Behavior Modification in Schools
Running head: BEHAVIOR MODIFICATION IN SCHOOLS
Behavior Modification in Schools
Nikisha Warrington
Cameron University
BEHAVIOR MODIFICATION IN SCHOOLS
Introduction The word behavior is defined as a function of the person interacting with the environment. From this belief it is clear that problems with behavior in schools are a direct indication of the environmental surroundings, (Gilberstson, VanDerHeyden and Witt, 2005). This problem must be solved through changing how the child interacts with teaching and instruction. There may be difficulty in labeling a child’s behavior as “wrong” in response to teaching and instruction(Ward,1991). However, we could look at the behavior as a tool the child uses to express themselves, to obtain things, or to get out of trouble. A child, at any point in time, is constantly thinking about what to do next. The goal of intervention, from the school 's perspective, is to assist the child to choose activities that are consonant with the goals of schooling. The need to eliminate disruptive classroom behavior as well as the number of perspective is also shown in recent research (Hayden & Pike, 2005; Deroma, Lassiter & Davis, 2004). The need to improve education practices in our elementary and secondary schools has been documented. Student disruption and underachievement are regularly identified as targets of reform. Disruption and off-task behavior are common. There are several points of view regarding amelioration of these problems,(Ward,1991).However, the one perspective with regards to solving this problem is the use of behavior modification methods and strategies in order to not only eradicate existing problems but also to prevent new problems (Charles, 1992; Algozzine & Kay, 2002). The purpose of this paper is to review the literature on the use of behavior modification in schools as a method of discipline. This paper will point out the different methods and
Behavior Modification in Schools
Nikisha Warrington
Cameron University
BEHAVIOR MODIFICATION IN SCHOOLS
Introduction The word behavior is defined as a function of the person interacting with the environment. From this belief it is clear that problems with behavior in schools are a direct indication of the environmental surroundings, (Gilberstson, VanDerHeyden and Witt, 2005). This problem must be solved through changing how the child interacts with teaching and instruction. There may be difficulty in labeling a child’s behavior as “wrong” in response to teaching and instruction(Ward,1991). However, we could look at the behavior as a tool the child uses to express themselves, to obtain things, or to get out of trouble. A child, at any point in time, is constantly thinking about what to do next. The goal of intervention, from the school 's perspective, is to assist the child to choose activities that are consonant with the goals of schooling. The need to eliminate disruptive classroom behavior as well as the number of perspective is also shown in recent research (Hayden & Pike, 2005; Deroma, Lassiter & Davis, 2004). The need to improve education practices in our elementary and secondary schools has been documented. Student disruption and underachievement are regularly identified as targets of reform. Disruption and off-task behavior are common. There are several points of view regarding amelioration of these problems,(Ward,1991).However, the one perspective with regards to solving this problem is the use of behavior modification methods and strategies in order to not only eradicate existing problems but also to prevent new problems (Charles, 1992; Algozzine & Kay, 2002). The purpose of this paper is to review the literature on the use of behavior modification in schools as a method of discipline. This paper will point out the different methods and
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