Individualized Instruction, Discipline, and Behavior Modification in an Alternative School Environment.

N

16

Behavior Modification; Behavior Problems; Discipline Problems; Goal Orientation; Grading; Individualized Instruction; Performance Contracts; Positive Reinforcement; Secondary Education; Special Education; Special Schools; Student Behavior; Student Responsibility

Withdrawn and disruptive students can make progress in an alternative school where they receive individualized instruction and attention with a system of earned credits and fines. The student body in an alternative school may be hetereogeneous, ranging from the borderline mentally retarded and learning disabled to the emotionally disturbed. Their ages can range from 13 to 19. However, the students have several factors in common: their personalities are out of control; they are seeking information about boundaries for their behavior; and they need success in a school environment. The academic work done by students can be a source of positive reinforcement if it starts at a point where success can be attained. By setting up a system where students must perform according to a self-imposed contract, with privileges and grades earned through a point system, both boundaries and goals are clarified. Misbehavior, such as showing disrespect for teachers or for other students, smoking, or cheating, is punished by penalty points taken away from the contract. The only way students can fulfill their contracts is to achieve the agreed-upon number of points, through classroom assignments, listening to lectures, or doing office work. Students accumulate and can "spend" their points on grades, free time, or other privileges. This method, based on an economy of trade-offs, rechannels 95 percent of the destructive energy generated by withdrawn and disruptive students. (FG)

1982

ED209184