Behavior Modification of Students - Research Proposal Example

Abstract

My primary goal is to design a study that will assess and modify a five-year-old student's behavior. The child has been observed to throw objects randomly at people or other items. The child plays with materials inappropriately and creates a potential hazard to other people and children within the surrounding. The student behavior has started to pose a serious risk to other children and the subject herself.

Keywords: Behavior modification, child, reinforcement, and reward

Behavior Modification.

Behavior modification is a type of technique aimed at either increasing or decreasing a certain reaction or behavior. One of the premises to which behavior modification relies on is the concept of conditioning, which is a form of learning. There are two types of conditioning; classical and operant conditioning techniques. One technique relies on reward or punishment as a technique while the other relies on stimulus. Behavior modification's primary role is to understand the genesis of behavior while also focusing on rectifying the acquired behavior. Different methods can be used to deal with such behavior. However, the research interest is on implementing reinforcement as a form of behavior modification. In this case, the implementation of punishment, positive, and negative reinforcement.

Behavior modification is an extremely valuable tool in helping our young people to prevent unwanted behaviors that they may exhibit. This is provided if this behavior is not captured, which can become serious and triggering. These children can be difficult to control. Weak people can take risks. These young people can also become a nuisance to the general public, having difficulty adapting.

It is important that young people if they are below normal levels, are helped to enter again. Sometimes tutors and even school principals can rely on the occasional rejection of unwanted behavior. However, this cannot lead to a normal outcome that leaves them confused and left behind, despite power struggles with these young people. The results may not be generally satisfactory. On the other hand, the problems that these young people can present to adults and their friends can create pressures and tensions in the relationship between adults. Thus, young people must develop and maintain excellent behavior.

In addressing this issue, it is necessary to understand that each young person is special. Accordingly, one must adapt the way in which he adapts the behavior to that child's needs to understand the result.

Objectives

My primary goal in the following research is to implement a program that will rectify a five-year-old child's behavior. The child has been experiencing physical behavior issues, such as throwing objects aimlessly, losing focus with surroundings, and moving within the surroundings precariously. The child's behavior is a physical risk, particularly to those within her surroundings, and poses a significant risk to herself. I have implemented a behavior checklist to assess the child's behavior and determine some of the acts committed by the child and whether they fall within the scope of negative behavior. The checklist creates a merit score, which can be calculated at the end of the week.

Project Scope

My focus for the following study is to observe the child’s behavior and determine if the implementation of rewards after each period may affect the consecutive encounters or if giving rewards to the child at the end of the day for good behavior would have a significant impact on the student’s behavior. However, this may have certain caveats as constant rewards to the child as it can enhance intrinsic motivation for the child to behave. Rewards can become ineffective or weaken over time and therefore, should not be implemented for long-term use. The use of a reward system can send a wrong message to the child that if they get a reward for good action, then it must be work. This may, as a result, paint a picture that good behavior is more of a task and thus, as a result, make it less desirable to the student. I believe that good behavior comes as its reward as it encourages students to have more confidence, self-respect and provides a good feeling to the child that the environment which they are in appreciates the. The primary aim is to encourage the child to behave herself and make it positive to be around other children and adults.

Hypothesis

This study will attempt to examine the role of behavior change in transforming young children into better people. To achieve an effective behavior change process, you must first determine the desired behavior. It is only after this stage that a child's behavior can begin to change. Knowledge of an individual's behavior and how he responds to stimuli is used to reinforce moral behavior or destroy bad behavior.

The hypothesis of this study is:

Behavioral changes in children are a better tool for promoting children's moral behavior for a better society.

Literature Review

Before beginning a youth behavior change process to interrupt or maintain disturbing behavior, a behavior problem must be assessed first. It is a three-step process that involves the first discovery of what usually begins before the behavior (precursor) is visualized, the presentation of the behavior, and the results or activities that parents or adults perform in reason of the behavior. The objectives of the behavior adjustment process control the results and the precursors to suppress the disturbing behavior or improve the repetition of the intervention behavior.

There are two different ways to regulate behavior. One is the reward structure in which a young person is paid to show worthy behavior when asked to rehearse. He may appear to be congratulating the child or giving him a gift. Negative attachments are said to calm disturbing behaviors and appear to ignore behaviors. This can include a delivery discipline.

A change in a young person's behavior should also target adults, who are essentially guardians and educators. These people must be well equipped to have children and understand how to use them. You must be able to modify results and precursors (Beresford, 2009) to change your behavior. For example, customizing the precursor can be as simple as providing commands not to disturb the child and track results as a reward or discipline.

