Behavior specialists in many school districts are recommending the use of the technique of behavior modification for students with ADHD in special and regular classes; however, many teachers have adopted the principles of this technique a part of a consistent management plan. The inclusion of former special education students in the regular classroom has evoked great interest in utilizing discipline plans.

Behavior modification is based on the work of Harvard researcher B. F. Skinner (1902-1990), who spent most of his academic career conducting experiments in learning. He challenged traditional views of freedom and dignity and instead claimed that environmental conditions under which we live and what has happened to us determine our choices. The application of this to education uses reinforcement and punishment to shape behavior. The distinguishing features of behavior modification include the idea that behavior is shaped by consequences that happen immediately afterwards, the systematic use of reinforcers or rewards to shape the desired behavior, and that behavior becomes weaker if it is not followed by reinforcement.

Behavior modification is applied in the classroom in two ways: when teachers reward students after a desired act, students tend to repeat the act and when students perform an undesired act, teachers ignore the student or punish the student. The misbehaving student then becomes less likely to repeat the act. Several types of reinforcers can be used:

- Edible reinforcers, such as candy, cookie, gum, nuts or other snacks (These currently are not suggested to be used but are still used in many class rooms.)

- Social reinforcers, such as words, gestures, stickers, certificates, and other facial and bodily expression of approval

- Material or tangible reinforcers, which are real objects that students can earn for good behavior

- Token reinforcers, such as stars, points, buttons, or other items that can be accumulated for desired behavior and then ''cashed in'' for other materials or tangible reinforcers

- Activity reinforcers, which include activities that students prefer in school.

Behavior modifications works best when used in an organized, systematic, and consistent ways. Five categories of items may be involved:

1. The ''catch them being good'' approach involves making positive statement to students who are doing what is expected of them. For example, a teacher may thank a student for having his materials out ready for class.

2. The rule-ignore-praise approach involves establishing a set of classroom rules, ignoring inappropriate behavior, and praising appropriate behavior. This works well in an elementary setting.

3. The rule-reward-punishment approach involves establishing classroom rules, rewarding appropriate behavior, and punishing inappropriate behavior. This is more appropriate for older students.

4. The contingency management approach is a system of tangible reinforcers where students earn token for appropriate behavior that can be exchanged for a larger tangible reward.

5. Contracting involves preparing a contract for an individual student who has chronic problems or is hard to manage.

The management plans using behavior modification are receiving lots of attention in colleges of education. Parents may also find applying these principles effective.

Bibliography:

1) Burden, Paul. 2006. Classroom management: Creating a successful K-12 learning community. New York: John Wiley & Sons

2) Diller, Lawrence H. 2006. The last normal child: Essays on the intersection of kids, culture, and psychiatric drugs. Westport, CT: Praeger.

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