CSEL Intervention-Behaviorist and Social Cognitive Viewpoints

When considering my CSEL intervention case study, there are several tools from a behaviorist view that I could apply to encourage more productive behaviors and discourage undesirable behaviors from Willard. The first behaviorist strategy I may use would be positive reinforcement, which Ormrod (2011) describes as, "whenever a particular stimulus is presented after a behavior and the behavior increases as a result" (p. 294). For example, I may set up a system in which for each learning activity Willard stays engaged in and does not get up to wander around, he receives a sticker. At the end of each day, if Willard has received five stickers, he will have the opportunity to engage in an activity of high interest to him (activity reinforcer). The goal of this would be that Willard will be more likely to act in appropriate behaviors if he is being positively reinforced with the chance to participate in something he enjoys. 

Another behaviorist strategy I could use with Willard would be cueing, or reminding him of what behaviors are expected of him. For instance, I may introduce to the class a song that will played each day when it is time to go outside to play. This song will cue to Willard when it is the appropriate time to go outside; if he asks, "Teacher, when can we go outside to play?" I will remind him to listen for the song, and when it hears it, then it will be time to go out. Another example of cueing that may work with this child would be explicitly reminding Willard of what he should be doing, "Willard, we are working on a math activity at the table. I need you to have a seat." 

Ormrod (2011) states, "People are more likely to engage in certain behaviors when they believe they will be able to execute the behaviors successfully-that is, when they have high self-efficacy" (p. 335). Therefore, for Willard to engage in more productive and appropriate behaviors, he may have to develop a greater self-efficacy. As his teacher, I could use scaffolding to help him with his behaviors until he is able to succeed and express more positive behaviors on his own, thus improving his self-efficacy. One way I could help scaffold Willard would be to model how to work on tasks for extended periods of time or raising a hand and asking to get up if he needs to move around. 

One of the main goals I would have in my CSEL intervention plan would be to help Willard develop self-regulation of his behaviors, i.e., asking the same question multiple times, wandering around during activities, and leaving the classroom without permission. One method to help this child would be to teach him how to use self-instructions as a way to remind himself of appropriate actions. As his teacher, I would engage in the following steps: 
1) Cognitive modeling- I would read instructions aloud, "I need to stay at the table while completing an activity," while modeling the action. 
2) Overt, external guidance- I would repeat these instructions while Willard works on an activity at the table. 
3) Overt self-guidance- Willard would repeat the instructions while working on an activity. 
4) Faded, overt self-guidance- Willard whispers the instructions to himself while working at the table. 
5) Covert self-instruction- Willard thinks about the instructions to stay at the table while he completes the action. 

In this technique, Willard may begin to think about what it is that he is doing, and will result in less impulsive acts. 


In sum, I found the following resource for educators on responding to misbehavior; it provides several goals and strategies for responding to misbehavior, from both a behaviorist and social cognitive viewpoint. 

References: 

Ormrod, J.E. (2011). Educational Psychology: Developing Learners. Boston, MA: Pearson.

Responsive Classroom (2011). Responding to misbehavior. 
https://www.responsiveclassroom.org/article/responding-misbehavior