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Clinton News-Record, 1987-09-30, Page 191'(:0111961-{ATl`16-THI Hl.)111y1 A�19Alit)"i 191: 1i AbFIF.I.I)tll WEDNESDAY, SEPTEMBER 30, 1987 - "Behavror problems are the result of poor learning" John Penn says .9.4s. _ .w.x .7!.'�„• 4 r�k : ! Change, your behaviour to help your child BY LOU -ANN DE BRUYN Learning to understand children's behaviour, how to change undesirable behaviour, and encouraging desirable behaviour was the focus of a two-day seminar presented by John Penn, ex- ecutive director at Family and Children's Services — Huron County. The seminar, held for local and area foster parents, volunteers, FCS staff members, nursery school teachers, Com- munity Psychiatric Service members as well as a group home workers, discussed behaviour modification.. Behaviour modification, also known as the learning theory, is an approach which, when used correctly,• can help change a child's undesirable behaviour to that of desirable behaviour. "Most behaviour people see is learned and it is learned as a result of day-to-day living experiences," Penn said. He explained that children, as well as adults, learn by experience and learn by doing. "Learning takes place between in- dividuals without persons being aware that this is occuring," he said. As an ex- ample of learned behaviour, a tantruming child receives a cookies from mother. The child learns how to get the -cookie (tan- truming) and the mother learns how to keep the child quiet Igiving a cookie). There are groups of rules by which behaviour is, or can be, learned. Behaviour modification is not just for emotionally disturbed children. It can be .used to change undesirable behaviour in any child. "Behaviour problems are the result of poor learning. The goal with children who are having problems is really one of instruction. "You're not changing the child's behaviour. You're changing your behaviour which in turn changes a child's behaviour," Penn explained. REWARDS AND REINFORCEMENTS The first rule for behaviour is that of rewarding, or reinforcing, desirable behaviour. "If behaviour is rewarded, it will occur more often. It seems obvious and not pro- found however, it is the way kids and adults learn, They behave in the way they think is the most rewarding to them," Penn explained. Rewards. or reinforcers, strengthen behaviour. By reinforcing the behaviours wanted in children, those behaviours will begin to occur more often. There are three types of reinforcers. 'i'hey are' social reinforcers I attention and praise) ; token reinforcers ( rewards given to child for completing certain behaviour, which can include money, poker chips. points and gold stars); and, activity reinforcers (things children enjoy doing if they have the opportunity (. • "What is reinforcing to one kid is not necessarily rewarding to another," Penn noted, adding, "You have to tailor the rewards to the child you are dealing with. Watch children in their free time to see what they like to do." Penn also noted that it is important when reinforcing a behaviour that the reinforcer come immediately following the behaviour which is to be strengthened. This acts as a link between the behaviour and the conse- quence. As the behaviour improves, the reward is given less often making the child do the desirable behaviour more often while hoping for the reward. Once you determine rewards and rein- forcers, they can be used with behaviour shaping. ' BEHAVIOUR SHAPING Behaviour shaping is an approach to teaching new behaviour by breaking it into steps and reinforcing each step. This can be used with changing undesirable behaviour or teaching a new behaviour. "When teaching a new behaviour by shaping, it is helpful if the child can com- plete the first few steps already. This of- fers him some initial encouragement which will make him want to work on the next steps. "If you want to teach your child a com- pletely new behaviour, the same methods are used as in shaping. However, often you may start by showing the child the behaviour and then letting him have a go. If he approximates the behaviour — or nearly gets it right — reinforce immediate- ly," Penn states in his manual entitled "Changing Children's Behaviours - A Parent Training Manual Utilizing Behaviour Modification Techniques." "Behaviour shaping is based on rewards and praise, and reinforcing each step. It's this shaping of behaviour constantly that leads to desirable behaviour," he added. PUNISHMENTS In his manual, Penn notes, The effec- tiveness of punishment can only be judged by the way it affects the behaviour we are trying to get rid of. Punishment is defined in the opposite way to reinforcement. If a behaviour occurs and something unplea- sant occurs immediately, the behaviour is less likely to occur again. Punishment is defined here as withholding rewards from the child." Punishment can be done in one or two jvays: extinction or time-out. "E:xtinction occurs when specific behaviour decreases because the rein- forcer which normally follows it is withheld." Penn explained. More simply, extinction involves ignoring undesirable behaviour, Extinction is good for behaviours which can be ignored but, there are some behaviours which cannot be punished that simply. For example, big brother hitting