

 If a child has never been on a token system before and is unable to understand
an explanation of tokens, it is important to first teach him/her to value the
tokens. This is done by creating an association in the child’s mind between the
token and the back-up reinforcer.

 Start off with just one target behavior so that the child will not be confused
about exactly what behavior earns tokens.

 As soon as the child engages in the target behavior, give him/her a token.
 IMMEDIATELY have the child give you back the token and then IMMEDIATELY

give him/her a small back-up reinforcer (e.g., a raisin).
 Continue to use immediate trade until the child learns that they are ―buying‖ the

back-up reinforcer with the token. You can then gradually increase the number
of tokens the child earns before trading. For example, after a child seems to
understand that by giving you the token, he/she gets a treat, let him/her earn
two tokens and then trade, giving a slightly larger treat.
 As a child advances, you can increase the amount of time between trades
and/or the number of tokens needed to earn certain reinforcers.

Strategies–
Daily Child Behavior Chart

Name: Tommy Week:

Behavior Mon Tues Wed Thurs Fri

Say Hello to my teacher 
Have good eye contact 
Ask a friend to play 

Take turns talking and playing
3
Total Stickers/Points
17-20 Stickers/Smiling Faces
3-4 Stickers/Smiling Faces Weekly Reward:
Daily Reward: Go out for ice cream
Barbeque Chips Go to movie
Stay up 15 minutes later
15 minutes extra on computer

Strategies:
Behavior Modification

DECREASING BEHAVIORS
 Punishment: By definition, something serves as punishment

if: 1) it immediately follows a behavior and 2) it decreases the
frequency of that behavior in the future.
 We can decrease unwanted behaviors through a variety of methods.
The following list ranges from least to most intrusive.
 Extinction/Ignoring
 Differential reinforcement of others (DRO)
 Response cost
 Time Out
 Physical restraint – Do Not Use!
 You should use the least intrusive punisher so that the child has the
opportunity to have the most independent control over his or her
actions.

From Olson & Marker (2000). Inservice Training Manual – Pine Grove School.

Strategies:
Behavior Modification

Although punishment can suppress behavior when used correctly, it has
its disadvantages. It is not the best way to change behavior because:

 The child will try to avoid future punishment by doing less in general (the fewer ―things‖
you do, the less likely you are to get punished). Repeated punishment leads to withdrawal
in all humans and animals!! This can take the form of social withdrawal, depression, or lack
of motivation. One way to avoid this it to make sure the child knows what behavior leads
to being punished, so only that specific behavior will decrease.

 It may produce emotional behavior: the child may become nervous or upset prior to being
punished.

 The child may become aggressive toward the parent, staff, or children.
 Negative modeling may occur: you risk teaching the child how to react when others are not

doing what they want. You serve as a role model, thus they may imitate your behavior.
 The child may attempt to escape or avoid the punishment by avoiding the punisher, even

when the child is not being punished.

Remember - It is biblical to discipline and to punish (Hebrews 12:4-12). It is also biblical to
love and TEACH our children. Positive teaching must occur first!

Challenge: Try giving at least 6 reinforcers for every 1 punishment!

Strategies:
Behavior Modification

Extinction
 Extinction or Ignoring involves removing social reinforcement from a behavior

that previously got lots of attention.

What to expect when using extinction:
 Extinction only works when you pair it with giving reinforcement for the appropriate

behavior.
 Consistently withholding reinforcement results in a gradual decrease in the target behavior.
 When you first start using extinction, there will be a brief period when the target behavior

will increase. This increase is called an extinction burst. An extinction burst is an indication
that the extinction is working!
 Extinction may trigger aggression.
 Behavior that is firmly established is more resistant to extinction (e.g., behavior that has
been intermittently reinforced in the past).
 Behavior that has been extinguished may return later, especially if you did not reinforce the
competing behavior sufficiently. Be careful not to reinforce a behavior that had previously
been extinguished by reacting either verbally or with your facial expression!
 Consistency is the key!

Strategies:
Behavior Modification

Differential Reinforcement of Other (DRO)
 Differential reinforcement is a procedure that combines

extinction and reinforcement to change the frequency of a
behavior. The undesirable behavior is ignored. An alternate
behavior is reinforced.
Tips on using DRO:
 Use in combination with extinction and prompting.
 Be sure to select an alternative behavior that the child already knows
how to perform.
 Reinforce appropriate behavior immediately.
 Avoid reinforcing other inappropriate behavior when using DRO.
 Use DRO for that behavior in all settings.
 Do not use DRO if the behavior is dangerous or life-threatening.

