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1、Models and Theories of Behavior ManagementDanforth S., Boyle, J.(2000) Cases in behavior managementColumbus: Ohio. Merrill PublishingSocial Systems Theory (Ecological theory)No individual truly lives or stands alone. People develop by adjustments between an individual and their changing social and p
2、hysical environments. People live within a number of ecological systems (contexts) classroom/school, family system, peer network, etc. Persons behavior operates in congruence or harmony with their environment Deviant behavior happens when there is a lack of congruence or lack of necessary behaviors
3、and understanding from the child.5 Levels of an Ecological ContextThe Individual- the changing and growing personal characteristics2. Interpersonal Relationships- patterns of personal interaction and communication.3. Relationships between systems-The interrelations between home and school, or home a
4、nd a social service agency.4. Group Interaction- The manner in which systems relate to one another. If a parent loses a job, may influence a child to feel anxiety and fear. 5. Society- What is bad behavior vs. good behavior? Each day institutions and settings are making and remaking cultural norms.
5、Cultural norms reflect the belief and value system of dominant groups alternative norms are constructed by persons and groups that disagree with dominant and socially mandated waysThinking like a Social Systems Theorist (Ecological) Goal to help children improve their behavior and gain greater contr
6、ol over what they do.Student has negative and disruptive behaviors Individual- teacher teaches student what anger is. Interpersonal relationships- teacher plans a number of times during the week to spend personal time. Relationship between systems- teacher talks with mother extensively, shares ideas
7、 and concerns Group Interactions- teacher arranges for mother and student to meet with guidance counselor. Behaviorism Scientific modification of observable behaviors. Behaviors are viewed as responses that occur in relation to specific stimuli in the environment. Environmental factors dictate an in
8、dividuals behaviorThinking like a Behaviorist 1. What is the specific behavior that is problematic? 2. Under what conditions does this behavior occur? 3. What are conditions or events that tend to occur in conjunction with this behavior? 4. What is available that is viewed as rewarding by the indivi
9、dual? 5. Who can systematically and consistently provide the rewards and how can this be arranged?The reason behavior happens vthe behavior is rewarded or vthe behavior has failed to be rewarded or vthe behavior has been punishedThe function of a behavior is a response to stimuli Interventions are d
10、esigned to modify/ change behavior by promoting or discouraging a behavior. We do this by carefully studying the stimuli. We use the principles of reinforcement.Five basic Principles of Reinforcement Reinforcement must only be presented when the target behavior is exhibited. Reinforce immediately af
11、ter the target behavior is exhibited. Target behavior must be reinforced every time it is exhibited. Once target behavior has been increased to the desired level, reinforcement occur on an intermittent level. Tangible reinforcers should be accompanied by social reinforcers.Psychodynamic Model Looks
12、primarily inside the individual Daily priority of building trustful relationships Neo-freudian, Long, Redl, Wineman, George, Morse Foster the development of self-esteem, personal insight, self control and social skillsPsychodynamic (continued) Focuses on developing the individuals insight and how fe
13、elings are acted out in their behaviors. Individuals have options in understanding their feelings and find ways of having them that are healthy. Trusting relationships- adults able to give support to help individual become more self-determined. Behaviors are the “tip of the iceberg”, pieces of the s
14、urface evidence that must be interpreted to find the emotions beneath.Thinking in a Psychodynamic manner 1. What difficult feelings is the child or adolescent experiencing (anger, sadness, frustration) when they misbehave? 2. Why is the child or adolescent feeling this? (What is going on the moment
15、or in the persons life that stirs these feelings?) 3. Is there a way to arrange for the child or adolescent to move away from the situation and cool down at the time these difficult feelings rise up? 4. Is there a way to arrange for an adult, that the adolescent views as caring and trustworthy, to p
16、rovide support and talk privately with them? 5. Is there a way to increase the number and quality of trusting, caring relationships with adults in this individuals life? Surface Interventions- behavior influencing techniques (Redl/Wineman) Planned ignoring Signal interference Proximity control Tension reduction through humor
