The Psychology of Behavior
PBIS is a technique that is highly researched based. When looking at the psychology behind behavior, the theory of Behaviorism, founded by John B. Watson, and the Law of Effect, founded by Edward Thorndike, are clearly highly influential in the creation of PBIS.
The Law of Effect tells us that responses closely followed by satisfaction will become closely associated to the situation and therefore more likely to reoccur when the situation is repeated. In a PBIS setting, this means when a behavior is successful it is more likely to occur again in similar circumstances
Behaviorism, or behavioral psychology, is a theory of learning based upon the idea that all behaviors are acquired through conditioning. Behaviorists believe that our responses to environmental stimuli shape our behaviors… i.e. all behaviors (both positive and negative) are learned through the responses one gets after the behavior. In PBIS, the goal of the FBA is to determine the function of the student’s behavior (i.e. what they are getting as a result of their behavior). The student has learned if they are disruptive during math class, the get the attention of their peers and teacher. The goal of PBIS is to teach the student a positive, acceptable behavior that will achieve the student’s same goal. The principal of behaviorism tells us that if the student does in fact achieve the desired response from the taught positive behavior, then that student is more likely to use that positive behavior again.
Rewards are important for both encouraging appropriate behavior and preventing inappropriate behavior. Using rewards in a PBIS setting can be tricky however, so be sure to follow some of these guidelines:
The Law of Effect tells us that responses closely followed by satisfaction will become closely associated to the situation and therefore more likely to reoccur when the situation is repeated. In a PBIS setting, this means when a behavior is successful it is more likely to occur again in similar circumstances
Behaviorism, or behavioral psychology, is a theory of learning based upon the idea that all behaviors are acquired through conditioning. Behaviorists believe that our responses to environmental stimuli shape our behaviors… i.e. all behaviors (both positive and negative) are learned through the responses one gets after the behavior. In PBIS, the goal of the FBA is to determine the function of the student’s behavior (i.e. what they are getting as a result of their behavior). The student has learned if they are disruptive during math class, the get the attention of their peers and teacher. The goal of PBIS is to teach the student a positive, acceptable behavior that will achieve the student’s same goal. The principal of behaviorism tells us that if the student does in fact achieve the desired response from the taught positive behavior, then that student is more likely to use that positive behavior again.
Rewards are important for both encouraging appropriate behavior and preventing inappropriate behavior. Using rewards in a PBIS setting can be tricky however, so be sure to follow some of these guidelines:
- Reward “behavior” not people. Be sure that the student knows exactly what behavior lead to the reward.
- Use small rewards frequently, rather than large rewards infrequently. Consistency is key to keeping motivation.
- Ensure that rewards are given shortly after the positive behavior takes place. The goal is for the student to learn when they use positive behavior, something positive will happen.
- Use rewards that are appropriate to the developmental age of the learner and easy to administer.
- Use many different kinds of rewards (objects, activities, privileges, attention, natural consequences) rather than relying on one strategy or pattern. What one student may see as a reward, another may not, so be sure the consequence is desirable.
- Use rewards more often than negative consequences.
- Avoid delivering rewards for problem behaviors. If a student acts out during class because they know their actions will get them sent out into the hall, then you are inadvertently rewarding them when they do, in fact, get sent out. What seems like a punishment to you may not be for the student. This is where a Functional Behavior Assessment comes in handy!