Challenging behaviour Flashcards
Applied Behavioural Analysis (ABA)
Behaviour depends on and is controlled/influenced by the response it receives
Environmental antecedents make the behaviour more or less likely to occur
Behaviour are also increased or decreased by its reinforcing consequences.
ABA formula
B = f(P/E)
Behaviour = function (person x environment)
Rationale for ABA in educational settings
Madsen et al (1968) first published study demonstrated:
o behaviour is learned
o Pupils can learn acceptable and productive classroom behaviour
o Changing the environment can create the conditions for new behaviour to be learned
- Studied the effects of praise; ignoring and clear statements of rules on inappropriate behaviours.
Examples of reinforcers (ABA)
- Henderlong and Lepper (2002) Praise may “undermine, enhance or have no effect on children’s motivation”
- The dangers of behavioural overkill’ (Wheldall 1981) - the use of very powerful reinforcers where a more ‘natural’ reinforcer would suffice.
Punishment in ABA
Research has shown ABA strategies can be successful without the inclusion of punishments (People usually react badly to punishments - can lead to ‘punishment-elicited aggression’
Society’s tolerance for the punishment of children steadily decreasing (with some exceptions)
ABA criticisms
Subjectivity and can lead to order effects
Teacher and child may behave different when observed
Difficult to identify direct cause-effect relationships within environments
Costs, resources and time involved in assessing and intervening
Ethical concerns re oppressive practice and misapplication
Cognitive Behavioural Approaches
- Involves persons interpretation of events
- Considers link between these thoughts, and feelings and behaviours
Process of Cog Beh App
- Stimulus child asked to read out loud
- Triggers automatic thought – “I will make a mistake and others will laugh”
- Cognition I am useless at reading
- Leads to increased heart rate and release of adrenaline
- Feelings anxiety and anger
- Interpretation of others teacher hates me, or another child smiling means they are laughing
- Leads to behaviour in ways that seek to avoid situation and/or express feelings of distress
Using Cog to support beh change
- The child learns
To be aware of, and manage, their thoughts, behaviours and emotions
Develop problem solving skills
Alternative constructive positive thinking
Children are taught rationale for rules, self-awareness is taught through self-monitoring, self-recording, self-instruction and self-restraint skills (Porter,2005)
Miller and Black (2001)
- Found pupils and teachers had differing perceptions of who is most able to help make an improvement
- Most notably yr 5 and 6 pupils only 11.7% believed teachers are most able to help compared to 43.3% of teachers believing they are most able to help
Psychodynamic approach
- Behaviour in school can be managed by understanding a child’s “IWM” and the current patterns of family relationships
- Establishing positive and secure relationships with key staff
- Establishing a ‘nurturing’ environment and a sense of belonging in school
- Use of nurture principles, nurture groups (Bennathan & Boxall, 2000)
Eco-systematic consultation
- Origins in Family System Therapy
- Joint systems consultation (Dowling and Osborne, 1994)
- Eco-systemic consultation
- Studies show that environmental factors such as socioeconomic status, family stress, and school climate contribute to challenging behavior (Duncan et al., 1994).
- Educational psychologists should adopt a holistic approach that considers influences at multiple ecological levels. Multi-tiered interventions, including collaboration with families, schools, and community services, are essential
Lyons-Ruth et al (1999) crit ev
Strengths:
Longitudinal design provided insights into developmental trajectories.
Used validated measures of attachment (e.g., the Strange Situation Procedure).
Highlighted the impact of early caregiver relationships on later behavior.
Limitations:
Correlational nature limits causality—other factors (e.g., genetic predispositions, socioeconomic influences) might contribute.
Sample was not ethnically or socioeconomically diverse, limiting generalizability.
Interventions based solely on attachment theory may overlook school and peer influences.
Conclusion:
The study underscores the role of early experiences in shaping behavior but lacks a comprehensive view of the ecological systems influencing development. Interventions should combine attachment-focused approaches with broader support systems.
Madsen et al (1968) crit ev
Strengths
Innovative Application: Pioneered ABA in education by using positive reinforcement over punishment.
Methodological Rigor: Operationalized behaviors and employed systematic observation for measurable results.
Practical Value: Provided actionable strategies still relevant in classroom management today.
Limitations
Generalizability: Focused on specific classroom settings, limiting broader applicability.
Short-Term Focus: Lacked follow-up to assess long-term effectiveness.
Extrinsic Dependence: Overemphasis on external rewards with limited consideration for intrinsic motivation.
Ethical Oversight: Typical of its era, the study did not fully account for participant autonomy or long-term impacts.
Conclusion
Madsen et al. (1968) was foundational for ABA, demonstrating the effectiveness of reinforcement in real-world contexts. However, its narrow focus, short-term scope, and ethical limitations highlight the need for caution. Future research should emphasize sustainability, intrinsic motivation, and ethical frameworks to build on this influential work.
Strengths of ABA
Evidence based
Generalised across settings
Focus on positive reinforcement