According to B.F. Skinner, the method of approach used to teach new ways in behaviors. At the very beginning, individuals are given reinforcement for simple objectives, and then as time goes by, they perform more difficult tasks to receive reinforcement. The main objective is to handle a certain behavior without the main cause behind it. Behavior shaping involves two kinds of reinforcements that are positive and negative. For example, the reinforcement of the desired behavior and ignoring/punishing the ones undesired. Behavior shaping depends upon the conditioning idea, which is a way of acquiring knowledge. The two main kinds of conditioning are; classical conditioning and operant conditioning. The first type known as classical conditioning was majored largely by Ivan Pavlov depends upon a stimulus, something which causes you to react or respond. The next one is known as operant, which involves all behavior learning. Consequences result from behavior –reward and punishment. Behavior modification was developed as a way to attempt to strengthen the desired behavior by reinforcement. Hence many techniques were developed to enable one to change their behavior or adopt new behavior to know the reason that caused or how it started.

In this literature review, managing the character of an individual is known as a form of psychotherapy since the objective is behavioral guidance, which tries to alter a person's actions. Professionals such as Harms, Boer, Kuijik, Korpershoek, and Doolaard (2016) believed that character alteration was to make a person learn several ways of behaving during an approach. This is referred to as an adaptive response. It was also thought to condition someone to alter behavior that was earlier learned; however, harmful or unacceptable it was to the community. Behavior shaping uses reinforcements to enable learning of the behavior and stop a recur of the behavior. There several types of reinforcement, such as positive, negative, punishment, and extinction reinforcement. In positive reinforcements, the most common are praise and rewards, which were given once a required behavior is shown. The likes of negative reinforcement were driving in heavy traffic when you knew that leaving home earlier could lead to avoidance of heavy traffic. Behavior organization had an effective impact on the students' performance and helped in making a healthier and effective partnership between teacher-student and among students. It was a result of a decrease in the level of disruptive behavior hence allowing transformation from a disorganized classroom to a healthier peaceful one.

Researchers at first believed that the foremost way the scholars had to cope up with the children's behavioral problems was to ignore the negative behavior hoping that it will be put away. Other researchers like George, Gage, Kincaid, and Childs (2016) not doing that kind of character is known as ''extinction'' as well as recognizing a behavior typically reinforces it. At oftentimes, behavior problems did appear, and many boys had not taught themselves to pre-check purposefully by themselves. The character problems were ignored due to inappropriate ways, and reinforcing wanted characters. In other words, the impact was upon uplifting the unwanted character by making it well. Some of the studies used prices a reward for good deed while others used stars.

As stated by Williams, Hansen, and Caldarella (2015) had to make necessary calculations to improve the performance of its academic and results begin with changing student's behavior. They thought that encouraging learning will improve student behavior in building a good result in their academics at all steps of their education. The end-result showed that minimizing the negative behavior was very okay in that few warnings were given as more duration was used to instruct the students to participate in vital activities. Westwood said that" the behavioral changes were connected to the bad and unwanted actions by the scholars; hence the classroom environment would become less effective as the negative effect will have been produced.''

According to successfulschools.org.com, lectures provide students for them to improve their situations. Teachers are better off in controlling the problem and helping the student solve the problem. Effective management of the classroom is vital to comprehend and make students adapt to the situations and the field of learning.

General Concepts

Whether the adolescent in question is capable or disabled, Rama (2008) sees behavior adjustment as a test, as some children understand how to control their coaches and guardians. Later, these young people will use their momentum to determine their direction. This fact generally leaves adults interested in adjusting youth behavior in unconventional circumstances. This is because they understand what they need to do, but the young person seems to overtake them, so he continues to exhibit unwanted behavior. In this situation, the young person must be firm and lead to the goal (Rama, 2008). Whether or not the teenager has a disability, his ability must be reduced to adopt normal behavior.

Parents also need to determine how children can be disciplined so they can figure out how to stop unwanted behaviors that may not be present in the child's constant arousal. For example, a young man who provides a bed for a tutor long after entering school may grow up without character or fear (Rama, 2008). In the future, the tutors' decisions must correspond to the improvement of the young person's enthusiasm.

Complexity of Behavior

An obvious fact is that all bad behavior is as different as the children themselves, which means that the way they deal with a problem is not surprisingly the same as the way other bad behaviors are resolved. The Australian Community Child Health Center (2006) notes that it may be surprising that some practical illnesses do not even need to be mediated, as they are identified with the child's progression process and may disappear over time. Time. On the other hand, worrying practices are exceptional. According to Jensen (2008), hostility is one of these behaviors and requires several ways to deal with the problem, as it can result from several issues. Also, these complex practices can force the young person to take longer mediation measures.

