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learning is not limited to just the subjects of school like

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algebra, Spanish, chemistry or karate; we learn every day; we don't know whats in or out of style, we just learn it. like taylor swift songs or babies kicking

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learning

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process through which experience causes permanent change in knowledge or behavior; may be deliberate OR unintentional, for better or wrose, correct or incorrect, conscious or unconscious

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learning must be brought on by

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experience-interaction of a parson with his/her environment

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changes by maturation or temporary changes from illness do NOT qualify as

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learning; not eating doesn't teach us to be hungry, but it learning in how to respond to hunger or illness is learning

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cognitive psychologists who focus on the changes in knowledge believe

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learning is an internal mental activity that cannot be observed directly; like thinking, remembering, and solving problems

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behavioral learning theories

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explanations of learning that focus on external events as the cause of changes in observable behaviors

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Watson took radical position that because thinking, intentions and other internal events couldn't be seen or studied rigorously and scientifically, these "mentalisms" shouldn't be included in an explanation of learning

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true

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researchers have discoveredthere are quite a bit of areas of the brain involved with learning

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new behaviors

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cerebellum is involved with

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reflex learning; learning to blink following a particular tone and other parts of brain involved with learning howto avoid painful stimulation like shock

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rats have shown that stimulation in certain parts of brain will cause hungry rats to ignore food and keep doing whatever it takes to keep stimulation comming

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these brain systems are associated with pleasures people experience from many things like food and music

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likely many parts of brain and complex patterns of activity allow us to enjoy some experiences by

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'learn to want them, and learn how to get them"

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Elizabeth's teaching of an 8th grade social studies class went horribly when she asked them to think of a word and the got so off topic and just giggled. She lost her patience and made them take a test of the worksheet and then changed it for working independently and then doing group work. This was all while the supervisor observed

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true

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There were four events singled out that related to a different learning process

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1)students able to associate words Carolina, Dakota, and Park with the word South 2) Elizabeth's hands trembled when her college supervisor entered the room 3) One student continued to disrupte the class with inappropriate responses 4) After Elizabeth laughed at a student's comment, the class joined in her laughter

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the four learning processes mentioned are

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contiguity, classical conditioning, operant conditioning, and observational learning

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one of earliest explanations of learning came from

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Aristotle

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he said we remember things together when

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1) they are similar 2) when they contrast 3) when they are contiguous--most important because it's included in all explanations of learning by association

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contiguity

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association of two events because of repeated pairing (or when two or more sensations occur together often enough, they will become associated)

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stimulus

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event that activates behavior

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response

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observable reaction to a stimulus

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like with word "South" students associated "Carolina" and "Dakota" because they

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had heard these words together many times

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contiguity is a factor of those phrases but plays a MAJOR role in another learning process called

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classical conditioning

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classical conditioning is

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association of automatic responses with new stimuli; focuses on learning of involunatary emotional or physiological responses like fear, increased muscle tension, salivation or sweating

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respondents

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responses (Generally automatic or involuntary) elicited by specific stimuli like salivating or sweating sometimes

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humans and animals can be trained to react involuntarily to a stimulusthat previously had no or different effect on them and bring forth the response

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automatically

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who discovered classical conditioning in the 1920s?

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Ivan Pavlov; Russian psychologist who was trying to determine how long it took a dog to secrete digestive juices after it had been fed, then dogs began to salivate soon as saw the food and salivated once they heard scientists walking toward the lab and that's when Pavlov decided to examine these unexpected interferences or "psychic reflexes" instead

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neutral stimulus

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stimulus not connected to a response (tuning fork at beginning of experiment-no salivation from dog)

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unconditioned stimulus (US)

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stimulus that automatically produces an emotional or physiological response; salivation from feeding the dog, the FOOD is this; no prior training was needed to establish the natural connection between food and salivation

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unconditioned response (UR)

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naturally occurring emotional or physiological response; the salivation=automatic, no conditioned required

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conditioned stimulus (CS)

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stimulus that evokes an emotional or physiological response after conditioning; tuning fork sound that was made before dog was fed, he would salivate before getting food and after hearing the sound

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conditioned response (CR)

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learned response to a previously neutral stimulus; process of salivating after the tone

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Pavlovian conditioning is used in Gen Y in excerpt of USA Today of people born bt 1977 and 1994 about Mountain due hand out samples of brand at surfing, skateboard and snowboard tournaments

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makes the brand seem exhilarating like the activities and makes it top marketing executive at Pepsi

