Five Behaviour Management Strategies

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Five behaviour management strategies will be discusses in this assignment. Those strategies are Antecedent Behaviour Consequences (ABC), Assertive Discipline, Response Cost, Time-Out and Punishment. The first strategies are Antecedent Behaviour Consequences. The letters stand for the three elements of a simplified behavioural “equation” which includes the antecedents, behaviour, and consequences. With this strategy, teacher’s seek to identify through careful observation the events and conditions that occur before the target behaviour − antecedents, as well as identifying the results that follow the behaviour or consequences. This simple analysis, when paired with keen observation skills and creative problem-solving, will help us clarify the…show more content…
Students begin each day on the same level and only lose privileges when rules are broken. Fox (1990) mentioned that this method is widely used in classrooms across the country. Next, Response cost is a punishing technique that translates to the equivalent of losing what the children possess or have earned. Earned consequences are considered reinforces. A substantial body of research documents the effectiveness of response cost in the classroom, Kazdin in Mather, N., & Goldstein, S. (2001) stated that response cost is often used to reduce off-task behaviour and improve compliance with directions. One of the earliest studies (Rapport, Murphy, & Bailey, 1982) compared response cost and stimulant medication for task-related behaviour in a group of hyperactive boys. The response cost procedure resulted in significant increases in on-task behaviour and academic performance. Stimulant medication was notably less effective. Pfiffner and colleagues (1985) in Mather, N., & Goldstein, S. (2001) found that response cost in the form of lost recess was more effective than reprimands in maintaining on-task…show more content…
If time-out does not work in the first few interventions, an alternative strategy should be considered Time-out can be effective in typical classroom settings because it restores order by removing the child who is disrupting class, by reducing the opportunity for peer approval that maintains some children who disrupt, by reducing the opportunity for students to manipulate situations, and by allowing the student to demonstrate appropriate behaviour before exiting time-out. Lastly, Punishment suppresses undesirable behaviour but may not necessarily eliminate it (McDaniel, 1980) in Mather, N., & Goldstein, S. (2001). In some cases, suppression may be of short duration, and when the punishment is removed, the behaviour may reoccur. Punishment can involve presentation of an unpleasant consequence or the loss of a pleasurable consequence following the occurrence of the undesirable
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