POINTS TO REMEMBER 1

Summary of the topics covered in chapter 1

Chapter 1: Introduction & Motivation

Behavior Modification
These limitations have led many behaviorists to turn away from a strict Skinnerian view of behavior that is dependent solely upon the environment, in favor of a more inclusive view, one that also considers the influence of cognitions and emotions.

The Social-Cognitive Approach
The behavioral approach to managing student behavior, while effective, has a number of limitations. It is recommended that teachers consider using the social-cognitive approach when behavioral interventions do not produce the desired effect in modifying student behavior.

A Comparison
I believe that all teachers---both rookies and veterans---need to learn B-mod, especially those teachers who are or will be working with young students or those with severe disabilities. After they learn B-mod, they should then learn the social-cognitive approach to behavior management, particularly if they do work (or intend to work) with older students or those students with emotional and behavioral disorders.

A Final Word
While self-motivation (Chapter 2) is not technically a social-cognitive practice, it is included along with the others because it is the easiest practice for teachers to teach and for students to learn. It also serves to "prime the pump" by 1) introducing students to the concept of self-management and 2) proving to them that they have more control over their world than they ever imagined.

Wrapping It Up
For the purposes of this course and classroom management in general, Rational Emotive Therapy (RET) will not be discussed in detail. However, as a therapeutic tool for helping individuals overcome negative thinking, it has a place in this discussion. There may come a time with some students that this approach could be an effective tool for helping them change irrational or negative thought patterns.

Motivation
As long as schools rely solely on EX-mo (whether "regular" or "XTRA-strength") to manage student behavior, there will continue to be high rates of recidivism among mainstreamed special education students, especially those with emotional and behavioral issues.

Motivating Yourself
While SELF-mo is not an educational panacea, it does offer our students the promise of self reliance.

How to Teach Self-mo
SELF-mo typically includes three basic components: self-assessment, self-reinforcement, and self-monitoring. In the EX-mo program, the TEACHER decides whether a student's behavior warrants a reward (assessment). In the SELF-mo program, the STUDENT decides whether her behavior warrants a reward (self-assessment). Sometimes students are confused about what constitutes the "good" behavior and "bad" behavior.

Grandma's Rule
Grandma's Rule should be taught to both special and general education students in the primary grades as a proactive approach to the problem of undesirable behavior in the schools. Grandma's Rule is a simple motivational tactic that can be used as EX-mo or Self-mo, but it should not be used as an overriding strategy for facilitating long-term behavior change. SELF-mo has more long-term applications and will be more valuable as a lifelong change tool.

Wrapping It Up
For more information on SELF-mo, refer to: Kaplan, J. S. (1995). (Chapter 9 - Self-Management, pp. 341-361) [see References] Workman, E. A., & Katz, A. M. (1995). Teaching behavioral self-control to students (2nd ed.). Austin, TX: PRO-ED.