Strategies:
Behavior Modification

Response Cost
 Response cost is a form of punishment in which previously

earned reinforcers are taken away when an undesirable
behavior occurs.

Tips for using Response Cost
 Always use reinforcement for appropriate behaviors if you are going to use response cost.
 You must make sure that the child has a previously given reinforcer to take.
 Determine what the child will lose for which specific behavior before the behavior occurs

and response cost is used.
 Give the child 2 pieces of information: 1) why he/she lost the reinforcer and 2) how to earn

the reinforcer again.
 Take away the reinforcer immediately after the unwanted behavior occurs.
 Be sure the child can earn back the lost reinforcer fairly quickly (this will depend on the

level of the child)
 Make sure fines are realistic. Only take one reinforcer at a time.
 Response cost must be used consistently with all individuals working with the child. If it is

not used consistently, the behavior may worsen.

Strategies:
Behavior Modification

Time Out
 Time Out are methods used to decrease inappropriate

behavior. Both involve removing the child from a reinforcing
situation after an undesirable behavior has occurred.

Tips for using Time Out:
 Always use reinforcement for desirable behavior outside of Time Out.
 Time Out areas should be free of attractive and entertaining activities (e.g., TV,

toys, other people).
 Time Out should be short. Three to five minutes is enough. A good rule of

thumb is a minute for every year of their age. It is not the amount of time that
the child is in Time Out that makes it effective. It’s the being put in Time Out
that modifies the behavior. The child will only understand the benefit of being
calm if he/she comes out of Time Out when they are calm. If left too long, the
child does not understand ―what it takes‖ to get out. Don’t be concerned about
having to take the child back to Time Out too quickly. It will give the child
additional opportunities to learn that ―calm‖ behavior gets them out.

Strategies:
Behavior Modification

Tips for using Time Out (continued):
 Monitor the child in Time Out, but do not let him/her catch you

watching.
 You decide when a child is ready to leave Time Out. The child must be

calm and quiet before leaving Time Out.
 Reinforce other children (if around) for their good behavior. The child

in Time Out will hear how much fun/reinforcement the other children
are having.
 Be aware that some children may use Time Out to avoid doing other
tasks (e.g., school work, cleaning, etc.). Be sure the child completes
the other tasks he or she missed during Time Out.

Strategies:
Behavior Modification

Finding Solutions for Problem Behaviors: ABC Analysis
 ABC Analysis is a process for gathering information about the

environmental stimuli that are controlling the behavior.
 Antecedents (A)

Antecedents are things or situations which happen before the target
behavior. Examples of antecedents are asking a question, time of day,
loud noise, a particular toy, etc. Certain behavior may regularly follow
each of these antecedents.
 Behavior (B)
This is the target behavior we are studying. It is very important to be
specific in our descriptions so that others could easily recognize it.
 Consequences (C)
Consequences are things or situations which immediately follow a
particular behavior. They serve two purposes: to increase the behavior
or to decrease the behavior that just happened.

From Olson & Marker (2000). Inservice Training Manual – Pine Grove School.

Strategies:
Behavior Modification

A = Antecedent B = Behavior C = Consequences

Function: To obtain or avoid
Appropriate Behavior to Teach:

Strategies:
Behavior Modification

Analysis of Function
 Two functions of behavior:

 To OBTAIN something desirable or communication
 To AVOID/ESCAPE something undesirable
 By identifying the variables that maintain a behavior, we can also
identify more adaptive ways of obtaining the same function.

Always teach a more appropriate behavior!

From Olson & Marker (2000). Inservice Training Manual – Pine Grove School.

Strategies:
Behavior Modification

CASE EXAMPLE:
1) While playing with some of the kids in church, Angela calls Bob a mean
name. Bob pushes Angela and knocks her to the ground. The other kids run
away.

A = Antecedent B = Behavior C = Consequences

A stands for antecedent or what happens before B stands for behavior. Behaviors are functional, C stands for consequences or what happens
the behavior. Antecedents can be a person, meaning they serve a purpose. Behaviors most immediately following the behavior.

place, time, command, object, smell, noise, etc. often are used to obtain or avoid something.
Behaviors should be described in detail.

Function: To obtain (e.g., communication, attention, stimulation, food, toy, activity, person) or to avoid (e.g., homework, person,

attention, etc.)

