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Chapter 7: Behavioral Views of Learning - Coggle Diagram
Chapter 7: Behavioral Views of Learning
Understanding Learning
Ethical Issues
Goals
Whenever possible, teachers should emphasize applying strategies and goals to academic learning.
Academic improvements generalize to other situations more successfully than do changes in classroom conduct.
Strategies
What to look for when considering strategies to use:
Be on the look out for how the strategy will impact the individual student.
Punishment is unnecessary and even unethical when positive approaches might work as well, meaning don't just punish right away, look for and try more complicated techniques instead.
Learning is not what it seems
Just because you might have good ideas, the application and practicality of those ideas might not come to fruition.
Try you best not to make mistakes in the application of learning principles.
Challeneges and Criticism
Criticisms of Behavioral Methods: Effective tools, do not automatically produce excellent work, and behavioral strategies are often implemented haphazardly, inconsistently, incorrectly, or superficially.
Lessons for Teachers: There is great diversity in learning histories of students and each person in your class will behave differently.
Teachers should respond and praise those who are doing positive behavior.
Students can learn to be more self-managing.
Bandura's Challenge and Observation Learning: Social Learning Theory states that emphasizes learning through observation of others.
Enactive and Observational Learning:
Enactive Learning: Learning by doing and experiencing the consequences of your actions.
Observational Learning: Learning by observation and imitation of others---vicarious learning.
Learning and Performance: We all may know more than we show. Just because you may know something doesn't mean you will always show or preform that thing.
Contiguity and Classical Conditioning
Contiguity is when two or more sensations occur together often enough, they will become associated.
Classical Conditioning focuses on the learning of involuntary emotional or physiological responses such as fear, increased muscle tension, salivation, or sweating.
Discovered by Ivan Pavlov in the 1920s
Association of Automatice responses with new stimuli
Classical conditioning implication for teachers, becasue of the emotions and sttidues as well as facts and ideas learned in the classroom.
Applied Behavior Anaylsis:
The application of behavioral learning principles to understand and change behavior
Contingency Contracts, Token Reinforcement, and Group Consequences
Token Reinforcement Systems: System in which tokens earned for academic work and positive classroom behavior can be exchanged for some desired reward.
Token Reinforcement should only be used in three situations: to motivate students who are completely uninterested int their work, to encourage students who fail to make academic progress, and to deal with a class out of control.
Group Consequences: Arrangement where a class is divided into teams and each team receives demerit points for breaking agreed-upon rules of good behavior.
Contingency Contracts: A contrast between the teacher and a student specifying what the student must do to earn a particular reward or privilege.
The negotiating process itself can be an educational experience and helps students learn how to set achievable goals.
Handling Undesirables Behaviors
Reprimands: Criticisms for misbehavior; rebukes.
Soft, clam, and private reprimands are more effective than loud and public ones.
Response Cost: Punishment by loss of reinforcers.
Negative Reinforcement: Strengthening behavior by removing an aversive stimulus when the behavior occurs.
Negative Reinforcement can enhance learning and give students a chance to exercise control.
Social Isolation: Removal of a disruptive student for 5 to 10 minutes. If you have to give these all the time and it doesn't seem to be working you may need to try something else.
Caution about Punishment: Studies show that punishment by itself, just doesn't work. To repeat it, punishment in and of itself does not lead to positive behavior.
Methods of Encouraging Behaviors
The Premack Principle: Principle stating that a more-preferred activity can serve as reinforcer for a less-preferred activity.
Shaping: Reinforcing each small step of progress towards a desired goal or behavior.
The teacher must take the final complex behavior the student is expected to master and break it down into a number of small, manageable steps.
Teacher Attention
Praise-and-Ignore Approach: Praise students for good behavior, while ignoring misbehavior.
The praise should be sincere recognition of a well-defined behavior so students understand what they did to warrant the recognition and hopeful encourage those that are misbehaving to act like that student so they get praise too.
Positive Practice: Practicing correct responses immediately after errors. Practice make permanent the behaviors practiced, so practicing accurate behaviors is good.
Reaching Every Student
Student with serve behavior problems provide some of the most difficult challenges for teachers.
Put a Reward System in Place and try a Response Cost Strategy
Operant Conditioning:
Learning in which voluntary behavior is strengthened or weakened by consequences or anterccedents
Neuroscience of Reinforcement and Punishment
There are many theories out there to why reinforcement and punishment works.
It is likely that many parts of the brain and complex patterns of activity allow us to enjoy some experiences, "learn how to want them and how to get them".
Types of Consequences
Punishment
Process that weekend or suppresses behavior.
Behavior + Punisher = Decreased Behavior
Two Types of Punishment
Removal Punishment: Decreasing the chances that a behavior will occur again by removing a pleasant stimulus following the behavior
Presentation Punishment: Decreasing the chances that a behavior will occur again by presenting an aversive stimulus following the behavior
Reinforcement
Use of consequences to strength behavior.
Behavior + Reinforcer = Strengthened or Repeated Behavior
Two Types of Reinforcement
Positive Reinforcement: Strengthening behavior by presenting a desired stimulus after the behavior.
Negative Reinforcement: Strengthing behavior by removing an aversive stimulus when the behavior occurs.
Antecedents and Behavior Change
Effective Instruction Delivery: Instructions that are concise, clear, and specific, adn that communicate an expected result. Statements work better than questions. You should also be close to the student when giving instructions.
Cueing: Providing a stimulus that "sets up" a desired behavior. Useful for setting the stage for behaviors that must occur at a given time but are easily forgotten.
Antecedents: The events preceding behaviors that provide information about which behaviors will lead to positive consequences and which will lead to unpleasant ones.
Reinforcement Schedules
Extinction: The disappearance of a learned response
Two types of reinforcement schedules
Continuous Reinforcement Schedule: Presenting a reinforcer after every appropriate response
Intermittent Reinforcement Schedule: Presenting a reinforcer after some but not all responses
Interval Schedule: Length of time between reinforcers.
Ratio Schedule: Reinforcement based on the number of responses between reinforcers.
Functional Behavioral Assessment, Positive Behaviors Supports, and Self-management
Positive Behavior Supports: Interventions designed to replace problem behaviors with new actions that serve the same purpose for the students.
Positive behavior support can help students with disabilities succeed in inclusion classrooms.
Precorrection is a tool for positive behavior support that 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.
Goal Setting: Studies show that setting goals can help you do better on test covering the material you were studying. High standards or goals for yourself tend to lead to higher performance
Evaluating Progress: Students can evaluate their behavior with reasonable accuracy, but it is also important that teachers are checking in.
Self-reinforcement: Controlling (selected and administering) your own reienforces.
Discovering the Why
Functional behavioral assessment (FBA): Procedures used to obtain information about antecedents, behaviors, and consequences to determine the reason or function of the behavior.