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white coat syndrome

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describes people whose blood pressure (an involuntary response) goes up when it is tested in the doctor's office usually by someone in a white coat; this is an example of classical conditioning

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another example is Elizabeth's trembling hands when she saw her college supervisor and might be traced to unpleasant past evaluation of performance and now the though elicits her pounding heart and sweaty palms--fear

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true ; classical conditioning has implications for teachers and marketing managers

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this emotional learning can sometimes interfere with

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academic learning

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sometimes procedures based on classical conditioning also can be used to help people learn more

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adaptive emotional responses

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operants

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voluntary (and generally goal-directed) behaviors emitted by a person or an animal

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operant conditioning

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learning in which voluntary behavior is strengthened or weakened by consequences or antecedents; we learn by certain ways we operate on the environment

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BF Skinner began operant conditioning and believed that

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classical conditioning describes only a small portion of learned behaviors and how existing responses might be paired with new stimuli; it doesn't explain how new operant behaviors are acquired

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behavior

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like a response or action, a word for what a person does in a particular situation; may be sandwichwed between two sets of environmental influences, antecedents and consequenes (this behavior showsn as ABC or ANTECEDENT-BEHAVIOR-CONSEQUENCE and as behavior is ongoing, the consequence becomes an antecedent for the next ABC sequence )

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antecedents

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events that precede an action

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consequences

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events that follow an action

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operant behavior can be altered by changes in antecedents, consequences, or both and early work focsed on

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consequences oftn using rats or pigeons

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consequences can determineto great extent whether a person will repeat the behavior that led t the consequences; type and timing of them can strengthen or weaken behaviors

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true

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reinforcement

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use of consequences to strengthen behavior

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reinforcer

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any event that follows a behavior and increases the chances that the behavior will occur again; increase in frequency or duration so whenever you see a behavior persisting or increasing over time, you caassume the consequenes of that behavior are reinforces for the individual involved ***see process on 251

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whether consequences of any action are reinforcing probably depends on the individual's perception of the event and meaning it holds for him/her

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for example; sent to princpals office repetively may indicate that it reinforcing for them, even if not desirable for you

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Skinner did not speculat why reinforces increase behavior because believed it was useless t talk about "imaginary constructs" like meanin, expectations, needs or tensions so he simply described the tendency for a given operant behavior to increase after

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certain consequences

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two types of reinforcement

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positive and negative

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positive reinforcement

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strengthening behavior by presenting a desired stimulus after the behavior; child falling out of chair and getting laughs, wearing a new outfit and getting compliments, a pigeons peck at red key to get food

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positive reinforcement can occur even when behavior being reinforced is not

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"positive" from a teachers point of view; pos reinforcement of neg/inappropriate behaviors happens unintentionally in many ; classrooms ; like when Elizabeth laughed at child saying jude law played a part in it

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when consequence that strengthens a behavior is the appearance (addition) of a new stimulus, the situation is

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positive reinforcement

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when consequence strengthens a behavior is the disappearance(subtraction) of a stimulus) the process is called

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negative reinforcement

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negative reinforcement

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strengthening behavior by removing an aversive stimulus wen the behavior occurs

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aversive

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irritating or unpleasant

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if action leads to avoid or escaping an aversive situation, the action is likely to be repeated in a similar situation

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true; example is with car seat belt buzzer; you are likely to repeat buckling up actin in future because the behavior made an aversive buzzing stimulus disappear making it both a reinforcement and specifically negative

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another example is a student who intentionally gets sick right before test or oral situation so he can

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escape aversive situations and go o the nurses--negative reinforcement; the stimulus (test or report) disappears and its a reinforcement because the behavior that caused the stimulus to disappear is repeated or increases; this could also be classical conditioning too if student was conditioned or experience to unpleasant physiological reactions to tests

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the negative in negative reinforcemnts does not necessarily mean the behavior being reinforced is

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negative or bad; its closer to negative numbers-something being subtracted

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associate positive and negative reinforcements with the consequence of adding or subtracting something following a behavior tht has the effect of strengthening (reinforcing) the behavior

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true

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punishment

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process that weakens or suppresses behavior; negative reinforcement strengthens behavior

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behavior followed by a punisher is less likely to be

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repeated in similar situations in the future

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its the EFFECT that defines a consequence as punishment, and different people have different perceptions on whats punishmets

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true; example is suspension from school where somewould care and others wouldn't--see diagram on 252

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punishment has two frms

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presentation punishment or removal punishment

