Behavior Momentum

Teri McGill Author

06/26/2017 Added

4995 Plays

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Behavior momentum is an effective antecedent strategy that increases compliant behaviors. Can be used for behavior compliance, the child is likely to follow directions because they are getting reinforced for easy behaviors. Reduces frustration levels, because students are having success on easy tasks, increasing the likelihood that they will try harder behaviors.

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[00:00:00.171](chalk writing)
[00:00:05.509](chalk erasing)
[00:00:07.829]Behavior momentum is a strategy that teachers
[00:00:09.930]can use with students who are struggling to stay on task.
[00:00:13.419]The big idea of behavior momentum is that
[00:00:15.659]we have a student who is unlikely to engage in a request.
[00:00:19.419]We call that a low probability request.
[00:00:21.848]It's a low probability that they're going to do that
[00:00:25.197]because they're struggling.
[00:00:27.288]So what we do with behavior momentum,
[00:00:28.677]is we provide them with multiple opportunities
[00:00:31.740]for things that are really easy for them to do.
[00:00:34.481]We do that so that we can get them being successful
[00:00:37.670]and we can provide them with reinforcers.
[00:00:40.228]Once we've gotten them going, it's then easier
[00:00:43.121]to provide that low probability request again
[00:00:45.492]and we've got a lot better chance
[00:00:46.801]that they'll engage with it and be successful.
[00:00:49.150]So we use behavior momentum to get students going
[00:00:53.281]in order to get them back on track
[00:00:55.492]when things are falling off.
[00:00:56.948]The big advantage of using behavior momentum
[00:01:00.077]is that it gives us a real simple way
[00:01:03.098]of using positives to get students back on.
[00:01:06.767]The disadvantages, it's not always easy to find
[00:01:10.298]those little things that we can get them to do
[00:01:12.585]as high probability requests to get the motivation going.
[00:01:16.277]Now if we're going to do this it's pretty simple.
[00:01:18.746]What we do is, we say to a student,
[00:01:21.234]"Here's what we want you to do."
[00:01:24.626]And that thing that we want them to do
[00:01:26.095]has to be something they already know how to do,
[00:01:27.906]can do very easily, and has a very high probability.
[00:01:30.034]And when they do it, we provide reinforcement.
[00:01:32.615]We do that two or three times
[00:01:34.685]and really get the reinforcement going
[00:01:36.994]and then we get them back to the task
[00:01:39.314]we were originally on
[00:01:40.466]or what we originally called the low probability request.
[00:01:43.135]But we've enhanced the probability of their success here
[00:01:45.645]by providing multiple opportunities
[00:01:47.763]to be successful with simpler things.
[00:01:50.394]Now one consideration we have is for students
[00:01:52.477]that are more sophisticated or older
[00:01:54.545]that might not fall for the trick
[00:01:56.585]of doing the little simple momentum pieces.
[00:02:01.317]For instance, if we've got students
[00:02:03.625]who don't want to engage in a writing task
[00:02:07.957]or don't want to work on a project that's late.
[00:02:11.515]What we want to say to them is,
[00:02:13.637]"That would be a really really responsible thing
[00:02:16.546]"for you to do,"
[00:02:17.864]but we can't say that they're responsible
[00:02:19.914]until they've done it.
[00:02:20.778]So one way we might use behavior momentum here
[00:02:23.466]is to find two or three ways in the classroom
[00:02:26.087]to set them up for very simple behaviors
[00:02:28.636]that they're highly likely to do
[00:02:30.184]that would allow us to say, "Wow, that was responsible."
[00:02:33.738]The more times we can say,
[00:02:35.207]"Wow, that was responsible,"
[00:02:36.938]the more likely it is that they're going
[00:02:38.506]to do that lower probability request
[00:02:40.424]that we can start by saying,
[00:02:42.037]"Here's another thing that would make you responsible."
[00:02:45.317]In this vide re-enactment,
[00:02:46.151]the instructor has faded out verbal and/or gestural praise
[00:02:49.930]between each correct high probability behavior.
[00:02:53.179]When using behavior momentum,
[00:02:54.759]it is important to reinforce
[00:02:56.519]after each high probability behavior
[00:02:58.488]and low probability behavior.
[00:03:01.847]All right, show me ready.
[00:03:07.128]What do you do with scissors?
[00:03:08.101]Cut.
[00:03:09.861]Keep it up buddy.
[00:03:10.861]Your doing this--
[00:03:14.351]Show me ready. Do this.
[00:03:19.287]Connor. Do this.
[00:03:22.427]Squeeze.
[00:03:23.306]Swiper, no swiper (mumbles).
[00:03:26.090]Hey. Eyes please.
[00:03:29.879]Are you ready to work?
[00:03:32.404]Show me ready.
[00:03:36.129]Touch your nose. Clap your hands.
[00:03:38.598]Stand up. Jump.
[00:03:41.957]Sit down. Show me ready.
[00:03:49.221]What do you do with a cup?
[00:03:50.639]Drink.
[00:03:51.798]Keep it going.
[00:03:56.228](chalk writing)
[00:03:59.669](chalk erasing)

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Behavior Momentum

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