There were various behavioural modification skills that were used during the three sessions of implementation. Our group used ground rules, positive reinforcement and token economy to help with the execution of the implementation. We were taught that ground rules help with the management of classroom behaviours as they set expectations on how the students are supposed to behave.

 

Furthermore, it acts as a reinforcer where consequences are given to the students if a rule is broken. This will allows the students to think through their actions first and display lesser disruptive behaviour. An example of a rule would be “Respecting Others”, with the targeted behaviour of having difficulties remaining seated aligned to the topic of impulse control. Whenever the students move around unnecessary when a facilitator or peer is sharing information, a warning will be given to him or her. After three warnings, a sticker will be removed from the student’s token economy board. Hence, by having a consequence, students are more likely to listen and follow the ground rules to avoid being penalised.

 

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Additionally, with the help of the token economy board, students started to follow the rules without being told to. This helps to reduce disruptive behaviour and encourage positive behaviours. For example, when a student displays good behaviour such as raising his or her hands before speaking without being told to, a sticker will be given to his or her token economy board. Students are able to exchange their stickers for a prize at the end of the three sessions with more stickers being a bigger and better prize. Positive reinforcement also plays a huge part in encouraging the students to display good behaviour as well as to complete the activity. A reward has to be given right after the desired behaviour is observed, this is to help the students gain a better understanding of themselves and what the desired behaviour is. They will then continue to display the desired behaviour, allowing it to form into a habit.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

All of the above behaviour principles were effective in allowing the students to at least reduce their disruptive behaviours. This can be seen as the students really internalised the ground rules and were able to remember all of the rules whenever they were called upon. In addition, the students reminded each other whenever one of them was on the verge of breaking the rules. The students were also very competitive to be the one to receive the most number of stickers for their token economy board. Thus, they participated actively in most of the activities and actually did not display any disruptive behaviours, in hopes to obtain more stickers to eventually exchange for a prize. By having the token economy board as the students’ main motivation, they really listened well to the facilitators and remembered the main points of each session to gain more stickers when asked about the previous session.

 

However, for future programmes, I would like to make the ground rules more aligned to their general topic of impulse control. For example, it would be good to have ground rules such as “Thinking before saying”. This would be a constant reminder for the students to think of the consequences before saying whatever is on their mind, which is directly linked to them controlling their impulses.