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presentation punishment

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decreasing the chances that a behavior will occur again by presenting an aversive stimulus allowing the behavior; also called type 1 punishment; examples are reprimanding students, assigning extra work, running extra aps

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removal punishment (Type 2)

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decreasing the chances that a behavior will occur again by removing a pleasant stimulus following the behavior; examples are taking away privileges after inappropriate behavior; no tv

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both types are trying to decrease the behavior that led to punishment

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see figure on 252

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continuous reinforcement schedule

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presenting a reinforcer after every appropriate response

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intermittent reinforcement schedule

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presenting a reinfrcer after some but not all responses; use this after they have mastered their new behavior so they'll maintain skills without expecting constant reinforcement

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when individual learn a new behavior, they will learn it faster if they are reinforced for every correct response

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true

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two basic types of intermittent reinforcement schedules are

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interval and ratio

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interval schedule

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length of time between reinforcers

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ratio schedule

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number of responses learners give between reinforcers

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these two schedules may be either fixed (predictable) or variable (unpredictable)

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see table on 253

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teacher can expect higher rates of performance for kids that are told to work on next 10 problems correctly and then you can listen to music over just being told to work on the next 10 problems for 20 minutes

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TRUE; speed of performance depends on control, if reinforcement is based on number of responses you give, then you have more control over the reinforcement

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persistence in performance depends on

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unpredictability

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continuous reinforcemen and both kinds of fixed reinforcement (ratio and interval) are quite

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predictable

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to encourage persistence of response variable schedules are the

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most appriate; example from Valorie Lewis of USA Today All USA teacher team- with her 3rd grade class-they never want to miss because she tells them they never want to miss because you don't know when she'll plan something special

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if reinforcement schedule is gradually changed until it becomes very "lean" (reinforcement occurs only after many responses or after a long time interval) then people can learn to work for

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extended periods without any reinforcement at all

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lean reinforcement is powerful with

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slot machines

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reinforcement schedules influence how Persistently we will response when reinforcement is withheld

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true

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we come to expect reinforcement at certain points and generally quick to give up when reinforcement doesn't meet our

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expectations

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in operant conditioning a person or animal will not persist in a certain behavior if the usual reinforce is withheld long enough

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true; the behavior will eventually be EXTINGUISHED (stop); like if never getting a email reply from a professor and giving up

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extinction

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the disappearance of a learned response

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with children's tantrums often child wins because you

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give up ignoring her, instead of extinction, intermittent reinforcement occurs and may encourage persistent tantrums in the future

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in operant conditioning antecedents provide info about which behaviors will leadto positive consequences and which will lead to

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unpleasant ones

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pigeons learned how to use antecedent light as a cue to discriminate the likely consequence of pecking for food

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true

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stimulus control

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capacity for the presence or absence of antecedents to cause behaviors; the pigeons' pecking was controlled by the discriminative stimulus of the light; for humans its wanting to turn into old work parking lot instead of new one because the landmark cues kept heading automatically towards old work, or when getaway car driver of bank robberysped thru town but was caught by police when stopping at a red light (the light produced automatic control)

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we all learn to discriminate or

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read situations; asking to borrow roomates car after argument or party; break into a locker with or without principal watching--we respond to antecedent cues without fully realizing that they are influencing our behavior, but teachers use cues deliberately in the classroom

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effective instruction delivery

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instructions that are concise, clear, and specific, and that communicate an expected result. statements work better than questions

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these are more effective than

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vague directions

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you should be within a few feet of students bc direction shouted are less likely to work and you should make eye contact first and then give directions

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true

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cueing

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providing a stimulus that "sets up" desired behavior ; providing an antecedent just before a specific behavior is supposed to take place. presenting a nonjudgmental cue can help prevent negative confrontations like (When are you going to start remembering too.... and they irritate students);; when a student performs the appropriate behavior after a cue, the teacher can reinforce the student's accomplishment instead of punishing failure. these must occur at a given time, but are easily forgotten

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prompt

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a reminder that follows a cue to make sure the person reacts to the cue and they have two principles 1)make sure environmental stimulus that you want to become a cue occurs immediately before the prompt you are using so students will learn to respond to cue and not rely on prompt 2) fade (gradually reduce of delay) the prompt as soon as possible so students don't become dependent on it

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a way to incorporate cueing and prompting is by providing students with a checklist or

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reminder sheet (see example on 255 for peer tutors); working in pairs is the cue while the checklist is the prompt

