Background to the behavioural approach
Behaviourism is based on the idea that people learn to behave in particular ways because those behaviours have been rewarded in the past and hence can be repeated. As long as the individual perceives that the behaviour is rewarding, they are likely to repeat it. Behaviourism is founded on the belief that we are born with essentially a ‘blank sheet’ (apart from a few instinctive behaviours) and build up a repertoire of behaviours which are shaped by how we are reinforced (rewarded) for responding to different stimuli. Children who are rewarded for a behaviour (or punished for not doing it) are likely to repeat it, eventually making it overlearned and automatic. For example, a child who screams at the till in a supermarket and is given a sweet to quieten down is likely to repeat such behaviour, since they were rewarded the first time.
Behavioural approaches owe much to the early work of Pavlov and Skinner:
These forms of behaviour management are perhaps the most commonly-used solution to pupil discipline in schools. The teacher’s behaviour triggers the pupil’s behaviour, as in classical conditioning. We reward pupils if they carry out certain operations (eg completing work, being helpful, passing exams, etc). Programmed learning (ie breaking complex learning into simple hierarchical steps to maximise success) and behavioural objectives represent the application of behaviourist principles to teaching and learning.
Most of the behaviours we require of pupils (eg complying with rules, lining up, changing groups, working independently) are operants. By managing the classroom environment, you can bring behaviour under your control – in other words, you let pupils know when and where behaviour is appropriate. You maintain control of any behaviour change (Alberto and Troutman, 2005) and you manipulate the environment to bring about that change (Wheldall and Merrett, 1984).
Behavioural approaches are not concerned with concepts such as self-esteem and personality, since these cannot be heard, seen or measured. Behaviourists are not interested in labels such as ‘hyperactive’, ‘aggressive’ or ‘foul-mouthed’. They focus simply on measuring and verifying what events occur, how often and for how long. Furthermore, complicated, long-term, intrusive interventions are avoided if simple short-term alternatives would work just as well.
Behavioural approaches provide a conceptual framework and a number of assessment and intervention strategies. The strategies include shaping, fading, prompting, modelling and using reinforcement schedules to reduce problem behaviour. The approaches incorporate applied behaviour analysis and behaviour modification.
There are a number of useful texts which provide comprehensive accounts of how to develop effective behavioural methods in schools (eg Alberto and Troutman, 2005; Cooper, Heron and Heward, 1987). There are also a number of well-documented packages designed for use in schools (eg Wheldall and Merrett, 1984). For more information on behavioural approaches, try the Institute for Applied Behavior Analysis.