The example of a second -grader named Bob is widely known. He studied at the same American school in the middle of the last century, when flogging was one of the main punishments for students.
Before the intervention of a behavioral psychologist and a functional assessment, he received a belt for about every three weeks. For the previous study of the week, seven vice were recorded.
The analyst, who was invited, recorded anti -Tersedents and posteds (what preceded them and what he achieved as a result) of Bob’s misconduct in the form provided by the analyst of behavior. When the bob was noisy that the teacher could not continue the lesson, the classmates laughed, Bob received a reprimand (teacher’s attention) from the teacher and, usually, he was expelled from the class, after which he no longer had the need to continue to work.
The appropriate behavior of Bob was rarely noted by the teacher.
The approach was to “catch” Bob at work. About every five minutes the timer reminded the teacher that it was time to check what Bob was busy with. If he worked, he received a sticker on a special card and verbal approval from the teacher. Cards filled at eighty percent, it was possible to exchange at the end of each lesson for trifles like pencils, erasers or brands.
If Boba succeeded, classmates received five minutes of free time. This encouraged them not to giggle over Bob’s grip.
After a few days, Bob’s behavior began to be checked every ten minutes instead of five. Typically, in such cases, the technique implies slow and gradual. With the growth of temporary intervals, ultimately, trinkets are not required at all.
Nevertheless, teachers continue to pay attention and show him approval in order to consolidate changes in behavior.
For the remaining weeks of training after the introduction of positive methods, Bob has never been subjected to bodily punishment. And improved Bob’s behavior not punishment, but positive methods.