Managing and Addressing Behavior Problems in Schools

Categories: Behavior Operant Conditioning Psychology

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1. Introduction

The management of disruptive behavior problems is a recurring concern in many educational institutions. In recent years, there has been a noticeable increase in behavior difficulties among students at all levels of schooling. Teachers often find themselves ill-equipped to effectively address these issues, leading to disruptions that compromise both the learning experience of the students with behavior problems and the overall classroom environment.

According to a report by the Center for the Education of Children with Disabilities (CECD) in 1998, these problematic behaviors reported by teachers include violations of classroom rules, truancy, blaming others for problems, irresponsible conduct, and property damage.

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These behaviors demand significant time and attention from teachers, diverting their focus from instruction and hindering the learning process for all students (CECD, 1998, p. 21).

Therefore, it is imperative that educators develop effective strategies to manage and address behavior problems in schools. This essay explores various aspects of behavior problems, their types, and strategies for overcoming them, emphasizing the importance of behavior management and modification techniques.

2. Behavior Problems: Understanding the Basics

2.1 Defining Behavior Problems

Behavior, in its broadest sense, refers to the manner in which individuals conduct themselves and the actions or reactions they exhibit in response to internal or external stimuli.

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A problem, on the other hand, signifies any issue characterized by doubt, uncertainty, or difficulty. Therefore, when we talk about behavior problems, we are referring to actions or reactions of individuals that involve doubt, uncertainty, or difficulty.

2.2 Common Types of Behavioral Problems

Within the realm of behavior problems in schools, there are numerous types that educators may encounter.

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Understanding these common types is essential for effective management. Some of the most prevalent behavior problems include:

Aggressive Outbursts: Students displaying aggressive behavior towards peers or authority figures.
Biting Peers or Objects: Children resorting to biting as a reaction to situations.
Pulling Peers' Hair: Students engaging in hair-pulling behavior.
Banging Their Heads: Individuals who repetitively bang their heads against objects or surfaces.
Hitting Their Peers: Students resorting to physical violence against their classmates.
Pinching Their Peers: Children using pinching as a means of reacting to situations.
Chronic Absenteeism: Students consistently failing to attend classes.
Violence in the Classroom: The use of physical force or aggression within the school environment.
Lying and Blaming Others: Students who engage in deceptive behavior and shift blame onto others.
Usage of Vulgar/Abusive Language: Individuals resorting to offensive language.
Stealing: Students engaging in theft or larceny.

It is crucial to note that while these behavior problems can disrupt the learning environment, there are also more severe issues known as behavior disorders. Conditions like autism or post-traumatic stress disorder fall into this category and often require specialized attention beyond what a typical classroom setting can provide.

When a teacher identifies a potential behavioral disorder in a student, it is essential to involve parents and seek professional assistance promptly.

3. Overcoming Behavior Problems: Behavior Management and Modification

3.1 Understanding Behavior Management and Behavior Modification

Behavior management and behavior modification are critical skills for educators. They involve a set of conscious actions aimed at increasing the likelihood of individuals, whether as individuals or within groups, choosing behaviors that are personally fulfilling, productive, and socially acceptable.

Behavior modification, specifically, relies on empirically demonstrated techniques to improve behavior. It involves altering an individual's behaviors and reactions through positive and negative reinforcement of desirable behavior or reducing maladaptive behavior through positive and negative punishment.

3.2 Behavior Management Techniques

Behavior management is typically applied by teachers at the group level to engineer high rates of student work completion while minimizing classroom disruptions. Contemporary approaches to behavior management often involve active student participation in planning and shaping their own behavior through negotiation of contracts with teachers and training in self-monitoring, problem-solving, goal setting, and self-reinforcement.

One of the primary principles underlying behavior management is the application of operant conditioning principles. These principles, as formulated by B. F. Skinner, include positive reinforcement, negative reinforcement, punishment, and extinction.

3.2.1 Positive Reinforcement

Positive reinforcement aims to increase the likelihood of a behavior recurring in the future. It involves providing an appetitive stimulus following the desired behavior. In a classroom setting, this could mean constant and consistent praise for students, creating a positive and encouraging learning atmosphere. For example, even when a student provides an incorrect answer, a teacher can respond with constructive feedback, fostering a positive learning environment.

3.2.2 Negative Reinforcement

Negative reinforcement occurs when a behavior is reinforced by the removal of a stimulus. It's essential to note that "negative" in this context does not imply unpleasant but refers to the subtraction or removal of a stimulus. For instance, a teacher may offer students the chance to skip a final exam by studying extra material and taking a quiz, thus reinforcing their studying behavior through the removal of the unpleasant stimulus of the final exam.

Negative reinforcement can also be applied to deter disruptive behavior. If a student seeks attention by disrupting the class, the teacher can use a form of negative reinforcement, such as temporarily removing the student from the disruptive environment.

3.3 Behavior Modification Principles

Behavior modification focuses on developing, strengthening, maintaining, stopping, or modifying emotional behavior. There are five key principles to consider when implementing behavior modification techniques:

Successive Approximation Principle: This principle involves rewarding successive steps towards the desired behavior. Students are reinforced for making progress, even if they have not yet fully achieved the desired behavior.
Continuous Reinforcement Principle: To develop a new behavior, provide immediate rewards after each correct instance of the behavior. This principle is especially useful when introducing a behavior that the student has not previously exhibited.
Discrimination Principle: To teach a child to act appropriately in specific circumstances, help them identify cues that differentiate these circumstances and reward the correct behavior only when the cues are present.
Decreasing Reinforcement Principle: To encourage a child to continue performing an established behavior with fewer or no rewards, gradually require longer time periods or more correct responses before rewarding the behavior.
Variable Reinforcement Principle: To increase a child's performance of a particular activity, provide intermittent rewards, enhancing motivation and engagement.

Furthermore, when dealing with inappropriate behavior, behavior modification offers three key principles:

Satiation Principle: Allow the child to continue performing an undesired behavior until they tire of it, effectively reducing its occurrence.
Extinction Principle: Arrange conditions so that a student receives no rewards following undesirable behavior, weakening its occurrence over time.
Punishment Principle: Use aversive stimuli immediately after undesirable behavior occurs. However, punishment should be applied sparingly and in conjunction with reinforcement due to its potential to increase hostility and aggression.

3.4 Modifying Emotional Behavior

Modifying emotional behavior involves two main principles:

Avoidance Principle: To teach a child to avoid specific situations, present the situation to be avoided along with an aversive condition, making the child associate the situation with negative consequences.
Fear Reduction Principle: To help a child overcome their fear of a particular situation, gradually expose them to the feared scenario while ensuring they feel comfortable, relaxed, secure, or rewarded, thus reducing their fear.

4. Conclusion

Effectively managing and addressing behavior problems in schools is a crucial aspect of providing quality education. Behavior management and behavior modification techniques offer valuable tools for educators to create positive learning environments and help students overcome challenging behavior issues.

By understanding the basics of behavior problems, recognizing common types, and implementing appropriate strategies, teachers can create a conducive atmosphere for both teaching and learning. It is essential for educators to practice and refine their skills in behavior management and modification, as this is often the most efficient means of improving classroom behavior and fostering a productive learning environment.

Ultimately, with the right approach and strategies, behavior problems can be effectively managed, providing students with the opportunity to succeed academically and socially.