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Rules
Introduction
Whether in the classroom or other school contexts, rules provide the basis for maintaining safe and effective learning environments. Rules are defined as verbal statements that describe a behavioral contingency, that is, the relationship among the elements of the ABC (antecedent-response [behavior]-consequence) relationship. For example, “When in class discussions you have a question [A], raise your hand [B] to get teacher attention [C].” Experts generally agree that several factors can enhance the effectiveness of rules: (a) defining expected behaviors, (b) communicating rules to students, (c) acknowledging appropriate behavior, and (d) dealing with instances of “rulebreaking” behavior.
Defining Expectations
Selection of rules should begin with determination of the specific behaviors that are necessary for successful learning and social interaction within the ...
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- Differential Reinforcement of Incompatible Behavior
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- Public Posting
- Regulated Breathing
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- Opportunity to Respond
- Pacing
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- Pivotal Response Training
- Positive Peer Reporting
- Positive Reinforcement
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- Token Economy
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- Theoretical Issues - Educational Applications
- Acquisition
- Antecedent
- Baseline
- Beginning Reading Instruction
- Behavioral Dimensions
- Behavioral Fluency
- Character Education
- Coercive Cycles in Families
- Consequence
- Contextual Fit
- Contextualism and Behavior Analysis
- Contingencies in Educational Settings
- Deprivation
- Establishing Operations
- Ethical Issues Regarding Behavior Management in the Schools
- Functional Relation
- Functions of Behavior
- Generalization
- Maintenance
- Operant
- Phases of Learning
- Preventing Escalated Behavior: Strategies for Defusing Problem Behavior
- Problem-Solving Consultation Model
- Punishment
- Response Class Theory
- Response Cost
- Rule-Governed Behavior
- Rules
- Satiation
- Setting Event
- Social Competence
- Stimulus Control
- Systems of Care
- Testable Hypothesis
- Zero Tolerance
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