Appropriate Behavior to Teach:
Function: To obtain or avoid

Appropriate Behavior to Teach:
Function: To obtain or avoid
Appropriate Behavior to Teach:

From Olson & Marker (2000). Inservice Training Manual – Pine Grove School.

Strategies:
Behavior Modification

CASE EXAMPLE:
1) While playing with some of the kids in church, Angela calls Bob a mean
name. Bob pushes Angela and knocks her to the ground. The other kids run
away.

A = Antecedent B = Behavior C = Consequences

ANGELA CALLS BOB MEAN NAME BOB PUSHES ANGELA KIDS RUN AWAY

Function: To obtain or avoid
Appropriate Behavior to Teach:

From Olson & Marker (2000). Inservice Training Manual – Pine Grove School.

Strategies:
Behavior Modification

CASE EXAMPLE:
1) While playing with some of the kids in church, Angela calls Bob a mean
name. Bob pushes Angela and knocks her to the ground. The other kids run
away.

A = Antecedent B = Behavior C = Consequences

ANGELA CALLS BOB MEAN NAME BOB PUSHES ANGELA KIDS RUN AWAY

Function: To obtain or avoid AVOID KIDS, COMMUNICATE ANGER
Appropriate Behavior to Teach: - BEFORE GETTING TO CHURCH, TEACH HOW TO COMMUNICATE FEELINGS AND ASK

FOR HELP. REINFORCE POSITIVE INTERACTIONS WHILE AT CHURCH.

From Olson & Marker (2000). Inservice Training Manual – Pine Grove School.

Strategies:
Behavior Modification

CASE EXAMPLE:
2) While the class is engaged in small group activities that require talking,
your child, Ally, rocks back and forth.

A = Antecedent B = Behavior C = Consequences

A stands for antecedent or what happens before B stands for behavior. Behaviors are functional, C stands for consequences or what happens
the behavior. Antecedents can be a person, meaning they serve a purpose. Behaviors most immediately following the behavior.

place, time, command, object, smell, noise, etc. often are used to obtain or avoid something.
Behaviors should be described in detail.

Function: To obtain (e.g., communication, attention, stimulation, food, toy, activity, person) or to avoid (e.g., homework, person,

attention, etc.)

Appropriate Behavior to Teach:
Function: To obtain or avoid

Appropriate Behavior to Teach:
Function: To obtain or avoid –

Appropriate Behavior to Teach: -

From Olson & Marker (2000). Inservice Training Manual – Pine Grove School.

Strategies:
Behavior Modification

CASE EXAMPLE:
2) While the class is engaged in small group activities that require talking,
your child, Ally, rocks back and forth.

A = Antecedent B = Behavior C = Consequences

GROUP ACTIVITY ALLY ROCKS GROUP ACTIVITY CONTINUES

Function: To obtain or avoid
Appropriate Behavior to Teach:

From Olson & Marker (2000). Inservice Training Manual – Pine Grove School.

Strategies:
Behavior Modification

CASE EXAMPLE:
2) While the class is engaged in small group activities that require talking,
your child, Ally, rocks back and forth.

A = Antecedent B = Behavior C = Consequences

GROUP ACTIVITY ALLY ROCKS GROUP ACTIVITY CONTINUES

Function: To obtain or avoid OBTAIN INTERNAL STIMULATION/CALMING MECHANISM

Appropriate Behavior to Teach: BEFORE STARTING GROUP ACTIVITY, TEACH HOW TO ASK FOR A BREAK OR HOW
TO RELAX WITHOUT DISTRUBTING CLASS

From Olson & Marker (2000). Inservice Training Manual – Pine Grove School.

Strategies:
Key Interventions

 Love God, Love the Kids!
 Behavioral interventions – Teach Appropriate Behaviors!
 Focus on positive –try to give six positives for every negative
 Reinforce immediately
 Give prompts – visual, gestural, verbal, environmental
 Break down steps when giving directions
 Be concrete, but teach flexibility
 Shape and then Chain Behaviors
 Use visual organizers
 Give prompts for changes in schedule, during transitions, etc.

Strategies:
Key Interventions

 Know the A,B,Cs (Antecedents, Behaviors, Consequences)
 Understand the function of his/her behavior (obtain/avoid)
 Be preventive – look for antecedents to behaviors
 Be consistent
 Keep kids busy
 Daily Report Card/Token Economy System