2.  Learning occurs when experience causes a relatively permanent change in an individual’s knowledge or behavior.  Theses changes can be deliberate or unintentional, but to qualify as learning the change must be brought on by experience.  Ex. Young child learning words.

3.  When contiguity happens you have two or more sensations occur together often enough, they will become associated.  When you have a stimulus happen, your response occurs also.

4.  Learning of involuntary emotional or physiological responses.  Ex. Fear, muscle tension, salivation, sweating.

5.  Use of a behavior's antecedent and/or its consequence to influence the occurrence and form of behavior.  Antecedents are behaviors that precedes the operant and consequences are those that follow it.

6.  Reinforcement is an example of a consequence that strengthens behavior.  Positive reinforcement occurs when a behavior produces a new stimulus. (Ex. Compliments for and action or dress.)  Negative reinforcement occurs when a behavior takes away that stimulus. (Ex. Car seatbelt buzzer and getting sick before a test.)  Remember to encourage behavior is to reinforce it.

7.  Understand and change behavior.  Simpler terms is to know the behavior and then introduce an intervention such as giving a reward for every problem right. Then you will stop the reward to see if the behavior goes back and then reintroduce the reward.

8.  Praise for on-task contribution and ignore off- task contribution.  Premack principle – Can be understood as do what I want you to do and then you can do what you want to do. This means to use a less desirable but important lesson as a precursor to a lesson the student want to do.

9.  Shaping – reinforcing small steps of progress toward a desired goal or behavior. In a math equation instead of neg. reinforcement for missing the entire equation use pos. reinforcement for getting certain steps right.  Positive practice – Practicing correct responses immediately after errors.

10.  Negative Reinforcement – Not allowing students to join in with a fun activity until the lesson for the day is completed.  Satiation – Requiring a student to repeat a problem behavior past the point of interest or motivation. (Bouncing Ball)  Reprimands – Criticism for mis-behavior. Many time private reprimands are much better than public reprimands

11.  Response Cost - Punishment by loss of reinforces.  Social isolations – Removal of a disruptive student for 5 or 10 minutes.

12.  Rewards or punishments given to a class as a whole for adhering to or violating rules of conduct.  Breaking classes into two groups and giving the group with less points a reward.  Caution to punishing the whole team every day because of one student due to class making that student and outcast.  This may not work for every class you have.

13.  Students can earn tokens for academic work or positive behaviors.  Students can turn these tokens in for certain rewards (Ex. Free time or other privileges)  These should be used to motivate, encourage students or to deal with an out of control class.

14.  Learning by observation and imitation of others.  Four elements  Attention- In order to learn you have to pay attention.  Retention- In order to imitate the behavior, you have to remember it.  Production- Practice makes the behavior smoother and more expert  Motivation and Reinforcement- Person needs motivation to use the behavior and reinforcement to continue it.

15.  Directing attention- Observing others directs our attention. (Ex. Kids toy)  Fine-Tuning Already-Learned Behaviors- Observing others to tell us what learned behaviors to use.

16.  Teaching New Behaviors- Modeling behaviors or ways of learning are important roles.  Arousing Emotion- Emotional reactions to situations they have never experienced personally but have witnessed.

17.  Use of behavioral learning principles to change your own behavior.  Three steps in implementing a basic behavior change program  Goal setting – Setting goals and making and making them public. Higher standards lead to higher performance.  Monitoring and Evaluating Progress – Monitoring daily activities to see where change needs to be made.  Self-Reinforcement – Creating rewards for completion of first two steps.

18.  Procedures based on both behavioral and cognitive learning principles for changing your own behavior by using self-talk and self- instruction.  Four skills that you can ask yourself to increase student learning  Listening, Planning, Working, Checking

19.  “Does this make sense”  “Am I getting this”  “I need to ask a question now before I forget”  “Pay attention”  “Can I do what he’s saying to do”

20.  “Do I have everything together’  “Do I have my friends tuned out for right now”  “Let me get organized first”  “What order will I do this in”  “I know this stuff”

21.  “Am I working fast enough”  “Stop staring at my girlfriend and get back to work”  “How much time is left”  “Do I need to stop and start over”  “This is hard for me, but I can manage”

22.  “Did I finish everything”  “What do I need to recheck”  “Am I proud of this work”  “Did I write all the words? Count them.”  “I think I finished, I organized myself, Did I daydream too much.”

23.  Learning Styles  Behavior Analysis  Reinforcement