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as student learn procedues the teacher may

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stop using the checklist but remind the students of the steps; when no written or oral prompts are necessary, the students have learned to respond appropriately to the environmental cue of working in pairs- they have learned how to behave in peer tutoring situations;; however teacher should continue to monitor the process, recognize good work, and correct mistakes and continue coaching while observingthe sessions (teacher may have students close eyes and see checklist before each peer tutoring session)

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applied behavior analysis

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the application of behavioral learning principles to understand and change behavior; requires clear specification of the behavior to be changed, careful measurement of the behavior, analysis of the antecedents and reinforcers that might be maintnging inappropriate or undesirable beahvior

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behavior modification

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systematic application of antecedents and consequences to change behavior; method that often has negative connotations

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ABAB design

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research on applied behavior analysis that is common; take a baseline measurement of the behavior (A) then apply the intervention (B), then stop the ntervention to see if the beahvir goes back to baseline level (A) and reintroduce the intervention (B) see page 256 for steps

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to encourage behavior is to

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reinforce it

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several ways to encourage existing behaviors or teach new ones are

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teacher attention and praise, the Premack principle, shaping, and positive practice

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teachers should "Accentuate the positive" by

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praising students for good behavior while ignoring misbehavior; some researchers think this is most powerful

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differential reinforcement

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ignoring inappropriate behaviors while being sure to reinforce appropriate behaviors as soon as they occur: ex: student is prone to make irrelevant comments, you should ignore offtask comment, but recognize task related contribution as soon as it occurs

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praise and ignore approach can be helpful but studies haveshown that disruptive behaviors persist when teachers use mostly praise as their only classroom management strategy

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true; especially if students are reingforcing the problem behaviors, ignoring wont help much

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for praise to be effective it must be

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1) contingent on the behavior to be reinforced 2) specify clearly the behavior being reinforced 3) be believable

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praise should be sincere recognition of a well-defined behavior so students understand what they did to warrant the recognition

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true; teachers without special training often violate this see guidelines of Brophy;s review and Alan Kazdin's work on pg 257

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some psys suggest teachers use praise to focus students on learning to win approval rather than on

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learning for learning for its own sake;; be aware of potential dangers of overuse or misuse of praise to navigate accordingly

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by making privileges (talking to other students, using computers or feeding class animals) and rewards directly contingent on learning and positive behavior the teacher can

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greatly increase both learning and desired behavior

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Premack principle

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principle stating that a more-preferred activity can serve as a reinforce for a less-preferred activity; helpful guide for choosing most effective reinforcers

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according to David Premck a high frequency behavior (preferred activity) can be effective reinforce for a lowfrequency behavior (less preferred activity )

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true; also called Grandma's rule

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Grandma's rule

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first do what I want you to do and then you may do what you want to do; Elizabeth used when she told them they could work together after they finished the first half quietly on their own

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best way to determine appropriate reinforcers for yur students may e to watch what students do in free time like

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talk to friends, read magazines, sit near friends, play games, use computer, exempt on tests, etc

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for premack principle to be effective, low frequency behavior must happen

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first; like by making the students wait to discuss the play as a reinforce instead of giving in before they did their work

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shaping

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reinforcing each small step of progress toward a desired goal or behavior (like giving partial credit in math or encouraging in softball so don't dislike both all together)

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shaping is also called successive approximations

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small components that make up a complex behavior

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task analysis

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by Miller to help armed services train personnel; its a system for breaking down a task hierarchically into basic skills and subskills to reach a final goal

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example of above

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students have to write position paper so teacher gives a picture of logical sequence of steps leading toward final goal of paper so that kids don't just research and write down Wikipedia summaries or other crazy stuff

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task analysis helps teachers make sure students have necessary skills before the move to the

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next step and then when students have difficulty the teacher can pinpoint problem areas and acquisition of skills can ESPECIALLY be improved ones that involve persistence, endurance, increased accuracy, greater speed or extensive practice to master

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because shaping is time consuming, it should NOT be used if success can be attained through

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simpler methods like cueing

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positive practice

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practicing correct responses (behaviors) immediately after errors (especially academic ones)

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example when students make a mistake, they should correct it ASAP and practice the correct response

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true; or when students break classroom rules, instead of punishment, require students to practice correct alternative action by entering room and putting backpacks in assigned places immediately

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positive practice overcorrection

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the correct behavior is practiced until it becomes almost automatic (prev backpack example

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there are times when you must cope wit undesirable behavior either because other methods fail or because the behavior itself is dangerous and calls for direct attention so you need

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negative reinforcement, repirmands, response cost, and social isolation

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negative reinforcement basic principle

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if an action stops or avoids something unpleasant, then that action is likely to occur again in similar situations;ex: with Elizabeth students complained so they escaped test and it will probably increase frequency of complaining in future

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negative reinforcement can also be used to

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enhance learning; by placing students in mildly unpleasant situations so they can escape when their behavior improves; see examples on pg 260!

