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Behavior management is similar to behavior modification. It is a less intensive version of behavior therapy. In behavior modification the focus is on changing behavior, while in behavior management the focus is on maintaining order. Behavior management skills are of particular importance to teachers in the educational system. Behavior management include all of the actions and conscious inactions to enhance the probability people, individually and in groups, choose behaviors which are personally fulfilling, productive, and socially acceptable.〔Baldwin J.D. and Baldwinn J.I. (1986). Behavior principals in everyday life (2nd Edition), Engle Wood Cliffs, New Jersey: Prentice Hall.〕 There is a great deal of research related to "behavior change" and "behavior management". B.F. Skinner and Carl Rogers have given two distinctly different approaches for addressing behavior. Skinner's approach says that anyone can manipulate behavior by first identifying what the individual finds rewarding. Once the rewards of an individual are known, then those rewards can be selected that the manager is willing to give in exchange for good behavior. Skinner calls this "Positive Reinforcement Psychology". Rogers proposes that in order to effectively address behavior problems, individual must be persuaded to want to behave appropriately. This is done by teaching the individual the difference between right and wrong including why he or she should do what is right. Rogers believes that the individual must have an internal awareness of right and wrong. ==Uses of behavior management== Many of the principles and techniques used are the same as behavior modification yet delivered in a less intensively and consistent fashion. Usually, behavior management is applied at the group level by a classroom teacher as a form of behavioral engineering to produce high rates of student work completion and minimize classroom disruption. In addition, greater focus has been placed on building self-control. Brophy (1986) writes: In general behavior management strategies have been very effective in reducing classroom disruption.〔Brophy, J.E. (1983) "Classroom Organization and Management." The Elementary School Journal 83/4, 265–285.〕 In addition, recent efforts have focused on incorporating principles of functional assessment into the process.〔Angela Waguespack, Terrence Vaccaro & Lauren Continere (2006). Functional Behavioral Assessment and Intervention with Emotional/Behaviorally Disordered Students: In Pursuit of State of the Art. ''International Journal of Behavioral Consultation and Therapy'', 2 (4), 463–474. ()〕 While such programs can come from a variety of behavioral change theories, the most common practices rely on the use of applied behavior analysis principles such as positive reinforcement and mild punishments (such as response cost and child time-out). Behavioral practices such as differential reinforcement are commonly used.〔Rosemarie Daddario, Karla Anhalt & Lyle E. Barton (2007). Differential Reinforcement of Other Behavior Applied Classwide in a Child Care Setting. ''International Journal of Behavioral Consultation and Therapy'', 3 (3), 342–348. (BAO )〕 Sometimes, these are delivered in a token economy or a level system.〔Cancio, E. & Johnson, J.W. (2007). Level Systems Revisited: An Impact Tool For Educating Students with Emotional and Behavioral Disorders. ''International Journal of Behavioral Consultation and Therapy'', 3 (4), 512–527 ()〕 In general the reward component is considered effective. For example, Cotton (1988) reviewed 37 studies on tokens, praise and other reward systems and found them to be highly effective in managing student classroom behavior.〔Cotton, K. (1988). Instructional Reinforcement. Close-Up No. 3. Portland, OR: Northwest Regional Educational Laboratory.〕 The most comprehensive review of token procedures to match to children's level of behavioral severity was Walker's text "The acting out child."〔Walker, H. (1990). The Acting Out Child. Sorporis West.〕 There are three main parts to behavior management systems: Whole group, table group, and individual. These can be things such as marble jars for the class, prize charts for the tables, and a grid chart with 25 spaces for individual students. There are many different types of charts you can find to use for each part. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Behavior management」の詳細全文を読む スポンサード リンク
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