Peers Training

One method of adapting the behavior of a young child (central child) is to ensure that he works with peers who have developed significantly in an area that needs improvement. Research shows that peer advocacy, especially concerning a child's socio-passionate issues, can improve adolescents' social behavior (Dunlap & Powell, 2009).

One of the partner's skills is that the individual must be socially competent, which means that he must have made significant progress in a specific region where young people remain at the center. At this point, the couple must be prepared to work with the child at the center, who may be defective, for example, delayed social changes (Dunlap & Powell, 2009). The preparation of friends includes explicit preparation, which can include which state, how to express it, and how to start and support the social association and participation with the child at the center. The adult who oversees this process and may be an instructor or parent works lately and observes the behavior of both children. Stain, Schwartz, and Bovey (2008) demonstrated that the defense of colleagues with young people in decline, disorganization, or mental imbalance significantly increased social responses and advances in children's perceptions.

A small variation on this program is that children can play a role under expert guidance if they follow the content. First of all, young people train exclusively and then with others. At this point, the simulation is under adult management. This is a strategy developed by Nitkowski et al. (2009) and Petermann et al. (2008). The motivation behind the simulation is to focus on children's consideration of certain socially worthy behaviors, such as controlling indignation and sympathy and encouraging the movement of excellent behavior towards the child. Nitkowski et al. (2009) and (Petermann et al. (2008) consider the requirement that those responsible are responsible for investigating negative family collaborations and initiating a change in the family structure that can improve the child's search for academic ideas

Adult Directed Intervention

As a couple, you prepare to be effectively coordinated by an adult to promote engaging behavior in children. There are also colleagues in this model who, however, do not perform any dynamic work to mediate the youth of the center. The adult makes a suggestion to obtain the ideal result.

The adult, says an instructor, will teach the children an activity. This activity is offered to develop an attitude, such as connections, exchange, and use of language. Exercises are carried out regularly in a meeting setting and may include promoting various segments of social skills. Dunlap and Powell (2009) consider that the teaching methods to be used contain encouraging feedback, with the aim that the ideal behavior can be modified, practiced, provoked, and shown.

As described by Brown et al. (2008) and Dunlap and Powell (2009) must-have factors to function properly. First, the exercises should offer opportunities for communication between colleagues and the convenience of social collaboration as part of the game's theme.

Parent Training Programme

As noted by the Centre for Community Child Health (2006) and Beresford (2009), behavior change efforts must also be led by those responsible. Those responsible can participate in several preparatory projects to ensure that they are aware of the expected behavior, how they should be aware of the deviations, and what to do in these cases to understand the previous behavior. In Australia, the center offers different types of preparation for private lessons. One technique is the crusade of small children without tears. This program teaches guardians in their task of improving their children's attractive behavior and demoralizing unwanted behavior. According to Hiscock, Bayer, and Wake (2005) found that a total of 57 mothers, 89% of mothers found methods to stimulate positive behavior, while methods of controlling unwanted practices were considered extremely valuable for 91% of mothers. The results also showed that breastfeeding mothers were less likely to report consistent problem behavior.

Conclusion

Various pieces of literature show that we have managed to convince a child's adults to be interested in him. Changing behavior is not an easy task. Sometimes, the effort invested only leads to short-term results before the behavior is repeated.

Another point is that it is important to hire a therapist to understand a child better. Sometimes, the cause of unwanted behavior in a child can be the behavior of the adults themselves. In that case, the reasonable cause of the child's misconduct may not be easy to identify.

Methodology

Study Design

The study uses a one-phased design; this is a pretest type of data, as the one participating will by chance given an opportunity to plan and change their character. The study is only on the dependable variables as prices are given consecutively following one's behavior.

Participant

A sample for the methodology will be for only one participant in a term, a five-year-old child.

Instrument

Functional behavior assessment is the equipment which is mostly preferred to fix the data. It was found to be a more effective reinforcement that allows well sound results concerning the variables. During FBA, a group is put together with the caregivers, teachers, experts who work with the participant and the participant. They all gather up information that will be used to help the participant behave appropriately. There could be two used to determine the research methodology;

• Functional indirect assessment; relies on the others' reports. Its advantage is that it is fast and quickly gotten, and the only disadvantage is that its validity is questionable.
• Descriptive assessment; doing an observation without assessment permits the results of organizing variables to be defined when the information correlates and does not show any related problem behavior.

Procedure

A child is randomly selected due to the character problems that she was having in a real-world setting for study purposes. The first step is to determine her inappropriate behavior. Information will be obtained from her previous history;

• When does the character occur?
• Why is the character occurring?
• How long is the character?
• Who are the people present when it happens?
• What happens right before and after the occurrence?
• What is the most suitable character that can be used as a replacement?

