Behavioural Approaches, Social Cognitive Approaches, and Teaching CHAPTER 7 Behavioural Approaches, Social Cognitive Approaches, and Teaching

Brainteasers - why? when? You will be presented with a series of paired words. The first word in each expression is a color. The second word, when unscrambled, completes a common term associated with that color. E.g. WHITE + ESLA = WHITE SALE.

What are these phrases? BLUE + DOBOL ORANGE + WOBL BLACK + TREAMK GRAY + TAMTER PURPLE + THREA WHITE + GASPE RED + TARCEP YELLOW +REFEV GREEN + BMUTH BROWN + DBAER

Thorndike’s Law of Effect 2.5 Operant Conditioning a form of learning in which consequences of behaviour produce changes in the probability that the behaviour will occur. Thorndike’s Law of Effect Behaviour Positive Outcome Behaviour Strengthened Behaviour Negative Outcome Behaviour Weakened

2.6 Skinner’s Operant Conditioning Consequences (rewards and punishments) are contingent on the organism’s behaviour. Reinforcement (reward) increases the probability that a behaviour will occur. Punishment decreases the probability that a behaviour will occur.

2.7 Mechanisms of Operant Conditioning Positive reinforcement: the frequency of a response increases because it is followed by a stimulus Negative reinforcement: the frequency of a response increases because the response either removes a stimulus or involves avoiding a stimulus

2.8 Mechanisms of Operant Conditioning Positive punishment: the administration of an unwelcome consequence (i.e. AFTER the behaviour occurs) Negative punishment: the removal of a valued item (i.e. AFTER the behaviour occurs)

2.9 Reinforcement & Punishment Stimulus Behaviour + encouraged - suppressed + presented Goal: increase desired behaviour Positive Reinforcement Desired Behaviour Reward Negative Reinforcement Absence of negative stimulidesired behaviour removed decrease undesired Positive Punishment Undesired Behaviour Punishment Negative Punishment Undesired behaviour something of value taken away

3.1 Applied Behaviour Analysis Specific and comprehensive use of principles of operant conditioning to the development of abilities and self-direction skills of learners

3.2 Schedules of Reinforcement Fixed-Ratio Reinforce after a set number of responses Variable-Ratio Reinforce after an average but unpredictable # of responses Fixed-Interval Reinforce appropriate response after a fixed amount of time Variable-Interval Reinforce appropriate response after a variable amt of time

3.3 Increasing Desired Behaviours 1. Choose effective reinforcers * Premack principle (grandma’s rule) 2. Make reinforcement contingent & timely 3. Use the best schedule of reinforcement 4. Consider a “contract” 5. Use negative reinforcement effectively

3.4 Prompts & Shaping Prompts: Added stimuli given just before the likelihood that the behaviour will occur. Get behaviour going. Once desired behaviour is consistent, remove prompts. Shaping: Teach new behaviours by reinforcing successive approximations of desired behaviour. reward any response reward responses that resemble the desired behaviour reward only target behaviour.

3.5 Decreasing Undesirable Behaviours Use Differential Reinforcement Terminate reinforcement (extinction) Remove desirable stimuli Time-out Response-cost Present aversive stimuli (punishment)

4.1 Social-Cognitive Approaches to Learning Social Cognitive Theory: Social and cognitive factors, as well as behaviour, play important roles in learning Reciprocal Determinism Model: B: behaviour P/C: Person and Cognitive Factors E: environment

4.2 Bandura’s Contemporary Model of Observational Learning Specific Processes involved in observational learning: Attention Retention Motor reproduction Reinforcement or incentive conditions

4.3 Teaching Strategies Involving Observational Learning Remember you are a model for students Demonstrate and teach new behaviours Use peers as models when appropriate Use mentors as models Be aware of media models As a violence prevention strategy, make students aware of violence in the media

4.4 Diversity and Education Aboriginal Role Models, Mentors and Programs Teachers who are cultural and educational role models can play an important part in encouraging children to stay in school Education programs have been established across Canada to provide Aboriginal students with cultural role models and links to philosophy and traditions: Saskatchewan’s Aboriginal Elder/Outreach Program Dene Kede Program in the Northwest Territories

4.5 Cognitive Behaviour Approaches and Self-Regulation Cognitive Behaviour Modification: The emphasis is on getting students to monitor, manage and regulate their own behaviour rather than let it be controlled by external factors. Self-Instructional Methods: Cognitive behaviour techniques aimed at teaching individuals to modify their own behaviour

4.6 Self-Regulatory Learning Self-regulation means the self-generation and self-monitoring of thoughts, feelings, and behaviours in order to reach a goal. Characteristics of self-regulated learners: Set goals for extending their knowledge Are aware of emotional makeup and manage emotions with strategies Monitor progress toward goals Revise strategies based on progress, evaluate obstacles, adapt