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teachers cant treat students like lab animals, subjecting them to loud noises or cold environments until getting right answer but they can make sure that

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unpleasant situaions improve when student behavior improves

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putting away supplies, finishing in class assignments, lining up and cooperating with teacher are the strengthened behaviors while

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staying in during recess,not accompanying the class to a special program or being subjected to music you hate is a negative reinforcement, NOT punishment

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the teacher strengthens (reinforces) the behaviors by removing something aversive as soon as the desired behaviors occcur

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true

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neg reinforcement allows students to exercise

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control; by performing appropriate behavior to make the unpleasant situation end, but with punishment student cant easily control or terminate it

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rules for negative reinforcement:

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describe desired change in positive way, don't bluff, make sure enforce unpleasant situation, follow through despite complaints, insist on action (not promises), *if unpleasant situation terminate when students promise to be better next time, you have reinforced making promises, not making changes

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reprimands

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criticisms for misbehavior; rebukes;; more effective than loud, public reprimands in decreasing disruptive behavior

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studies have shown when reprimands are loud enough for entire class to hear

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disruptions increase or continue at a constant level; some students enjoy recognition for misbehavior & don't want classmates to see them lose to the teacher *if classroom warm & positive, students usually respond quickly to private reprimands

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response cost

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punishment by loss of reinforcers; like money, time, privileges (paying a fine); if student breaks rule can get a warning, then mark by name, and then loses 2 min of recess for each mark accumulated older students may mean marks losing the privilege of working in a group or using computers

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social isolation (Very controversial)

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removal of a disruptive student for 5 to 10 minutes, often called a time out from reinforcement;; student placed in empty, uninteresting room alone and is punished by being isolated from other people (not same as principals office or confinement to a chair in corner of classroom)

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time out

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technically the removal of all reinforcement. in practice, isolation o a student from the rest of the class for a brief time

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if brief time doesn't improve situation DO NOT

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try a longer time out; Kazdin says this means you needto do more to positively reinforce good behaviors to replace the unwanted behaviors--good advice for any form of punishment

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study shows punishment itself usually doesn't work yet it is

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very common in homes and schools; because doesn't teach them what to do instead, only tells them what to stop doing which they often knew already

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two-pronged attack when using punishment

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first-carry out punishment and suppress undesirable behavior second goal- make clear what the student should be doing instead and provide reinforcement for those desirable action *problem behaviors suppressed, positive alternative responses are strengthened *guidelines on 263

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Punishment in and of itself does NOT lead to any positive behavior

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true ; harsh punishment communicates to students "might makes right" and may encourage retaliation

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punishment works best when the potential punisher (teacher) is around

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true; bc students learn to be good when teacher in room, but when teacher leaves or there is a sub system might fall apart

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punishment doesn't install compassion or empathy because make them think of consequences of their actions for themselves instead of challenging them to think of impact on

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others; finally- punishment can interfere with developing a caring relationship with your students

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one element that's part of every behavioral learning program

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specific practice of correct behaviors ; practice makes permanent the behaviors practiced, so practicing accurate behaviors is important, not practice makes perfect

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examples of behavioral approach include

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group consequences, contingency contracts and token reinforcement

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good behavior game

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arrangement where a class is divided ino teams and each team receives demerit points for breaking agreed-upon rules of good behavior; teams broken up and which ever team gets least amount of marks for behavior receives a special reward or privilege like (longer recess, first to lunch, team spaceship closer to the moon, etc) and if all teams earn fewer than class established mrks, all receive reward and sometimes a no tattle rule is necessary so donttry to get others in trouble

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game shows definite improvements in behavors and prevents many behavior problemsl It shows only ______ improvements on academic achievement though

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small

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Bradshaw studed 678 mostly black students from first to 12 grade on either classroom centered intervention with good behavior game and enhanced academic curriculum or family centered that promoted parent involvement with reading and math to help parents develop better child managements strategies and studies showed

answer

the ones in the classroom did higher on achievement tests in grade 12, reduced referrals to sped, higher rates of graduation, higher rates of college attendance 12 yrs later! parent had positive but not significant effects;; *early investment in helping students learn positive behaviors and academic skils canmake a difference for years to come

