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Counter control can embed itself in both passive and active behavior. [4] An individual may not respond to the demanding interventionist or may completely withdraw from the situation passively. [ 4 ] The foundation for countercontrol is that human behavior is both a function of the environment and a source of control over it.
Counterconditioning (also called stimulus substitution) is functional analytic principle that is part of behavior analysis, and involves the conditioning of an unwanted behavior or response to a stimulus into a wanted behavior or response by the association of positive actions with the stimulus. [1]
The Good Behavior Game (GBG) is a "classroom-level approach to behavior management" [26] that was originally used in 1969 by Barrish, Saunders, and Wolf. The Game entails the class earning access to a reward or losing a reward, given that all members of the class engage in some type of behavior (or did not exceed a certain amount of undesired ...
Systematic desensitization, (relaxation training paired with graded exposure therapy), is a behavior therapy developed by the psychiatrist Joseph Wolpe. It is used when a phobia or anxiety disorder is maintained by classical conditioning. It shares the same elements of both cognitive-behavioral therapy and applied behavior analysis.
Behavior management is often applied by a classroom teacher as a form of behavioral engineering, in order to raise students' retention of material and produce higher yields of student work completion. This also helps to reduce classroom disruption and places more focus on building self-control and self-regulating a calm emotional state. [4]
Instructional design (ID), also known as instructional systems design and originally known as instructional systems development (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of ...
Implementing response cards in a classroom may increase questions posed by the instructor, increase academic performance, and be favored by students. The technique is effective in both general education and special education. Response cards may also increase on-task behavior in the classroom and decrease disruptive behavior. [8]
The incorporation of classroom assessment techniques is an age-old concept which teachers have been using and practicing for years. Whether a teacher uses a technique learned in training, or simply a strategy conjured up on their own, teachers need to know if their methods are successful and many feel that the desire to understand students' comprehension is instinctive.