Module 4

Operant Conditioning

Gedanken Alternative 1

According to Skinner’s Operant Conditioning model, Don T. has taken to biting other students because this behavior is somehow causing an outcome that he finds reinforcing. The biting, or operant in this case, whereas not resulting in positive consequences (praise, applause, money, etc.), is an aversive stimulus, causing consequences that Don T. does find reinforcing. Probably he is receiving a lot of immediate attention for his behavior, albeit negative. The class is disrupted, the bitten student is probably loudly protesting, the teacher is distressed and scolding. Don T.’s parents are no doubt summoned to the school, and Don T. is now the center of attention.

In order to control this inappropriate behavior, the principal has probably taken a good first step. By changing Don T. to a different classroom, there is a change in the discriminative stimuli. The former teacher, the former classmates, and the former classroom environment were all consistently present when the response (the biting) was reinforced. By changing the discriminative stimuli, the new teacher has a window of time in order to put her new plan into place before Don T. can substitute the new situation as a behavioral cue for his inappropriate behavior.

Our goal for Don T. is the extinction of his biting behavior. Because of the serious nature of this problem, we simply cannot ignore the offense. It seems to me there should be a two-part plan for controlling the behavior in the short and long term. Firstly, he should only be allowed to be near other students under close adult supervision. Secondly, he should be given positive reinforcement (praise, smiles,attention, etc.) for appropriate behavior with his peers. He should be actively involved with the teachers and with the parents to prepare a chart listing several desired shaping behaviors that show incremental movement away from the biting and toward more positive peer behaviors. These can range from smiling at one of his classmates, saying something nice to another child, standing in line without touching anyone, etc. At designated times during the school day, the teacher should recognize his successes with stickers, etc. Each day the chart should go home for his parents’ signatures. There should be a long-term plan for positive reinforcement once a preplanned number of positive reports come home (having a friend over, an ice cream treat, etc.). During this time, generalized reinforcers can be developed. Smiles, praise from teacher and fellow students, and more and more inclusion into play would be good secondary reinforcers.

A system of negative reinforcers should be simultaneously put into place whereas any move toward the inappropriate behavior (aggression, etc.) should be dealt with in a calm manner whereas Don T. is escorted from the room and isolated from his teacher, his classmates, and given no attention for a period of time.

Reinforcing behaviors that are incompatible with the biting behavior should strengthen the reinforcement. If Don T. is rewarded regularly by teachers, students, and parents for his appropriate behavior with his peers, his cooperation will in fact be getting the reinforcement he desires. Also, if the teacher reinforces rule-governed behavior for all of her students, Don T. will realize that appropriate behavior provides positive rewards.

The general positive classroom environment can make a significant impact on not only Don T., but also on his fellow classmates. When the teacher gives attention to good behavior and student successes rather than disruptive behavior and student failures, the classroom climate reinforces and increases those desired behaviors and responses.