Behavior management, similar to behavior modification, is a less-intensive form of behavior therapy. Unlike behavior modification, which focuses on changing behavior, behavior management focuses on maintaining positive habits and behaviors and reducing negative ones. Behavior management skills are especially useful for teachers and educators, healthcare workers, and those working in supported living communities. This form of management aims to help professionals oversee and guide behavior management in individuals and groups toward fulfilling, productive, and socially acceptable behaviors. Behavior management can be accomplished through modeling, rewards, or punishment.
Research
Influential behavior management researchers B.F. Skinner and Carl Rogers both take different approaches to managing behavior.
Skinner claimed that anyone can manipulate behavior by identifying what a person finds rewarding.McLeod, S. A. (2018, Jan, 21). Skinner - operant conditioning. Simply psychology. https://www.simplypsychology.org/operant-conditioning.html Once the rewards are known, they can be given in exchange for good behavior. Skinner called this "Positive Reinforcement Psychology."
Rogers proposed that the desire to behave appropriately must come before addressing behavioral problems. This is accomplished by teaching the individual about morality, including why one should do what is right. Rogers held that a person must have an internal awareness of right and wrong.
Many principles and techniques are the same as in behavior modification. However, they are considerably different and administered less often.
In the classroom
Behavior management is often applied by a classroom teacher as a form of behavioral engineering, in order to raise students' retention of material and produce higher yields of student work completion. This also helps to reduce classroom disruption and places more focus on building self-control and self-regulating a calm emotional state.
American education psychologist, Brophy (1986) writes:
In general, behavior management strategies are effective at reducing classroom disruption.Brophy, J.E. (1983) "Classroom Organization and Management." The Elementary School Journal 83/4, 265–285. Recent efforts have focused on incorporating principles of functional assessment.Angela Waguespack, Terrence Vaccaro & Lauren Continere (2006). Functional Behavioral Assessment and Intervention with Emotional/Behaviorally Disordered Students: In Pursuit of State of the Art. International Journal of Behavioral Consultation and Therapy, 2 (4), 463–474.
Such strategies can come from a variety of behavioral change theories, although the most common practices rely on using applied behavior analysis principles such as positive reinforcement and mild punishments (like response cost and child time-out). Behavioral practices like differential reinforcement are often used.Rosemarie Daddario, Karla Anhalt & Lyle E. Barton (2007). Differential Reinforcement of Other Behavior Applied Classwide in a Child Care Setting. International Journal of Behavioral Consultation and Therapy, 3 (3), 342–348. BAO These may be delivered in a token economy or a level system.Cancio, E. & Johnson, J.W. (2007). Level Systems Revisited: An Impact Tool For Educating Students with Emotional and Behavioral Disorders. International Journal of Behavioral Consultation and Therapy, 3 (4), 512–527 In general, the reward component is considered effective. For example, Cotton (1988) reviewed 37 studies on tokens, praise, and other reward systems and found them to be effective in managing student classroom behavior.Cotton, K. (1988). Instructional Reinforcement. Close-Up No. 3. Portland, OR: Northwest Regional Educational Laboratory. A comprehensive review of token procedures to match children's level of behavioral severity is found in Walker's text "The Acting Out Child."Walker, H. (1990). The Acting Out Child. Sopris West.
Behavior management systems have three main parts: whole group, table group, and individual. Examples may include marble jars for the class, prize charts for tables, and a grid chart with 25 spaces for individual students. Many types of charts can be found to use in each situation.
Effective behavior management depends on using tools that are appropriate to each situation. One effective tool is the High Card/Low Card system. To use a high card, the educator or instructor uses strong intervention to address the issue. Some examples of High Cards are: Sending a student to the office Keeping a student after school hours Calling home to the student's parent
A Low Card approach is a less invasive way to address a behavioral issue and may include: Speaking to a student privately Making eye contact during the issue Changing the seating arrangement
Some student behaviors must be addressed immediately and could cause a teacher to interrupt teaching in order to resolve the issue. This is known as a direct cost situation. This typically arises in extreme behavior situations like physical disputes between students, loud outbursts in class, or disrupting the class disrespectfully.
Purkey proposed a visualization way to keep track of the methods used to manage student behavior. He called it the "Blue-card, orange-card theory". Blue cards help reinforce good behavior and ways to encourage a student. Orange cards, in contrast, are things that may be critical, discouraging, or demeaning. Some examples of blue cards might be bringing up the good things a student has done before focusing on the behavior that needs to change, therefore reminding the student that they have worth and causing them to feel encouraged. An orange card could list ways to critique a student's work in front of the class, which would lower their feelings of self-worth, providing an example of what to avoid. Teachers can be aware and provide students with required critique and feedback, while reinforcing their self-image. Purkey's theory helps teachers understand how they can edit behavioral management specifically in the classroom.