younger sister. Something more than ig- noring the act should be done to promote better behaviour. This is where 'time-out' comes into play. "Time-out is time away from a positive reinforcement. This procedure involves removing the child from a reinforcing en- vironment ( for example, sitting at the din- ner table with the family) to one that is less reinforcing ( the bedroom)," Penn states in his manual. Time-out is used with fairly aggresive behaviour. The effective use of the time- out procedure depends upon various fac- tors which include: using it immediately following the undesirable behaviour, removing all reinforcers from the room, consistent response to the undesirable behaviour, keeping time-out brief but only allowing behaviour has stopped and rein- forcing the good behaviour. Time-out has to be used in an ap- propriate place in order for it to be effec- tive, Penn noted. PUTTING IT ALL TOGETHER Behaviour Change programs can be established to either decrease undesirable behaviour or to increase or develop new behaviours. Each program, if followed and done correctly, can lead to the behaviour which is desired. With undesirable behaviour, define it clearly so that it can be observed and counted and then decide what behaviour you would like to see has changed at the end of the program. Also try to determine why the behaviour is occuring. "Behaviour that is occuring, is occuring because it is the best way the child knows how to behave," Penn said. By establishing the behaviour and its oc- curence, a new way of responding to the unwanted behaviour can be established. Defining and reinforcing the desired behaviour then begins. In increasing or developing new behaviours, it is important to define the new or wanted behaviour clearly and assess the child's performance to see if he can behave in the expected manner. Establish reinforcers for the successful completion of the new behaviour, or the successful completion of approximations of the final behaviour. Another aspect which aids in changing behaviour is that of token economies. TOKEN ECONOMIES 'Tokens are physical objects given to a person upon the performance of a task. Because they are concrete, visible and easy to distribute, tokens are a useful means of reinforcement for immediately rewarding small accomplishments. Ex- amples of commonly used tokens are stars, chips, play money, marks or points on a chart. "You can build a token economy to SECOND SECTION John Penn, executive director of Family and Children's Services - Huron County, presented a two-day seminar on Behaviour Modification for local and area foster parents, social workers, nursery school teachers, and group home workers. He noted that all behaviour is learned and that changing undesirable behav lour is possible. (photo by Lou -Ann DeBruyn) change a number of behaviours in a child, or in the entire family, using tokens that can be 'cashed in' for several different reinforcers. Such an economy is quite similiar to our economy based on dollars which we 'cash in' for the goods we want," Penn states in his manual. Tokens are rewarded when a desirable behaviour is noticed. Making a list of all the behaviours you want the child to per- form is the best way to start. Points can be awarded for each behaviour (lone right and then the points can be traded in for something negotiated between the child and parent. - "The final goal of a token economy is to teach the child new behaviours which will eventually become self -reinforcing. To do this most efficiently, the token economy starts with very strong reinforcers, tokens, and once the behaviour is learned and becomes habitual, gradually fades the tokens out until the behaviour is maintain- ed by normal reinforcers in the natural en- vironment i occasional praise from others and self -reinforcement i," Penn noted. He added that the best time to take children off the pr l -am is when they don't want to he on the program any longer. Penn stipulated that as parents, or adults, We must be aware of praising children and he aware of good behaviour. "We get the behaviour we deserve. If we're going to change their behaviour. then we need to change ours. We need to teach the child good behaviour," he said. Keeping kids in school, bringing adults back By Shelley McPhee Hoist It's the start of another school year, and in Huron County the hoard of education has renewed its mandate to reduce the student drop out rates. This past year the drop out rates from the county's five high schools tallied in at 147 students. The figures show that fewer students dropped out of school than in the year previous when 170 failed to complete their schooling Of the lower figures. Bob Allan, education director noted, "The trend is encouraging as drop out rates have decreased." A closer examination of figures on an in- dividual school basis shows for 1986-87 ( with 1985-86 figures in brackets i • Central Huron Secondary School 43 44 (; F.E. Madill The Huron County Board of Education is working to reduce drop-out rates. One sucessful program being operated at ('HSS sees adults back in school. The program is jointly of- fered between HCBE, Conestoga College and Employment and Immigration Canada. (Shelley McPhee Hoist photo) HURON COUNTY BOARD OF F,I)t WORKS TO REDUCE THE DROP 01.T RATES