Behavioral Views of Learning Cluster 6 Modules 16 – 18

Focus Questions What is learning? What are the similarities and differences among contiguity, classical conditioning, and operant conditioning? What are examples of four different kinds of consequences that can follow any behavior, and what effect is each likely to have on future behavior? How could you use applied behavior analysis (group consequences, contingency contracts, token economies, or functional behavioral analysis) to solve common academic or behavior problems? What is cognitive behavior modification, and how does it apply to teaching?

What Would You Do? See “Teacher’s Casebook” on p. 239 How would you approach this situation? Which problem behaviors would you tackle first? Would giving rewards or administering punishments be useful in this situation? Why or why not?

Understanding Learning Learning occurs when experience causes a relatively permanent change in behavior May be deliberate or unintentional May be correct, or incorrect Effects of external events on behavior Does not include maturation or temporary conditions like hunger or illness

Understanding Learning Neuroscience of Behavioral Learning Influence on specific parts of the brain

Understanding Learning Learning Is Not Always What It Seems Associations Conditioning Contiguity Observational Learning

Early Explanations of Learning: Contiguity and Classical Conditioning Neutral Stimulus Unconditioned Stimulus Conditioned Stimulus Unconditioned Response Conditioned Response Learning of involuntary emotional or physiological responses Humans and Animals can be trained to react involuntarily

Operant Conditioning: Trying New Responses Learning by strengthening voluntary behaviors Operants Antecedents Consequences Reinforcers

Operant Conditioning Reinforcement always increases a desired behavior Punishment always decreases an undesired behavior

Operant Conditioning: Trying New Responses Learning by strengthening voluntary behaviors Positive Reinforcement Increases a behavior by adding a desired consequence Negative Reinforcement Increases a behavior by adding an undesired consequence Punishment Presentation Removal

Operant Conditioning: Trying New Responses Reinforcement Schedules Continuous Intermittent Interval Ratio See Table 16.1, p. 249

Operant Conditioning: Trying New Responses Extinction Cueing Prompting Stimulus Control

Applied Behavior Analysis Behavior Modification Using behaviorism to improve behaviors by increasing desired behaviors or reducing undesired ones Clearly specify behavior to be modified Plan specific intervention Keep track of results

Premack Principle Reinforcers exist all over High frequency behavior can be a reinforcer for a low frequency behavior “Do what I want, then you can do what you want” Low frequency behavior must happen first

Shaping and Positive Practice Using reinforcers to shape behavior Positive Practice Practicing the correct behavior as soon and as much as possible

Handling Undesirable Behavior Negative Reinforcement Reprimands Response Cost Social Isolation

Putting It All Together: Behavioral Approaches To Teaching And Management Group Consequences Contingency Contracts Token Reinforcements Important to be sure that teaching methods and practices are accurate

Functional Behavioral Assessment and Positive Behavior Supports Problem Behaviors Fall Into 4 Categories Need for attention Escape from unpleasant situation Gain item or activity Meet sensory need

Functional Behavioral Assessment and Positive Behavior Supports Functional Behavior Assessments Understand WHY behaviors happen ABC observation Same behaviors do not serve same purpose for all students Provide behavior supports

Challenges to Behavioral Views: Thinking About Behavior Social Learning Theory Learning and Performance Enactive and Vicarious Learning Enactive Learning: learning by doing and experiencing Vicarious Learning: learning by observing others

Elements of Observational Learning Attention Retention Production Motivation and Reinforcement

Self Management Goal Setting Monitoring and Evaluating Progress Self-Reinforcement

Problems and Issues Criticisms of Behavioral Models Ethical Issues Goals Strategies

Diversity and Convergences Diversity in history of students Convergences No one repeats punished behaviors Positive consequences likely to cause repeat behavior Teachers fail to recognize appropriate behavior Praise must be sincere