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group consequences

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rewards or punishments given to a class as a whole for adhering to or violating rules of conduct; don't divide class in teams

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however take caution that the whole class doesn't suffer from the misbehavior or mistakes of one individual if the group has no real influence over thath person

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true; there was cheering when a boy transferred because he made them lose recess time an give points--points made him an outcast to kids bc didn't like his behavior

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peer pressure can be a positive influence if it is in the form of

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support and encouragement

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group consequences are highly recommended when students care about approval of peers

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true

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if misbehavior of several students seems to be encouraged by attentionand laughter of other students, then group consequences could be helpful

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true; teachers may show students how to give support and constructive feedback to classmates and if few students enjoy sabotaging the system, those students may need separate arrangemets like putting all the saboteurs together in own group

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contingency contract

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a contract between the teacher and a student specifying what the student must do to earn a particular reward or privilege; students encouraged to set goals and abide by terms of contract and they often more committed to reach them

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for completeing assignments, teacher and student agree on due date and often get it done before completion date and then the student earns free time or other contracted rewards

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true; figure on 265 and these are for immediate and uppergrade students, serves as assignment sheet and progress record and could even help with college classes

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token reinforcement system

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system in which tokens earned for academic work and positive classroom behavior can be exchanged for some desired reward; could be punches, chips, play mney, points, checks, etc and rewars are dependent on age like small toys, school supplies, free time, special class jobs, positive notes sent home, time to listento music, etc

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when token economy is established the tokens should be given out on a fairly continuous schedule, with chances to exchange the tokens for rewards available early and often. once stystem is working tokens shuld be distributed on an

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intermittent schedule and saved for longer periods of time before they are exchanged for rewards

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could also work for if send number of points home and parents want to use them as more tv time, or access to special toys or private time with parents or points can be saved up for larger ewards like trips

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true; **don't use this procedure if you suspect the child might be pressured for perfection or punished for poor reports

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token reinforcement systems are

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complicated and time consuming

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they should only be used in 3 situations:

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1) motivate students who are completely interested in their workand have not responded to other approaches 2) encourage students who have consistently failed to make academic progress 3) deal with a class that is out of control *some classes respond better to token economies than others

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students with intellectual disabilities, failed often, few academic skills, and behavior problms all seem to respond to the

answer

concrete, direct nature of token reinforcement

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need to make sure your teaching methods and material are right for students before put in token system because don't want

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text too easy or hard, pacing off, unclear understandingof class rules, etc bc students will have trouble leaning if the academic material is like this;; if like this may only improve Temporarily

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make sure to improve your teaching

answer

first ; also seek professional advice if you want to set up a large scale reward program like princpl, school psychologist or counselor

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Theodore worked with teacher of five adolescent males with severe emotional disorders; they had rules on index cards taped to desk and then students had a checklist of their behavior and thers. at end of period, teacher would draw a name from criterion jar and if student had five checks or fewer, then the whole calss got a reward--ABAB ddesign was used with baseline, two week intervention, two week withdrawal of intervention and two week return to group consequences and found that

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all students showed clear improvement in fllowng the rules when the reward system was in place and students like approach while teacher found it easy to implement

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McGoey and DuPaul worked with teacher in 3 prek classes to address prob behaviors of 4 students ith ADHD and used a token reinforcement program (earned small and large buttons on chart for following rules) and response cost system (began with 5 small buttons and one large buttn and lost buttons for not following rules)

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found both procedures were effective in lowering rule breaking, but teachers found the response cost system easier to implement

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behavioral interventions are often used wit children with

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autism

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Bartlett found that when spitting 8 yr old Evan even would spit while listening to radio, it was removed for 10 seconds and then replaced and he quit spittin, but once this strategy wasn't enforced he would spit again (ABAB research design)

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the researchers were able to move him back into the classroom and conducted his training sessions there by showing evan's teachers the strategy and his spitting stayed near zero in his reg classroom as well

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the focus is on the WHY of the behavior not the

answer

what

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teachers and sped need to ask "what are tudents getting out of their prob behaviors, what functions to do they serve?

answer

true

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4 reasons for problem behaviors

answer

1) receive attention from others- parents, teachers, peers 2) escape from some unpleasant situation-an academic or social demand 3) get a desired item or activity 4) meet sensory needs, such as stimulation from rocking or flapping arms for some children with autism

