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Countercontrol is a term used by Dr. B.F. Skinner in 1953 as a functional class in the analysis of social behavior. [1] Opposition or resistance to intervention defines countercontrol, however little systematic research has been conducted to document its occurrence.
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 ...
Positive behavior interventions and supports (PBIS) is a set of ideas and tools used in schools to improve students' behavior.PBIS uses evidence and data-based programs, practices, and strategies to frame behavioral improvement relating to student growth in academic performance, safety, behavior, and establishing and maintaining positive school culture.
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]
School psychologists may also work with teachers and educators to provide an integrated multicultural education classroom and curriculum that allows more students to be represented in learning. Efforts to increase multicultural perspectives among school psychologists have been on the rise to account for the increased diversity within schools. [26]
In behavior chain analysis, one looks at the progressive changes of behavior as they lead to problem behavior and then attempts to disrupt this sequence. Whereas FBA is concerned mostly with setting-antecedent-behavior-consequence relations, the behavior chain analysis looks at the progression of behavior.
The experiment covered seven weeks. The analysis focused on ethnic Norwegian children (n = 34 in each class). [12] The study of sixth graders was confounded by the fact that the Jigsaw class had two teachers whereas the control class had only one teacher. [12] Study 2 assessed 11 Jigsaw classes and 11 matched control classes.