Zeller - Blog 8

b) Consider your CSEL intervention case study. Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they? Conversely, how might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?

Lydia Zeller

Blog #8

March 31, 2014

Case Study: Middle School – Cherie

As a teacher, I face behaviors to Cherie’s frequently. I find positive reinforcement to be a good tool in increasing or decreasing particular behaviors. I use a variety of reinforcers in my classroom. One is a piece of candy; another is verbal praise, free seat Friday, having class outside one day, etc. I use these to encourage on task behavior, getting homework done, team/group activities (like a winning team from a game); almost anything can be encouraged. Also, by treating good behaviors this way it encourages others to behave this way. I see less off task behaviors when the students are working towards something; especially when the something is having class outside.

I try not to use negative reinforcement in my class room. However, I am guilty of an example from our text. Sending a student to the office – often they want to go and so it rewards them when they are sent there. However, sometimes it is inevitable; I must keep a good learning environment. I have before kept students in my room because they wanted to leave. I have felt guilty because it seems like a cheap shot for me (I didn’t like the satisfaction I got from keeping them where they did not want to be). However, I also do not want them to have the bad behavior reinforced to get what they want. I also take the rewards from the positive reinforcement section away which I would say is considered negative reinforcement. If the students earned working with a partner instead of by themselves but are too loud or not getting work done, I switch the assignment back to individual. (I do not take away without warning). This is taking away a stimulus which is negative reinforcement.

Self Efficacy – To me it appears Cherie is doing these behaviors as an attention strategy from her peers and the adults. From a self efficacy view point, she may not believe she can behave properly. I would try positive reinforcement with her. After a conversation one-on-one, we could work out a system of reward. For example, “if you are good all week I will let you take the attendance to the office each day next week”. Hopefully, I can encourage her good behavior to show her she is capable of proper behavior. Another reinforcer I could use would be to let her come eat lunch with me. If she is truly craving attention that may be a reward she will find worth working towards.

Self Regulation – Cherie may be struggling with self regulation because one of her other needs is not being met. Like I mentioned earlier, I believe she is craving attention whether it be adult or peer related. To work with her on self regulation, giving her small tasks to work toward earning would be a good start. Once she can do the smaller tasks, I would increase the difficulty or length of each goal. This will take time but hopefully she will gain the self regulation needed to not need my help.