Ecological model of behavior management and child-environment interaction

ECOLOGICAL BEHAVIOR MODEL & BEHAVIOR MODIFICATION TECHNIQUES

Special Education

The behavior management technique that the teacher along with the assistant used was a form of negative reinforcement and punishment. When Megan displayed disruptive behaviors, she was likely spoken to, in some form of warning, and then removed from the activity, that despite her disruptive behavior, it was an activity in which she actually wanted to participate. The technique planned reinforced her behavior, clearly because as stated, her disruptive behaviors continued in frequency and intensity for group time. They did not support Megan in positive ways, so this approach was a negative reinforcement of Megan's behavior. Megan was furthermore punished for her behavior with her strategic removal from the activity. Megan in some way, received positive reinforcement because of her actions because she received more intense and direct attention from the assistant teacher and then the assistant teacher and the lead teacher at the same time.

3. It was not working because the plan was a negative reinforcement and negative punishment of Megan's outbursts or attention seeking behaviors. The plan would be more likely to work if the plan was changed. They could perhaps keep the basics of the plan in place, yet they could change how this option is presented to Megan through increase use of positive language and the insertion of a choice that Megan can make. They could let her know that they realize she is upset or nervous for some reason. She is free to communicate that reason to them. If she cannot, that is all right because it is ok to be upset sometimes. Then they could present her with a choice: she can continue being upset until she is done. She can be upset in the hallway and then return to the group, because they would enjoy her presence in the group, or she could try to be less upset right now and stay in the room with her peers and the activity. It is the same situation, meaning, if she gets too upset to function, she is removed from the classroom, yet the context, or the ecology of the situation has altered such that there is increased positivity and opportunities for development for Megan placed within the ecology.

4. Megan could be reward incrementally for the period she does not get upset during group. If she is compliant for ten seconds, she gets rewarded. Perhaps she can only sustain that for a while. After demonstrating several progressive attempts and successes at staying compliant in a row, she is rewarded more so. Then the teachers try to get her to stay compliant for increments of thirty seconds, and so on, until Megan is coming to group independently and exercising greater control over her own behaviors and body with less and less assistance.

5. I understand the Ecological Model as context, environment, and atmosphere. I have read studies regarding learning and intellectual disabilities and the successes researchers have seen when the changes to the physical and social environment are made. Thus in a way the ecological model was familiar. There are number of things I might try in this situation with Megan. I might changed the formation or orientation of how the group meets for circle time. I might include auditory signals for transitions to and from group/circle time as latent operational conditioning. The point is, though, after reading this chapter, I would make changes in the environment physically as well as do my best to be more supportive, positive, and transparent to Megan and the other children with my language and nonverbal communication. These changes in the ecology of the classroom are due to have direct results upon the behavior of misbehaving children.