Student Driven Learning part II
Student Driven Learning part II
Procedures used to obtain information about antecedents, behaviors, and consequences to determine the reason or function of the behavior.
Positive behavior supports (PBS
terventions designed to replace problem behaviors with new actions that serve the same purpose for the student.
Precorrection
it involves identifying the context for a student’s misbehavior, clearly specifying the alternative expected behavior, modifying the situation to make the problem behavior less likely, then rehearsing the expected positive behaviors in the new context and providing powerful reinforcers.
Self-management
Management of your own behavior and acceptance of responsibility for your own actions. Also the use of behavioral learning principles to change your own behavior.
Self-reinforcement
Controlling (selecting and administering) your own reinforcers.
Social learning theory
Theory that emphasizes learning through observation of others.
Enactive learning
Learning by doing and experiencing the consequences of your actions
Observational learning
Learning by observation and imitation of others—vicarious learning
Modeling: Changes in behavior, thinking, or emotions that happen through observing another person—a model
social cognitive theory :Theory that adds concern with cognitive factors such as beliefs, self-perceptions, and expectations to social learning theory
Triadic reciprocal causality: An explanation of behavior that emphasizes the mutual effects of the individual and the environment on each other
Direct reinforcement :Reinforcement given after successful completion of a task.
Vicarious reinforcement :Increasing the chances that we will repeat a behavior by observing another person being reinforced for that behavior.