EDSE 410 / 510

1. EDSE 410 / 510 Chapter 1 Roots of Applied Behavior Analysis

2. Teachers often wonder “What makes my students act/perform the way they do?” • “To understand, predict, and change human behavior, we must first understand how human behavior works (p. 2) • Act: Briefly describe to “your neighbor” a behavior that you have observed in an educational setting. (This could be academic, social-interpersonal, behavioral, vocational, etc.) What did you see and why did it occur? • (Allow 2-3 minutes for this activity before moving on to the next slide.)

3. …hmm. Why did the person(s) in your example act this way? Big Idea: Teacher effectiveness can be related to how behaviors are interpreted.

4. What kind of explanations method best addresses our students’ behaviors? 4 ways • If a way of explaining behavior is to be useful, for the teacher/pratitioner, it should have four requirements. • First, explanations should be inclusive. Better explannatons account for a substantial quantity of behavior. • Second, an explanation must be verifiable; that is, we should be able to test in some way that it does account for behavior. • Third, to be useful, the explanation should have predictive utility. It should provide reliable answers about what people are likely to do under similar circumstances, thereby giving the giving the practitioner the opportunity to change behavior by changing the conditions. • Fourth, explanations should be parsimonious. A parsimonious explanation is the simplest one that will account for observed phenomenon.

5. Here’s the 410/510 question: How do I - a future teacher -interpret “behavior?” I wonder why these guys are stopping to talk to ‘Hill-gal.’. • Big Idea: Our belief systems influence how we interpret what we observe in the world and how we teach.

6. There are four types of explanations of WHY behaviors occur • Biophysical (pp. 3-6) • Developmental ( pp. 6-9) • Cognitive (pp. 9-11) • Behavioral (pp 12-17)

7. #1 Biophysical Explanations for why behaviors occur: Such theories have included those based on genetic or hereditary factors, those that emphasize biochemical influences, and those that suggest aberrant behavior is caused by some damage to the brain. Read Professor Grundy Traces the Cause on page 3. Other behavior disturbances characterized as hyperactivity, LD, MR…have been linked to…hypoglycemia, malnutrition, allergic reactions… Read Professor Grundy Learns to Think in Circles on page 4.

8. Considerations Related to Biophysical Explanations Read page 5 related to “Brain Damage” and “The Usefulness of Biophysical and Biochemical Explanations.”

9. #2 Developmental Explanations(Psychoanalytic & Stage Theories) Some developmental theories can predict what some human beings will do at certain ages. By their nature these theories offer general information about average persons. …However, ‘a prediction about what the average individual will do is of no value in dealing with a particular individual (Skinner, 1953) Developmental theories do not provide information about what conditions predict an individual’s behavior in specific circumstances. The practitioner who wishes to change behavior by changing conditions can expect little help from the developmental theories (p. 9). Read Professor Grundy Gains Insight (p. 9). Note: This vignette has developmental and cognitive aspects.

10. Considerations Related to Developmental Explanations Both developmental theories (psycho- analytic and stage) are inclusive; they apparently explain a great deal of human behavior, cognitive and affective, normal and deviant. Verifiability, however, is another matter. Although Piagetian theorists have repeatedly demonstrated the existence of academic behaviors that appear to be age related in many children, attempts to verify psychoanalytic explanations have not been successful.

11. Considerations Related to Developmental Explanations (cont.) . …Although it can be verified that many people act in a certain way at certain ages, this does not prove that the cause of such behavior is an underlying developmental stage or that failure to reach or pass such a stage causes inappropriate or maladaptive behavior. There is little evidence to verify that the order of such stages is invariant or that reaching or passing through earlier stages is necessary for functioning at higher levels (p. 8). OYO – Be sure to read entire page 8.

12. #3 Cognitive Explanations This type of explanation includes a consideration of… people’s perception of reality. Wertheimer suggested it was the relationship among things perceived that was important rather than the things themselves. People tend to perceive things in an organized fashion so that what is seen or heard is different from merely the parts that compose it. What has come to be called cognitive theory of education places an emphasis on rearranging thought patterns and gaining insight as a basis for learning new academic and social behaviors (p. 10).

13. Implications: Cognitive Explanations The resulting teaching practices are called discovery learning. Learning is…based on insight, pattern rearrangement, and intuitive leaps. Teachers do not impart knowledge; they merely arrange the environment to facilitate discovery. Motivation is presumed to occur as a result of innate needs that are met when organization is imposed on objects or events in the arrangement. Motivation is thus intrinsic and need not be provided by the teacher. In its latest manifestation, cognitive theory…has been termed constructivism (p. 10).

