Lecture 8 Flashcards
(32 cards)
Behavioural science - education
Time out
Token economy
Good behaviour game
Precision training
Systematic instruction
SW PBS
Classroom management
Relational frame theory
Curriculum
Time out
Reduction of frequency of a target behaviour by making the removal of an individual from a reinforcing situation contingent on the tb
When time out finished, go back to normal
Usefulness of time out
Reinforcing strategies better for shaping behaviour, but time out is the best form of punishment to use
vegas et al meta analysis showed that it’s an effective way of reducing aggressive and disruptive behaviour in schools, and it’s the most effective punishment strategy in schools
Token economy
Used to motivate children
Earn tokens when perform the TB, later swap them for a main (back up) reinforcer
One of the most important technologies of ABA over the last 40 years
The tokens = conditioner reinforcers - don’t hold value in itself but acquire value through layer swapping them for something that is meaningful for the kid
Research example of TE
Wolf et al
Used token economy to help parents reduce amount of time the kids spent watching tv
Measured tv watching, homework and reading
Average - 21 hrs
Every 30 mins watched = removal of a token
If had tokens left at the end, would gain access to the backup reinforcer
Found tv watching reduced and homework and reading increased
Used a MBD
The good behaviour game
Uses interdependent group contingencies - the whole group is rewarded for positive behaviour by its individual members
Means the kids focus on their own behaviour but also help others with theirs
Good behaviour game example
Barrish
Split into 2 teams
Every time saw a bad behaviour = strike on the board
Whoever has least strikes win a reinforcer at end of week
Could both win if under 5
Saw neg behaviours reduced
Problems with the GBG
if already in loosing team might reinforce bad behaviour
Need kids that are motivated by cooperation, being held accountable etc
Long term benefits of the GBG?
Kellam et al 2011 longitudinal study
Used GBG on 6 years olds, followed up at 19YRS
Saw reduction in alcohol and substance use, smoking, lower rates of ASPD etc
Why is the GBG so effective?
Teaches you there are consequences to your behaviour, individually and at the group level
Precision teaching
Method of teaching used in ABA to increase academic attainment, fluency and automaticity
Trying to teach them sight words (common words that young children are encouraged to memorise by sight eg times tables)
Do 10mins learning, 1 min test
Plot the results on a graph
Repeat every day should see improvement
Plotting on a graph acts as a reinforcer
If scored plateau you know the 10 mins is not working
Systematic instruction
Another teaching method used in ABA
training academic skills
Break down skills into smaller components, child learns each component one at a time in a temporal sequence
Eg comprehension
Systematic instruction broad sequence
Defining the skill and setting the mastery criteria
Accurate and regular assessment (data based decision making)
Task analysis
Repetitive teaching (discrete trial teaching)
Consistent teaching (regular short intervals)
Specific prompting and error correction
Positive reinforcement
Procedure explicitly and accurately documented
Example company that uses systematic instruction
Headsprout - Helps go from non reader to reader up to 8 yrs old
Indiivaulsed for the needs of the reader
School wide positive behaviour support
Involves the assessment and reengineering of the environment that brings about reductions in problem behaviour and subsequent increases in prosocial behaviour
ALL about creating a school environment that prevents problem behaviour from ever occurring and fostering proscoial behaviour. Eg widening their hallways
Tiered system
Primary prevention - school and classroom wide systems for all students teachers and settings (80%) uses token economy
Secondary prevention - specialised group systems for students with at risk behaviour
Tertiary prevention - specialised and individualised systems for students with high risk behaviour Tertiary prevention
6 guiding principles of SW PBS
TIMED anogram
Teach and encourage pro social behaviours and skills
Implement evidence based practice with a high degree of fidelity
Monitor student performance and progress continuously
Environmental manipulations
Data based decision making
Use scientific based behaviour and academic interventions
Evidence of SW PBS
Produces teaching and learning environment that is
- less reactive, aversive, dangerous and exclusionary
-more responsive, engaging, productive and preventive
Improves:
-classroom management and disciplinary issues
Supports for children with additional learning needs
Academic engagement and achievement
Staff satisfaction, self efficacy and retention
Classroom management
Latham - wrote a manual for how to manage behaviour in a classroom. If you want students to learn, there needs to be
1) effective methods of instruction
2) management of student behaviour
All teachers should have the ability to…
Teach expectations
Get and keep students on task
Maintain a high rate of positive student-staff interactions
Maintain a high rate of risk free student response opportunities
Respond non coercively to inappropriate behaviour that is consequential
Serve problem behaviour students in the primary learning environment (classroom)
Avoid being trapped
Manage behaviour scientifically
Relational frame theory
Had 8 typically developing children do the WISC - weschler intelligence scale for children
Split them into 2 groups
- RFT intervention
- stimulus equivalence training procedure
- children completed the WISC 2 more times
- those in the RFT group saw huge increases in IQ to 130
Curriculum
Lots of schools using ABA/behavioural science to teach wellness in primary and secondary schools
Eg PEAK curriculum in USA, connect curriculum
DNA-V model
Its a Psychological flexibility model
Contextual behavioural science underlies the development of DNA-V
Teaches the language of the DNAV model from 4-11 year olds with weekly sessions
Help them understand their values, who and what is important
D - discoverer
N- noticer
A- advisor
V-vitality/value
What does the D stand for and meaning
Discoverer
Refers to the trial and error behaviour that functions to expand and build skills
What does the N stand for and meaning
Noticer
Refers to behaviour that functions to increase the awareness of experience
Kids become disconnected from their bodies and from the physical cues that their body is giving them, want to be able to describe what they’re feeling, emotional literacy and mindfulness
