Self-Management Strategies: Theory, Curriculum, and Teaching Procedures

By Michael B. Medland | Go to book overview

5
PLANNING CLASSROOM REWARD CONSEQUENCES

Consequences select behavior -- they increase or decrease its probability. If we are to reliably and consistently build strong classes of SM and academic behavior, it is necessary to have extensive knowledge of consequences. This chapter takes a first step in that direction by providing both a language with which to talk about consequences and procedures to plan and evolve reinforcing consequences within the classroom. When these procedures are put to use, you will see an immediate increase in the performance and positiveness of students and yourself.


THE ANALYSIS OF CONSEQUENCES

Consequences are changes, or effects, that follow behavior. The focus is on changes produced by students and teachers, not those changes that accidentally follow. This chapter examines reinforcing consequences. As stated in Chapter 1, such consequences function to increase the probability of a class of behavior they follow, and they should follow appropriate behavior. Chapter 11, Corrections, looks at consequences that correct or decrease the probability of inappropriate behavior.

To control the consequences that take place, it is necessary to look at consequences from eight different perspectives: relativity, range, reciprocity, direction, compatibility, evolution, placement, and schedule. 1 Each helps insure that the planned consequences influence behavior as desired.


The Relativity of Consequences

A consequence works differently on different people. For some it is reinforcing, for some it does nothing, and for some it is punishing. In other

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