Virginia L. Dolan, Ed. D., NCSP
AACPS PBIS/CDM Facilitator
Behavioral Assumptions
 Behavior is:
• Predictable
• Learned
• Teachable
• Affected directly by the
environmental events
Reinforcement vs. Punishment
 Reinforcement: when a consequence of a behavior
functions to increase the likelihood of future occurrences
of that behavior
 Punishment: when a consequence of a behavior functions
to decrease the likelihood of future occurrences of that
behavior
Behavioral Principals
Positive Reinforcement
Negative Reinforcement
Positive Punishment
Negative Punishment
Behavioral Principals
 What is the action to be done?
• Give
• Takeaway
 What is the effect you want to achieve?
• Increase
• Decrease
Behavioral Principals
 George say the important point is to focus on the
effect:
 Increasing
behavior
 Decreasing
behavior
You only know if a
consequence is
reinforcing or
punishing by looking
at the effect on future
behavior.
Behavioral Principals
Reinforcement Considerations = to increase
 Tangible
social
 External
internal
 Other managed
self-managed
 Frequent
infrequent
 Predictable
unpredictable
Behavioral Principals
Punishment Guidelines
to decrease
 Cause no harm, humiliation
 Use least aversive that is most effective
 Pair with positive reinforcement of positive behavior
 Always use data to monitor effectiveness
 Implement with high fidelity and by “expert”
 Always involve student, family, etc, in decision making
Behavioral Principals
 Negative Punishment



Timeout
Response Cost
Extinction
Reinforcement and Punishment
Inc. (
Dec. (
)*
)*
Give (+)
Take (-)
Positive
Reinforcement
Negative
Reinforcement
Positive
Punishment
Negative
Punishment
* Future probability of behavior
Effect
Effect
Increase
Decrease
Action
Action
Give
Take Away
+ + Positive
- + Negative
Reinforcement
Ex. Increasing
likelihood of
completing
homework by giving
extra time with dad
Reinforcement
Ex. To increase the likelihood
of buckling the seatbelt while
driving the buzzer sound and
flashing lights are removed
+ - Positive
--Negative Punishment
Punishment
Ex. To decreased the
likelihood of the
amount of time spent
talking during
instruction the
student is given a
sticker for each 20
minute quiet time
spent on task.
-Ex. To decrease the likelihood
of disruptive behaviors, the
student is looses recess
privileges
We should consider
the function of
behavior when we
design programs for
students and staff.
BIG IDEAS
 ALWAYS TEACH AND POSITIVELY REINFORCE
ALTERNATE BEHAVIOR THAT COMPETES WITH
THE PROBLEM
You’re a coach!
Prepare for training
events, and use your
resources to guide
your team’s activities
(both at training and
at school).