Behavioral Views of Learning

1. Behavioral Views of Learning Cluster 6 Modules 16 – 18

2. Focus Questions • What is learning? • What are the similarities and differences among contiguity, classical conditioning, and operant conditioning? • What are examples of four different kinds of consequences that can follow any behavior, and what effect is each likely to have on future behavior? • How could you use applied behavior analysis (group consequences, contingency contracts, token economies, or functional behavioral analysis) to solve common academic or behavior problems? • What is cognitive behavior modification, and how does it apply to teaching?

3. What Would You Do? • See “Teacher’s Casebook” on p. 239 • How would you approach this situation? • Which problem behaviors would you tackle first? • Would giving rewards or administering punishments be useful in this situation? • Why or why not?

4. Understanding Learning • Learning occurs when experience causes a relatively permanent change in behavior • May be deliberate or unintentional • May be correct, or incorrect • Effects of external events on behavior • Does not include maturation or temporary conditions like hunger or illness

5. Understanding Learning • Neuroscience of Behavioral Learning • Influence on specific parts of the brain

6. Understanding Learning • Learning Is Not Always What It Seems • Associations • Conditioning • Contiguity • Observational Learning

7. Early Explanations of Learning: Contiguity and Classical Conditioning • Classical Conditioning • Neutral Stimulus • Unconditioned Stimulus • Conditioned Stimulus • Unconditioned Response • Conditioned Response • Learning of involuntary emotional or physiological responses • Humans and Animals can be trained to react involuntarily

8. Operant Conditioning: Trying New Responses • Learning by strengthening voluntary behaviors • Operants • Antecedents • Consequences • Reinforcers

9. Operant Conditioning • Reinforcement always increases a desired behavior • Punishment always decreases an undesired behavior

10. Operant Conditioning: Trying New Responses • Learning by strengthening voluntary behaviors • Positive Reinforcement • Increases a behavior by adding a desired consequence • Negative Reinforcement • Increases a behavior by adding an undesired consequence • Punishment • Presentation • Removal

12. Operant Conditioning: Trying New Responses • Reinforcement Schedules • Continuous • Intermittent • Interval • Ratio • See Table 16.1, p. 249

13. Operant Conditioning: Trying New Responses • Extinction • Cueing • Prompting • Stimulus Control

14. Applied Behavior Analysis • Behavior Modification • Using behaviorism to improve behaviors by increasing desired behaviors or reducing undesired ones • Clearly specify behavior to be modified • Plan specific intervention • Keep track of results

15. Premack Principle • Reinforcers exist all over • High frequency behavior can be a reinforcer for a low frequency behavior • “Do what I want, then you can do what you want” • Low frequency behavior must happen first

16. Shaping and Positive Practice • Shaping • Using reinforcers to shape behavior • Positive Practice • Practicing the correct behavior as soon and as much as possible

17. Handling Undesirable Behavior • Negative Reinforcement • Reprimands • Response Cost • Social Isolation

18. Putting It All Together: Behavioral Approaches To Teaching And Management • Group Consequences • Contingency Contracts • Token Reinforcements • Important to be sure that teaching methods and practices are accurate

20. Functional Behavioral Assessment and Positive Behavior Supports • Problem Behaviors Fall Into 4 Categories • Need for attention • Escape from unpleasant situation • Gain item or activity • Meet sensory need

21. Functional Behavioral Assessment and Positive Behavior Supports • Functional Behavior Assessments • Understand WHY behaviors happen • ABC observation • Same behaviors do not serve same purpose for all students • Provide behavior supports

22. Challenges to Behavioral Views: Thinking About Behavior • Social Learning Theory • Learning and Performance • Enactive and Vicarious Learning • Enactive Learning: learning by doing and experiencing • Vicarious Learning: learning by observing others

23. Elements of Observational Learning • Attention • Retention • Production • Motivation and Reinforcement

24. Self Management • Goal Setting • Monitoring and Evaluating Progress • Self-Reinforcement

25. Problems and Issues • Criticisms of Behavioral Models • Ethical Issues • Goals • Strategies

26. Diversity and Convergences • Diversity in history of students • Convergences • No one repeats punished behaviors • Positive consequences likely to cause repeat behavior • Teachers fail to recognize appropriate behavior • Praise must be sincere