Spring 2011 Dr. S. Smith

During Part One of Behavioral Approaches to Learning, you interacted with general information on behaviorism which included a brief introduction to two important theorists, Pavlov and Skinner. During Part Two, you will continue to explore behavior and begin to move from theory to practice.

When moving from theory to practice, educators take the knowledge learned from theory (in this case behaviorism) and apply that knowledge to teaching and learning in the classroom. The text provided numerous examples of how reinforcement, punishment, contracting, etc. might occur in the classroom. Viewing some of these terms in the classroom setting will assist in reinforcing (no pun intended) the knowledge learned from the text. Standridge’s (2008) interactive discussion on behaviorism provides a good bridge to move from theory to practice. As you peruse the interactive discussion, make certain that you also watch the videos that are included on the site. The videos provide examples of how behaviorism impacts classroom instruction.interactive discussion

Standridge’s interactive discussion showed numerous classroom examples which modeled how a classroom might look when a behaviorist theory is used. In addition to the examples shared thus far, another method of changing behavior is through Applied Behavior Analysis (ABA). Applied Behavior Analysis (ABA) is “an applied science that develops methods of changing behavior “ (Behavior Analyst Certification Board, 2010, para.1). Behavior Analyst Certification Board (2010). About behavior analysis. Retrieved from

Read – Exploring Learning pages -- Things to Know 1.Describe and provide an example for the following terms: a.Applied Behavior Analysis b.Premack Principle c.Schedules of reinforcement d.Contracting e.Prompts f.Shaping g.Differential reinforcement h.Extinction (terminate reinforcement) i.Time-out j.Response cost

When using Applied Behavior Analysis in the classroom, the teacher looks at the (A)ntecedent (what possibly triggered a certain behavior), the (B)ehavior itself, and the (C)onsequences of the behavior in order to develop a plan to change the behavior. The Antecedent-Behavior-Consequence (ABC) chart was developed to document observations (a blank chart is on the next slide. To see a completed chart, click on the link above and peruse the site. ABA and the use of the ABC chart can be used in both the general education and special education setting. It is frequently used by those working with children who have autism.Antecedent-Behavior-Consequence

Retrieved from

Typically, teachers use rewards systems and contracts as a part of their classroom management plan. Clearly, Applied Behavior Analysis (ABA) is used by teachers to determine specific behaviors that need to be addressed and in cases where a more structured method of behavior management is needed with individuals in the classroom or home environment. The theory of behaviorism not only addresses classroom management, but also components of the theory can be used to format classroom instruction.

Read - The Act of Teaching pages -- Things to Know 1.Describe and provide an example for the following terms: a.Direct instruction b.Teacher centrality c.Task orientation d.Established structure e.Explicit teaching f.Active teaching

What is Direct Instruction What is Direct Instruction (DI) and how is it used in the classroom? After completing the readings and perusing the TeAchnology site above, you should have a basic understanding of DI. In order to truly understand DI, however, it is important to see it modeled in the classroom setting.

Now that you have experienced a brief introduction to behavioral approaches, we will continue next week with further exploration of the theory and how it impacts teaching and learning.