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if reason for behavior is known, the teacer can devise ways of supporting positive behaviors that will serve the same "why" function

answer

true; like boy who lost father constantly disrupted math so get sent to principals office bc father died and after consequences the principal wouldtalk spots with him it led to 1)escape from math class(neg reinforcement ) and 2) one on one time with the principal (pos reinforcement after a little bit of reprimanding)--solved by getting him a tutor and letting him see principal after he finished math problems

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new positive behaviors can serve many of the same problems as the

answer

old problem behaviors

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functional behavioral assessment (FBA)

answer

procedures used to obtain info about antecedents, behaviors, and consequences to determine the reason or function of the behavior; the process of understanding the why

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one procedure to help determine functions of behavior is

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interviewing- students asked to describe what the did that got them in trouble, what happened before andn after. even tho students not always sure why they acted out, talking to a concerned adult trying to understand an not just reprimand, but need to do more than just talk to students, also parents or other teachers

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see ABC guide on pg 268 for anecedents, behaviors, and consequences

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ok- student acted out during transition to an activity

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positive behavior supports

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interventions designed to replace problem behaviors with new actions that serve the same purpose for the student; example two students were aggressive or uncooperative to gain attention while the third tried to avoid so the first two had to meet specific standards to et teacher attention they wanted and the third was left alone as long as he met standards

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same behaviors may serve different functions for

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different students

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Individuals with Disabilities At (IDEA) requires positive behavior supports (PBS) for students with disabilities and those at risk for sped placement because

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pbs are the actual interventions designed to replace problem behaviors with new actionsthat serve the same purpose for the student

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pbs can especially help kids with disabilities in

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inclusion classrooms

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ex: 5 yr old boy with intellectual disability was nearly eliminated in short time thru a PBS intervention that was based on functional assessmet conducted by reg teaching staff and the sped teacher. the intervention included

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making sure taks were assigned and at right difficulty level, providing assistance to tasks, teaching student how to request assistance or a break from assigned work

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research shows disciplinary referrals decrease when the whole school uses these approaches for all students

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true; 5 percent of students account for 50 percent of discipline referrals, so it makes sense to develop interventions for those students

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positive behavior interventions based on functional assessments can reduce behavior problems by

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80 percent

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precorrection

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a tool for positive behavior support that involves identifying the context for a student's misbehavior, clearly specifying the alternative expected behavior, modifying the situation to make the problem behavior less likely, then rehearsing the expected positive behaviors in the new context and providing powerful reinforcers; emphasis on keeping students engaged, providing pos focus, consistenty enforcing school/classrules, correcting disruptive behavior proactively, and planning for smooth transitions

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see bullet points on page

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269

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students with behavior support program report as more posiive reinforcement for appropriate behavior and disciplinary referrals and verbal and physical aggression significantly

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decreased and students perceptions of school safety improved; schoolwide PBS also indicate decreases in disciplinary referrals

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operant conditioning offers too limited an explanation of learning

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true; now psychologiets have added a new elment-thinking about behavior

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the responsibility and ability to earn rests within the

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student; students must be active bc no one can learn for someone else; set goals, observe their own work, keep records of it, evaluate their own performance and select and deliver reinforcement

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self-management

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use of behavioral learning principles to change your own behavior; goal-setting and making them public are very important and critical

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Hayes did study on college students who did better at studying when publically set goals opposed to privately

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true

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adults most often set the goals for

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students

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higher standards tend to lead to

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higher performance

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student set goals tend to reflect increasingly lower expectations

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true

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teachers can help students maintain high standards by monitoring the goals set and reinforcing high standards

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true

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examples of self-monitoring are

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number of assignments completed, time spent practicing a skill, number of books read, number of problems correct, and time taken to run a mile, tasks without teacher supervision like homework or private study, keep chart, diary, checklist

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progress record card can help older students break down assignments into small steps, determine the best sequence for completing the steps and keep track of daily progress by setting goals for each day

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true ; serves as a prompt that can be faded out

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self evaluation is harder than self recording bc It involves making a judgment about

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quality

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key to accurate self evaluation is for the teacher to

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periodically check students' assessments and give reinforcement fr accurate judgments and older students may learn it more readily than young students

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bonus points can be awarded when teachers and students evalutions

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match

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self correction can accompany self evaluation as students first evaluate then alter and improve their work and finally compare the the improvements to the standards again

