+ By: Chelsey Brummett The Neo-Skinnerian Model Shaping Desired Behavior

+ Skinner Biographical Sketch Known as the “greatest behavioral psychologist of all time” Born in Susquehanna, Pennsylvania Earned PhD in psychology at Harvard in 1931, it is here that he will conduct his famous experimental studies in learning. Skinner’s thoughts were to look at how learning was affected by stimuli presented after an act was performed (he called this stimuli reinforces. Skinner drew world wide attention by suggesting that we should raise infants inside glass enclosures called air cribs to study his theories. (he even raised his own daughter in one)

+ The Main Focus Human behavior can be shaped along desired lines by means of the systematic application of reinforcement.

+ Vocabulary Lesson: Operant behavior- behavior that the student produces. It comes not as a response, reaction, or reflex but as purposeful voluntary action. (ex. Entering the room quietly, taking a seat, completing an assignment, listening during a lesson, etc.) Reinforcing stimuli- stimuli that the individual receives immediately after performing an operant behavior. (ex. Smiles, nods, praise, points, and free time) Schedules of reinforcement- Different schedules were shown to produce different effects. Constant reinforcement, provided every time a desired act is seen, is most effective in establishing new leanings.

+ Vocabulary Lesson Continued…. Successive approximations- A progression in which actions come closer and closer to a present goal. (ex. The class enters the room and sits down. There is still too much chatter but the teacher gives the class a point for improvement. Later the students will have to be seated and quiet to earn a point.) Positive reinforcement- supplying a reward that the student wants, something that will spur greater effort. (ex. Stickers, points, saying “good job!” or “great work!”) Negative reinforcement- this term is greatly misunderstood. It increases the likelihood of behavior, just as positive reinforcement does. Negative reinforcement means taking away something that the student doesn’t like, rather than adding something that the student does like. It only has limited applications in the classroom. (ex. If you get all of your assignments in on time, you can drop your lowest grade.)

+ Beneficial Aspects of Behavior Modification Skinner found that in his experiments that animal worked harder and learned more quickly if given rewards for doing something right than if given punishment for doing wrong. Students responded better to positive reward than they did to punishment, just like the animals. Giving rewards in the classroom allows teachers to maintain control, and produce a warm, supportive, and positive environment. It also enhances good personal behaviors in the students.

+ Here are some examples of the kind of classroom environments that are created with positive reinforcement. A Good Classroom Environment

+ The Dangers of Punishment Punishment is effective in stopping undesired behavior. It works more quickly than positive reinforcement in this area. Skinner stated that punishment could suppress misbehavior but not eradicate it. He later had to change his mind, based on experiments he conducted. Punishment also creates unwanted behavior. If students see punishment as unwarranted, malicious, or excessive, bad feeling result that are very difficult to over come. Teachers are advised to use punishment as LITTLE as possible. When used correctly, only after the student is warned, and the punishment is appropriate, students come to understand that they themselves choose the punishment that accompanies misbehavior.

+ Here are some examples of the kind of classrooms that use punishment. These classrooms are described as cold, and uncomfortable. A Bad Classroom Environment

+ Types of Reinforces: Social Reinforces: words, gestures, and facial expressions Verbal: “Okay”, “Wow!”, “Excellent”, “Nice going”, “Exactly Right!”, “Thank you”, “Would you share that?” Nonverbal: Smiles, winks, eye contact, nods, thumbs up, touches, pats, handshakes, walk beside, stand near. Graphic Reinforcers: Happy faces, checks, special symbols, etc. Activity Reinforcers: Using activities that students prefer. (ex. Free reading, playing a game, decorating the classroom, having extra recess time, going to an assembly.) Tangible Reinforcers: Real objects that students can earn as rewards for desired behavior and are more powerful for some students than other types of reinforcers. (ex. Popcorn, raisins, chalk, crayons, felt pens, pencils, badges, decals, used books, posters, certificates, plastic tokens.)

+ Systems of Behavior Modification Behavior modifications is maximally effective when used in an organized, systematic, and consistent manner. Catch ‘em being good Rules-Ignore-Praise (RIP) Rules-Reward-Punishment (RRP) Contingency Management (token economies) Contracting

+ Planning and Implementing Behavior Modification Plan ahead of time! You should focus on two things Analysis of the behaviors one wants to change Development of a specific plan to change those behaviors

+ Comments on Behavior Modification Some teachers come to see it not as manipulating students but as freeing them to behave in ways that bring success and positive recognition. Other teachers find behavior modification especially effective in preventive and supportive control, though they admit it is slow and cumbersome when it comes to correcting misbehavior. What do you think?