This is an example of an A-B-C record. Note that some previous sections are empty. This means that the consequence of the previous behavior also served as a precursor that triggers the next behavior. Record the consequence as observed, even if the consequence does not effectively change or stop the behavior of the problem. With a little exercise, teachers will be able to record the precursors and consequences of their students` problematic behavior. First, decide how you want to measure problematic behavior. For behaviors with a certain beginning and an end, count how often the behavior occurs within a set amount of time. This is called frequency counting. The results of a frequency census can be a number, for example. B 25 mathematical problems that are answered in 10 minutes. Or divide the frequency through the period to get a rate. The previous example, expressed as a rate, is 2.5 mathematical problems answered per minute.
Operational conditioning focuses on how amplification and punishment can be used to increase or decrease the frequency of a behavior. Behaviors that are followed by desirable consequences are more likely to reappear in the future, while behaviors that are followed by negative consequences are less likely to appear. There are a number of different types of behavioral therapy. The type of treatment used may depend on a variety of factors, including the condition to be treated and the severity of symptoms. An emergency plan. This involves a frequent consequence that depends on the behavior of a member of a group, a part of the group or any person in the group. Use a stopwatch or timer to measure the duration of the behavior over a period of time. This is called a permanent recording. For example, the duration can be the total amount of time off-the-seat during math or the amount of time a student takes a break. The results of the duration can be a number, for example. B 4 minutes of a 10-minute work period.
Or divide the duration by the period to get a percentage. The previous example, expressed as a percentage, corresponds to 40% of the 10-minute working time. Classical conditioning involves the formation of associations between stimuli. The hitherto neutral stimuli are associated with a stimulus that causes a natural and automatic reaction. After repeated mating, an association is formed, and the previously neutral attraction will provoke the reaction on its own. Then look at the learning steps. Students master all skills, academic and behavioral, through the learning phases. The acquisition includes new skills, such as for example. B a kindergarten child who is being taught for the first time to raise his hand to be called. Skills previously taught by the student to work more efficiently, for example. B a student who still counts on his fingers when he is added.
The interview includes previously taught skills, which the student can perform routinely in similar circumstances, for example. B independent reading of several books at the same reading level. And generalization includes previously taught skills that the student can perform in different circumstances, for example.B. with reading skills for reading books, magazines, newspapers, and websites. While many teachers can identify problematic behavior, a teacher who wants to change that behavior must specifically describe the behavior of the problem.