Introduction to Positive Ways of Intervening with Challenging Behavior

How do I shape a behavior which the student does not exhibit in any form?
Interpret any action which can be approximated as any form of the behavior as the behavior itself and reinforce it.
For example, if your goal is that a shy student participate in class discussion, interpret any movement of his hand
as raising his hand. “Tom, you wanted to say something? Did you agree with the author's opinion?” Posing
questions such as this make it easy for the student to participate as they require only a “yes” or “no” answer. After
Tom answers, you can reinforce him by asking, "How many people agree with Tom? (hands go up) Wanda, why
do you agree with Tom?" This gives the student important peer reinforcement.
Another example of shaping a new behavior is that of in-seat behavior. If a student is invariably out of her
seat, catch her in her seat and reinforce her for it. "Sharisse, you've been sitting quietly in your seat. How would
you like to help me hand out worksheets?"
What are the advantages of shaping?
The biggest advantage of shaping is that it focuses your attention and the student's attention on positive behavior.
It recognizes progress and helps the student feel good about him- or herself. It creates the opportunity for positive
interaction between the student and teacher, something which may not be that common for a student who exhibits
high rates of problem behavior. Additionally, the effects of shaping are long lasting and become a solid part of the
students repertoire.
Shaping is easy to implement and, since reinforcement is natural, it does not draw undue attention to the
process of behavior modification. This may be very important in specific cases, such as drawing out shy students,
or with some high school students.
Are there any precautions to be considered before implementing a shaping program?
Yes. Remember that shaping is a slow process and that achieving steps which are very small, in light of the end
goal may take quite some time. Don't give up! Give the process and the student the time needed to change.
If change is not occurring to the degree you had hoped, perhaps the steps you have set are too big and need to
be reevaluated or perhaps there are other behaviors which are interfering with your goals which need to be
modified first.
Be sure that each situation you reinforce will be interpreted by the student as positive reinforcement. It is the
student's interpretation of your reinforcement which motivates him or her to change. For example, if you
are attempting to draw out a shy student, be sure that he or she is paying attention when you elicit his or her
opinion. If you inadvertently ask for participation when the student is not paying attention, he or she may interpret
your actions as an attempt to humiliate him or her and withdraw even further.
References
Axelrod, S. (1977). Behavior modification for the classroom teacher. McGraw-Hill Book Company.
Burke, J.C. (1992). Decreasing classroom behavior problems: Practical guidelines for teachers. San Diego: Singular Publishing
Group, Inc.
Cangelosi, J.S. (1988). Classroom management strategies: Gaining and maintaining students' cooperation. Longman, Inc.
Collins, M.M., & Fontenelle, D.H. (1982). Changing student behaviors: A positive approach. Cambridge, MA: Schenkman Publishing
Company, Inc.
LaVigna, G.W., & Donnellan, A.M. (1986). Alternative to punishment: Solving behavior problems with non-aversive strategies.
Irvington Publishers.
O'Leary, K.D., & O'Leary, S.G. (1971). Classroom management: The successful use of behavior modification, 2nd edition. New
York: Pergamon Press Inc.
Walden, E.L., & Thompson, S.A. (1981). Review of some alternative approaches to drug management of hyperactivity in children.
Journal of Learning Disabilities, 14, 213-217.
This publication was supported by Grant #H029K20171, Special Project to Provide Technical Assistance, Inservice Training
and Site Development for Positive Behavioral Support Strategies for Students with Disabilities from the U.S. Department of
Education. The University of Minnesota is an equal opportunity employer and educator.