In supported living
In supported living environments, the goal of behavioral management is to promote residents' dignity by helping them attain greater independence. It is believed that greater independence will foster behavior that will help them live a more normal life than they would without the management.
It is important we first take a look at each resident's history. It is important that we evaluate the resident and their situation. To explain, many of them will have gone through an experience that may have started the behavior change in the first place. Some examples of these are child abuse, trauma, anxiety, and depression.
Once a person is in the behavior management process, caregivers will consider their behavior in order to keep accurate data of their behavior. This is so they can look back and make modifications to what they need, which may help them feel comfortable.
Each resident will be different and need a variety of attention. However, it is important to consider what will be needed in order to get to their success. The main goal of the behavior management is to address the behavior issue in order to keep them independent.
When with a resident there are a variety of behaviors you may come into contact with. You will not only need to know what to do in each situation but also how to act. Your behavior is crucial to the progress of their behavior. For example, it is important to react to their behaviors without becoming frustrated. It is essential that caregivers focus on the positive and help residents. Additionally, caregivers should refrain from hurried motions to keep residents calm. It is important that staff is properly trained and understands what to do in certain situations. However it might be necessary to redirect them to a psychologist, psychiatrist, hospital, or a behavior management center may be beneficial.
Building prosocial behavior
Behavioral management principles have used reinforcement, modeling, and punishment to foster prosocial behavior. This is sometimes referred to as behavioral development, a sub-category of which is behavior analysis of child development. The "token economy" is an example of behavioral management approach that seeks to develop prosocial behavior. In this model, socially appropriate behaviors are encouraged and reinforced since these are equivalent to points that can be exchanged for rewards. Examples of situations and behaviors where tokens can be earned include attending groups, taking medication, and refraining from aggressive behaviors, among others.
Several studies have been done in this area to discover effective methods of building prosocial behavior. Midlarsky and colleagues (1973) used a combination of modeling and reinforcement to build altruistic behavior.Midlarsky, E., Bryan, J.H., & Brickman, P. (1973). Aversive approval: Interactive effects of modeling and reinforcement on altruistic behavior. Child Development, 44, 321–328 Two studies exist in which modeling by itself did not increase prosocial behavior;Harris, M.B.(1970). Reciprocity and generosity: Some determinants of sharing in children. Child Development, 41, 313–328.Elliot, R., & Vasta, R. (1970). Effects associated with vicarious reinforcement, symbolization, age, and generalization. Journal of Experimental Child Psychology, 10, 8–15 however, modeling is much more effective than instruction-giving (such as "preaching").Bryan, J.H. & Walbek, N.H. (1970). Impact of words and deeds concerning altruism upon children. Child Development, 41, 747–759Bryan, J.H. & Walbek, N. (1970). Preaching and practicing generosity: Children's action and reaction. Child Development, 41, 329–353. The role of rewards has been implicated in the building of self-controlBarry, L.M. & Haraway, D.L. (2005). Self-Management and ADHD: A Literature Review. The Behavior Analyst Today, 6 (1), 48–64 BAO and empathy.Maccoby, E.M. (1968). The development of moral values and behavior in childhood. In J.A. Clausen's (Ed). Socialization and Society. Little Brown Books: BostonAronfreed, J.(1968). Conduct and conscience: The socializing of internalized control of overt behavior. New York: Academic PressAronfreed, J. (1970). The socialization of altruistic and sympathetic behavior: Some theoretical and experimental analysis. In J. Macauley & L. Berkowitz (Eds.) Altruism and helping behavior. New York: Academic Press. Cooperation seems particularly susceptible to rewards.Azrin, N. & Lindsley, O. (1956). The reinforcement of cooperation between children. Journal of Abnormal and Social Psychology, 2, 100–102Mithaug, E.D., & Burgess, R.L.(1968). The effects of different reinforcement contingencies in the development of social cooperation. Journal of Experimental Child Psychology, 6, 402–426.Vogler, R.E., Masters, W.M. & Merrill, G.S.(1970). Shaping cooperative behavior in young children. Journal of Psychology, 74, 181–186.Vogler, R.E., Masters, W.M., & Merrill, G.S.(1971). Extinction of cooperative behavior as a function of acquisition by shaping or instruction. Journal of Genetic Psychology, 119, 233–240. Sharing is another prosocial behavior influenced by reinforcement.Doland, D.J. & Adelberg, K.(1967). The learning of sharing behavior. Child Development, 38, 695–700Gelfand, D.M., John Hartmann, D.P., Cromer, C.C., Smith, C.L., & Page, B.C.(1975). The effects of instructional prompts and praise on children's donation rates. Child Development, 46, 980–983 In a Harvard study, it was proven that acts of kindness and expressing gratitude in the classroom can cause better behavior and increased mood overall.