Internal validity

Instrumentation, attitude, and implementation of the participant are the main setbacks to internal validity. To limit the above threats that have been mentioned, identification and consideration are given. Proper training of the participant and teachers is given to ensure the instruments are used as designed. As a result, the participant is informed of the plan to alter the behavior.

External validity

The study can be given to other participants by having all the staff and teachers put in the paper the character of the colleagues who are present in the classroom. The results can be administered to the toddlers between the age of 3-6 in pre-school and kindergarten.

Conclusion and Recommendation

At the end of this research, it is normal for children to change their behavior. Parents invest most of their energy with the child in the child's first long periods. In that sense, they are better positioned to establish a connection that will allow them to win the child's admiration.

The adequacy of the discipline as an instrument for behavior change is also examined. Reasons why, despite discipline, unwanted behavior is studied, despite all income. To solve this problem, the impediments to personalization are analyzed so that you can think of the reasons why certain behavior change techniques fail.

Finally, the time frame required for an effective behavior adjustment strategy is taken into account. The term that provides the best results is analyzed normally. Another factor to consider is the best way to set goals. Very high goals can be unattainable and can be a source of disappointment for both parties.

Proposals:

• Young people with behavioral problems should be monitored closely to justify the need for mediation.
• Work with those responsible for determining the reason and triggering unwanted behavior.
• Adaptation to the demands of the situation that can trigger unwanted behavior. This may include preparing the child for the best type of adjustment, if the explanation is that he is slower than his peers in certain tasks, such as composition.
• Praise the children when they see them making a worthy decision.

Objectives

My primary goal in the following research is to implement a program that will rectify a five-year-old child's behavior. The child has been experiencing physical behavior issues, such as throwing objects aimlessly, losing focus with surroundings, and moving within the surroundings precariously. The child's behavior is a physical risk, particularly to those within her surroundings, and poses a significant risk to herself. I have implemented a behavior checklist to assess the child's behavior and determine some of the acts committed by the child and whether they fall within the scope of negative behavior. The checklist creates a merit score, which can be calculated at the end of the week.

Project Scope

My focus for the following study is to observe the child’s behavior and determine if the implementation of rewards after each period may affect the consecutive encounters or if giving rewards to the child at the end of the day for good behavior would have a significant impact on the student’s behavior. However, this may have certain caveats as constant rewards to the child as it can enhance intrinsic motivation for the child to behave. Rewards can become ineffective or weaken over time and therefore, should not be implemented for long-term use. The use of a reward system can send a wrong message to the child that if they get a reward for good action, then it must be work. This may, as a result, paint a picture that good behavior is more of a task and thus, as a result, make it less desirable to the student. I believe that good behavior comes as its reward as it encourages students to have more confidence, self-respect and provides a good feeling to the child that the environment which they are in appreciates the. The primary aim is to encourage the child to behave herself and make it positive to be around other children and adults.

Hypothesis

This study will attempt to examine the role of behavior change in transforming young children into better people. To achieve an effective behavior change process, you must first determine the desired behavior. It is only after this stage that a child's behavior can begin to change. Knowledge of an individual's behavior and how he responds to stimuli is used to reinforce moral behavior or destroy bad behavior.

The hypothesis of this study is:

Behavioral changes in children are a better tool for promoting children's moral behavior for a better society.

Literature Review

Before beginning a youth behavior change process to interrupt or maintain disturbing behavior, a behavior problem must be assessed first. It is a three-step process that involves the first discovery of what usually begins before the behavior (precursor) is visualized, the presentation of the behavior, and the results or activities that parents or adults perform in reason of the behavior. The objectives of the behavior adjustment process control the results and the precursors to suppress the disturbing behavior or improve the repetition of the intervention behavior.

There are two different ways to regulate behavior. One is the reward structure in which a young person is paid to show worthy behavior when asked to rehearse. He may appear to be congratulating the child or giving him a gift. Negative attachments are said to calm disturbing behaviors and appear to ignore behaviors. This can include a delivery discipline.

A change in a young person's behavior should also target adults, who are essentially guardians and educators. These people must be well equipped to have children and understand how to use them. You must be able to modify results and precursors (Beresford, 2009) to change your behavior. For example, customizing the precursor can be as simple as providing commands not to disturb the child and track results as a reward or discipline.

According to B.F. Skinner, the method of approach used to teach new ways in behaviors. At the very beginning, individuals are given reinforcement for simple objectives, and then as time goes by, they perform more difficult tasks to receive reinforcement. Read More