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true

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self reinforcement (last step of self management)

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controlling your own reinforcers; disagreement on whether this step is necessary bc some believe setting goals and monitoring progress alone are sufficen and self reinforcement adds nothing to effects, while other think that reward yourself for a job well done leads to higher levels of performance; often promise of reward can provide an extra incentive

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swim coaches put records on public display and swimmers had to record their laps and times. this let swimmers set their teammates progress and keep accurate track of work units completed. work output increased by

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27 percent; coaches liked it beacue swimmers could begin work immediately withut waiting for instruction; sometimes teaching students self management can solve a problem for teachers ad provide fringe benefits as well

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teachers and PARENTS can focus on a few goals and at the same time support the growing independence of the students while developing

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self management (see guidelines on 271)

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Bandura (neobehaviorist) is known for his

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social learning theory

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social learning theory

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theory that emphasizes learning through observation of others

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enactive learning

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learning by doing and experiencing the consequences of your action; consequences are seen as providing info, not strengthening or weakening like operant conditoning

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Bandura felt reinforcement does not stamp in responses, but instead

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instills expectations about outcomes-what will happen if I do that behavior?; our interpretations of consequencs create expectations, influene motivation and shape beliefs

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he explained this position in his book

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Social Learning Theory

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observational learning

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learning by observation and imitation of others-vicarious learning; they must be focusing their attention, constructing images, remembering, analyzing and making decisions that affect learning so there must be cognitive and mental performance

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Bandura distinguished between acquisition of knowledge (learning) and observable performance based on knowledge (behavior)

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suggested we may know more than we show

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example is of prek children violently attacking BOBO doll when saw a model do it prior and didn't get punished, but when did see them get punished for punching and kicing, they were least aggressive

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true; all demonstrated they had learned behavior

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incentives can affect

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performance; why people don't smoke or perform bad behaviors modeled by adults, pers and media bc consequences may discourage them

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other examples are children learning how to write the alphabet, but perform badly bc fine motor coordination is limited or may know how to simplify fractions but peformed poorly bc anxious

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true; this cases performance is NOT an indication of learning

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social cognitive theory

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one of the most influential theories of learning and motivation in ed psy today

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should students be rewarded for learning controversy on page

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273

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effective tools don't automatically produce excellent work and behavorial strategies often implemented haphazardly, inconsistently, incorrectly, or superficially

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true

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some psychologists fear that rewarding students for all learning will cause them to lose interest n

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learning for learning's sake

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studies show using rewards for students who already show interest insubject may cause students to be

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less interested in subject when reward program ends

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if students fail, students who had been praised for being smart mayfeel less persistent and enjoy the task less compared to students who had been praised earlier for working hard

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true

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using a reward system on one student increased attention may have a detrimental effect on the other students in the classroom

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true

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in Fulk and Smiths study of grades one to 6

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teachers are more concerned about equal treatment of students than kids are

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if conduct of som students doesn't seem to deteriorate when their peers are involved in special programs, many of the same procedures discussed in this chaptr should help them return to previous levels of appropriate behavior

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true

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whenever possible, emphasis should be placed on academic learning & academic improvements generalize to other situations more successfully than do changes in classroom conduct

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true; strategies just applied exclusively to teaching students to sit still, raise their hands before speaking, and remain silent at all other times is unethnical use of techniques

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punishment can have negative side effects by serving as a model for

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aggressive responses and encourage negative emotional reactions

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punishment is unnecessary and even unethical when positive approaches (which have fewer potential dangers) might

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work well

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when simpler, less-restrictive procedures fail, then more complicated procedures should be tried

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true

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selection of strategy is the impact of the strategy on the individual student

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true (2nd consideration in selection of strategy)

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some homes have childrengetting a gift or special activities based on good work in school, but if student has history of being severely punished at home from bad reports at school, a home-based reinforcement program could be very harmful to student

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true; reports of unsatisfactory progress at school could even lead to increased abuse at home

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there is great diversity in learning histories of students since all have diff fears and anxieties

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may be scared to speak in public or failing at competitive sports, or animals; diff activities and objects will serve as reinforcers for some students but not others; some will work for good grades and others could not care less bc all students will have learned DIFF BEHAVIORS FR HOMES, Neighborhoods, churches or communities

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students CAN get too much of a good thing, reinforcers can lose their potency if they are overused

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true

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convergences

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principles that apply to all people (see list on 275)

Ed Psy Ch. 7 Behavioral Learning – Flashcards

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