Operant Principles
(aka: Behavior Management)
Dr. Ayers
HPHE 4480
Western Michigan University
Sustaining Program Effect
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Ultimate goal of a physical education program
What will students need to develop?
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Physical Skills
Knowledge
Personal Social Skills
What type of skill is associated with
management?
What is the ultimate goal of the teacher
regarding student management?
Lesson Outcomes
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Identify components of behavioral analysis
applicable in physical activity contexts
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Behavioral contingency
Reinforcement Procedures
Reinforcement Schedule
Reinforcement Hierarchy
Punishment
Behavioral Contingency (outcome)
Response
SD---------------->R--------------->C
Discriminating Stimulus
Consequence
Discriminating Stimulus
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Instructional Setting
Environment in which the response occurs
Set of controllable circumstances
Created by the instructor
Physical setting, person, activity
Response
Action that immediately follows the presentation of
the discriminating stimulus
Window of opportunity; weigh choices carefully!
 Verbal
 Cognitive
 Physical
Consequence
Event that follow the response
 Reinforcer
 Punishment
Law of Probability: Given the same circumstances,
the same response will occur if followed by an
event perceived to be desirable (pleasing) by the
performer
Reinforcement
An event that immediately follows a behavior or
response
INCREASES the probability that the behavior or
response will occur again under the same
circumstances
Types of Reinforcement
Positive: Presentation of “something” that
increases the behavior or response
Negative: Withdraw or removal of “something” that
increases the behavior or response
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Escape/Aversion from an event perceived as
unpleasant
Schedules of Reinforcement
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Continuous: Every time (Beginner)
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Variable: Every few times; no pattern
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Fixed: Every X times; fixed number
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Intermittent: Random
Hierarchy of Reinforcers
Edible- Consumable that meets a physiological
need (water, candy, etc.)
Tangible- Valued as a possession
Token- May be exchanged
Social- Verbal, visual
Activity- Game, past-time
Stimulus Control- Initiated by the student
Premack Principle
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Give me what I want and you will get what you
want
Pairing low frequency behavior with high
frequency behavior
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Low frequency (not perceived as a favorable)
High frequency (perceived as desirable/favorable)
Shift the ratio: Higher levels of “low” required to
gain access to “high” frequencies
Reinforcement Principles
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Reinforce small, but successive, approximations
toward desired behavior
Reward frequently
Reinforce immediately after, not before
Reinforce clearly
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Attempt
Correct response
General v. Specific
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Reinforce consistently across behavior/ person
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4:1 ratio (positive vs. negative or punishment)
Feedback sandwich
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Positive, correction, positive
Punishment
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Event that immediately follows a behavior that
DECREASES the probability that the behavior
will occur given the same circumstances
Predominant form of control in educational
settings
Frequently misused
Negative reinforcement: Remove whatever
increases behavior (e.g., attention for misbehavior)
Appropriate Uses of
Punishment in Education
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Dangerous
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Disruptive
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Places others or self in jeopardy
Defiant
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Self
Others
Directly to teacher
Violates posted rules
Destructive
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Property
Punishment Guidelines
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Immediate
Remove the student from the setting
Maintain composure (time/space before response)
Consistency
Firm
Time Out
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No peer interaction
No attention-seeking behaviors
Make sure this is not the goal of the student
Find a Friend
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Share your 2-3 biggest things from this topic
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How can this information help you be a better
classroom manager the next time you teach?
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Share a hands-on experience that you now see
could be managed differently