14. Considerations Related to Cognitive Explanations Cognitive theory explains a great deal of human behavior. Theorists can account for both intellectual and social behavior. Virtually all behavior can be explained as a result of imposing structure on unstructured environmental events or of perceiving the relative importance of such events. Thus, cognitive theory meets the criterion for inclusiveness. OYO - Read p. 10

15. I wanna be the best teacher. Which approach should I use? • Biophysical? • Developmental? • Cognitive?

16. Hey. No need to fret. Have I got a “take-it-to-the bank” approach for you. It’s called the behavioral approach. Read Dr. Grundy’s vignette on pages 11 and 12 to set the stage.

17. #4 Behavioral Explanations The behavioral theory explanation states that human behavior, both adaptive and maladaptive, is learned. Learning occurs as a result of the consequences of behavior. To put it simply, behavior that is followed by pleasant consequences tends to be repeated and thus learned. Behavior that is followed by unpleasant consequences tends not to be repeated and thus not learned (p. 13).

18. The ABCs of the Behavioral Explanation Behavior Antecedent Consequence Student sees “Poison” on a bottle. (A.K.A. SD) Teacher rewards student with praise. Student tells teacher that this is dangerous.

19. The ABCs of the Behavioral Explanation Behavior Antecedent Consequence Student sees “Poison” on a bottle. (A.K.A. SD) Teacher rewards student with praise.* Student tells teacher that this is dangerous. * Positive reinforcement (R+) and negative reinforcement (R-) are demonstrated when a behavior increases following the administration of a consequence.

20. …an example of R+ or R- Teacher says, “Whenever you get more than 60% or more correct, you will receive a Lipton Cup-o-Soup (R+) or you will not have any homework (R-)” 100 A B Baseline Intervention x x x x x x Percent of math facts correct 50 x x x x x 0 1 2 3 4 5 6 7 8 9 10 11 Sessions

21. Note: Variables are Independent or Dependent The term dependent variable refers to the behavior targeted for change. The term independent variable refers to the intervention being used to change behavior (p. 118) 100 A B Baseline Intervention x x x x x x Percent of math facts correct 50 x x x x x 0 1 2 3 4 5 6 7 8 9 10 11 Sessions

22. The ABCs of the Behavioral Explanation Behavior Antecedent Consequence Student sees “Poison” on a bottle. (This is an SD) Teacher rewards student with praise.* Student tells teacher that this is dangerous. * Punishment is demonstrated when a behavior decreases following the administration of a consequence.

23. …an example of punishment 100 A B Teacher says, “Whenever you use more than 40% of negative comments in group, you lose recess time.” Baseline Intervention x x x x x Percent of negative comments during cooperative learning 50 x x x x x x 0 1 2 3 4 5 6 7 8 9 10 11 Sessions

24. The ABCs of the Behavioral Explanation Behavior Antecedent Consequence Student sees “Poison” on a bottle. (This is an SD) Teacher rewards student with praise.* Student tells teacher that this is dangerous. * When a previously reinforced behavior is no longer reinforced, its rate of occurrence decreases. This relationship is described as extinction (p. 14).

25. …an example of extinction 10 A B Teacher says to her/himself, “I will no longer pay attention (positive or negative) for David’s calling out during circle time.” Baseline Intervention x x x x x Number of disruptive comment given by student who during circle time. 5 x x x x x x 0 1 2 3 4 5 6 7 8 9 10 11 Sessions

26. Antecedent or Stimulus Control Behavior Antecedent Consequence Student sees “Poison” on a bottle. (This is an SD) Teacher rewards student with praise. Student tells teacher that this is dangerous. When an antecedent serves consistently as a signal or a cue for a particular behavior. In other words, the antecedent reliably “occasions” the behavior.

27. Two more Behavioral Concepts:Modeling and Shaping • Modeling is the demonstration of a behavior. • Shaping uses the reinforcement of successive approximations of a desired behavior to teach a new behavior (p. 15). OYO -Read “The Task of the Behaviorist” on page. 15

28. On your own • Read what are setting eventson page 14. • Be able to explain the difference between respondent conditioning and operant conditioning. See pages 19 - 22. • Read “Chapter 1 OYO”

29. The End