Secondary School 28 ( 37 i ; Goderich District Collegiate Institute 28 (35 ): Seaforth District High School 13 15) : South Huron District High School 35 ( 39 ). The majority of students who drop out of school are between the ages of 16 and 18. They leave for various reasons including employment opportunities, lack of interest, behavior problems or no definite plans. The HCBE has undertaken a number of in- itiatives to address the special needs of young persons - secondary day school students, drop outs. adolescents at risk and adults who have not found a successful tran- sition from school to employment. Many of the HCBE initiatives are being run as pilot programs in various schools and have earn- ed support and enthusiasm from the Ontario Ministry of Education. Drop Out Survey A comprehensive drop out survey was conducted by the HCBE during the 1985-86 school year and continued through the cur- rent school year. The survey included inter- views, personality assessments and opinion surveys gathered from drop outs and school staff. A dual -scaling analysis was conducted to correlate findings in the personality in- yyentory with history of school attendance, 4special education and other background factors. The survey process will continue for the next three years. Alternative Secondary Education Proposal The principal and staff at Central Huron Secondary'School 1 CHSS) in Clinton deter- mined a need for an alternative school set- ting to meet the needs of disaffected students who have left full time schooling and have not yet found employment. A pro- gram would see students in a community- based work placement with supplementary guidance and counselling support. While the program has met with board ap- proval. insufficient student interest has prevented the new pilot project from proceeding. Alternative Secondary Education Proposal The principal and staff at Central Huron Secondary School 1 CHSS 1 in Clinton deter- mined a need for an alternative school set- ting to meet the needs of disaffected students who have left full time schooling and have not yet found employment. A pro- gram would see students in a community- based work placement with supplementary guidance and counselling support. While the program has met with hoard ap- proval, insufficient student interest has prevented the new pilot project from proceeding. Adult Re-entry Program CHSS has been the setting for a successful program that is seeing adults go back to school. The program, worked in part with Conestoga College and Employment and immigration Canada, sees courses being of- fered to adults who are seeking career changes and upgrading. The program started with 15 students and now approval has been granted to add an additional 10 Mr. Allan said that the additional seats were given in part because of the closing of the school factory in Seaforth and the need to provide re-training programs to workers there. Job Entry• Programs The HCRE, worked in partnership with Employment and Immigration Canada to offer a work placement/education program for young persons who did not make a suc- cessful transition into employment after leaving secondary school before graduation. This program has led to the exploration of alternative secondary educational settings throughout the HCBE jurisdiction. Ties to Business and Industry - The education board in cooperation with the Ministry of Education has initiated a pilot venture at Goderich District Collegiate institute (;1)('11 to explore links and rela- tionships with its industrial and business community. it focuses on those students who are seeking employment rather than continued attendance in the school setting. Community Job Training Survey "I'he H('BE is an active partner with Employment and immigration Canada in a comprehensive county study to determine skill training. re-training and educational upgrading needs for the labor market in Huron County. Adult Literacy Programs Adult literary programs are offered 'through the continuing education process. These programs are provided in response to community demand. In one community the program operates on a one-to-one tutoring basis in a local church basement: in another, community volunteer programs have • been organized by secondary school staffers • Accommodation for Basic Level Students Several special initiatives have been developed to aid high need students, many of whom are not exceptional pupils but are considered to be at risk. in one high school a "homeroom model" has been established to deliver modified programs. in four high schools teaching assistants have been added to the staff com- plement in support of high need students. Cooperative Education This successful program has seen students taking on employment oppor- tunities in their communities as part of their course of studies. Hundreds of students are taking part in this joint effort being con- ducted by the HCBE the Ministry of Educa- tion and Employment and Immigration Canada. HCBE education director Bob Allan said, "It's a big exercise that has really gone well. I haven't talked to one student who hasn't been excited about this.' Youth Centres in Secondary Schools Cooperation between secondary school staff and workers from the Huron Centres for Children and Youth has led to the Turn to page 3A