What effect does consequences have on improving student behavior in the general education classroom?

Darrell Brown
AMBA 600 9043 MBA Fundamentals (2148)
Professor Masi
November 11, 2014
Executive Summary
Research shows that meaningful consequences can help improve student behavior in the general education classroom. This paper discusses the effects of consequences on improving student behavior. More specifically it discuses two behavior management programs, the checkbook approach and consequence maps. The checkbook approach allows students to take ownership of their actions by allowing them to be an active part in choosing the rules, rewards, and consequences used in helping them perform better. This behavior management program ensures student motivation. It models real life situations and students are allowed to earn and buy rewards. The consequence map gives the student a graphic representation of behaviors and consequences. It depicts the current, undesirable behavior and an alternate behavior along with the consequences that goes along with each option. With the use of either method, educators are likely to see and improvement in student behavior in the general education classroom.

B. F. Skinner was an American psychologist and behaviorist who invented the idea of operant conditioning. Skinner says that people do not just develop behaviors, but they release them as well and that our behaviors operate on our environment, which generates consequences. According to Golembiewski (1993), “we acquire behaviors or extinguish them in response to the conditions or contingencies of reinforcement” (p. 32). Improving student behavior has been a topic educators have been trying find a solution too for some time now. Educators have seen a decrease in student interest and participation in class, low academic scores and a lack of social skills all due to poor student behavior. It has become a major issue and teachers are trying to find possible resolutions. Some of the effects of poor student behavior include school failure, an increase in the drop out rate, and life problems. Educators know the importance of great classroom management, that shapes and mold children into making proper decisions and realizing the seriousness of their actions. In 2008, Simonsen, Sugai, and Negron concluded that, “educators are becoming more and more bothered with the impact of student behavior in the general education classroom” (p. 32). Meaningful consequences, such as the checkbook approach and the use of a consequence map are two behavior support programs that can be used to help improve student behavior in the general education classroom.
The Checkbook Approach The key element to a truly effective behavior management program is choosing rewards and consequences that are meaningful to students. Siegel (1996) mentioned that one great way to promote and ensure student motivation is to “have them be an active participant in choosing rules, rewards, and consequences.” Educators are there as a guide, but allowing students to take ownership of their actions and choose their consequences promotes a sense of ownership in whatever system or program used. The checkbook approach is a research-based system used to help improve student behavior at school. According to this approach, after students and teachers come up with the rules, rewards, and consequences, the teacher explains how the program will work. The teacher explains to the students that they are entering a program that resembles real life situations. Just as adults in the work force are compensated for arriving to work on time and completing tasks, and also charged a fine for being late and not completing assignments, the students are told that they will receive a reward or consequence based on whether or not they followed the directions they have set. Each rule, reward, and consequence is assigned a dollar amount. Students start with an opening balance and are allowed to earn money to be able to purchase a reward. Each student keeps a checkbook and it is used like a checkbook of an adult today. Teachers can choose a method that is best for them to track student behavior and keep up with points earned. This system can be adjusted and designed specifically to meet children’s needs. It may not look the same for every child. Siegel (1996) noted that to be most effective, “the ideas should mirror real life situations.” With this in mind children are set up for realistic success and this results in a great behavior management program for the general education classroom and beyond.
Consequence Maps Another approach to the improvement of student behavior in the general education classroom is the use of consequence maps. A consequence map is a researched method to help progress student behavior. This intervention program is a means to help also improve academic performance and social skills amongst students. Brown and Mirenda (2006) stated, “consequence maps are known as contingency maps, a relatively new participatory strategy that incorporated many of the elements of self-directed behavior management.” Consequence maps depict behaviors and consequences with the use of age appropriate graphics. It consists of at least two depictions. One shows the present undesirable behavior and the other illustrates a more appropriate behavior. Tobin and Simpson (2012) report that “the map is used to discuss the sought out behavior with descriptions and the undesirable behavior with the mission to (a) assist students with behavioral challenges in understanding and making decisions about their behavior, (b) become more involved in the process of understanding the choices available to them, (c) understand the consequences associated with their actions, and (d) structure appropriate alternatives to unacceptable behavior.” According to Tobin and Simpson (2012), “consequence maps rely on the following, a visual element, student involvement and adult-student problem solving that are useful in helping children to understand their behavioral choices and the outcomes.” Below is an example of a consequence map intervention program found in the Teaching Exceptional Children journal. These finding are of a 6-year-old boy named Axel, who struggled with listening and following directions. Axel would remove his clothes, throw classroom materials and yell out inappropriate words when he did not want to follow a teacher given instruction. As a result of not wanting to work, his teacher created the following consequence map to help him.
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Note: The chart is adapted from “Consequence Map,” by C. E. Tobin, & R. Simpson, 2012, Teaching Exceptional Children, 44(5) p. 71. Following is a second consequence map created for Axel when he felt angry. Both maps consist of the trigger for the problem on the left side, steps for the desired behavior on top and the non-preferred behavior at the bottom. The consequence map was gone over with Axel each morning so that he was sure of what was expected of him. He also gets to have a clipboard with the map on it and he can decide on which consequence map he wants to listen to first.
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Note: The chart is adapted from “Consequence Map,” by C. E. Tobin, & R. Simpson, 2012, Teaching Exceptional Children, 44(5) p. 72. The consequence map was effective and did yield positive results. With use of the consequence map, Axel’s behavior improved. His problems did not complete go away, but there was an increase in progress noted with the data his teachers took on him each school day. The consequence map had a great impact on his behavior. The results also said that over time Axel seemingly began to enjoy reading the maps each morning. This case shows the potential effectiveness of the use of consequence maps by teachers and other school personnel to mange behavior. It allows the students to be an active participant of their academic performance. Consequence maps are a good step at wanting to improve student behavior in the general education classroom. Meaningful consequences have a major impact on improving student behavior. With the use of behavior management programs, such as the checkbook approach and consequence maps, educators can begin to assist students in taking ownership of their actions and improving their behavior. The two are a great motivational tool that makes students invested in their academic success.

References
Brown, K. E., & Mirenda, P. (2006). Contingency mapping: Use of a novel visual support strategy as an adjunct to functional equivalence training. Journal of Positive Behavior Interventions, 8, 155-164. Retrieved from http://pbi.sagepub.com
Figure 2 (chart). (2012). Retrieved from http://journals.cec.sped.org/tec/
Figure 3 (chart). (2012). Retrieved from http://journals.cec.sped.org/tec/
Golembiewski, R.T. (1993). Handbook of Organizational Behavior. New York, NY: M. Dekker.
Siegel, W. L. (1996). The checkbook approach to managing behavior. Intervention In School & Clinic, 31(3), 183. Retrieved from http://isc.sagepub.com
Simonsen, B., Sugai, G., & Negron, M. (2008). Schoolwide positive behavior supports. Teaching Exceptional Children, 40(6), 32-40. Retrieved from http://journals.cec.sped.org/tec/
Tobin, C. E., & Simpson, R. (2012). Consequence Maps. Teaching Exceptional Children, 44(5), 68-75. Retrieved from http://journals.cec.sped.org/tec/