4. Learning : any relatively permanent change in
our thoughts, feelings, or behavior that
results from experience.
The behavioral view : learning is a relatively
enduring change in observable behavior that
results from experience.
Mental processes not observable, and
therefore not considered.
Based on animal learning research.
5. Classroom management
Can help teachers address students’
misbehavior and social skill deficits
Promoting appropriate behaviors
Social or motor skills
Self-regulation
Discouraging inappropriate behaviors
6.
7. Learning through association
Classical conditioning : pairing of automatic
responses to new stimuli
Unconditioned stimulus
Unconditioned response
11. Automatic, natural reaction to environmental
stimuli
Fear, anxiety, emotional response, nausea
Aversive stimuli
Teachers behaviors may be the stimulus for
negative or positive emotional responses
from students.
14. Generalization - tendency for a new stimulus
that is similar to the original stimulus to
produce a similar response.
Discrimination – individuals respond to
certain stimuli but not to others.
15.
16. Operants - deliberate actions to “operate” on
the environment to change it in a certain way
Law of effect – behaviors that are followed by
positive outcomes are strengthened and
behaviors that are followed by negative
outcomes are weakened.
18. SeeTable 5.1 page 164 for differences
between classical and operant conditioning.
19. Positive reinforcement
1. A desirable behavior is displayed.
2. The reinforcer is temporally contiguous to the
behavior.
3. The reinforcer is contingent on the behavior.
4. The reinforcer is a desirable consequence.
20. 1. Students make an overt response for a
teacher to consider reinforcing such
response.
2. Reinforcer needs to be presented
immediately after the displayed behavior
3.The reinforcer should occur only when the
desired response occurred.
4.The right reinforcer for a student is one that
is personally meaningful to her or him.
22. Negative does not mean bad – it means removal
Removing an aversive consequence when the
desirable behavior is displayed.
Examples:
Making a final exam optional for students who achieve an
average score of 80% or higher on all other tests
Dropping students’ lowest grade when they submit all
classroom assignments on time
Removing a stare at a student after he or she starts
working at an assignment.
Negative reinforcement is NOT punishment.
24. Continuous –
most effective for helping students acquire new
behaviors
Desirable behaviors increase rapidly during
reinforcement
Once reinforcement stops, students will be likely
to stop displaying the desired behavior.
26. Intermittent –
Once students master a response, intermittent
reinforcement works better
Fixed schedule of reinforcement show less
persistence and faster extinction
students show the most persistence on variable-
interval schedules
27. SeeTable 5.3, page 170 for a summary of
reinforcement schedules.
28. Shaping
1. Select the desirable behavior
2. Obtain reliable baseline
3. Select potential reinforcers
4. Reinforce successive approximations to the
target behavior
5. Reinforce the target behavior every time it occurs
6. Reinforce the target behavior on a variable
reinforcement schedule
Fading – diminish the reinforcement over time.
32. Physical punishment
Psychological punishment
Extra class work
Out-of-school suspension
See ‘ClassroomTips’, page 179, for more
ideas on use of Behavioral Principles.
33.
34. Pre-modification phase
Antecedents ->Target Behavior -> Consequences
Modification phase
action plan is implemented
Compare baseline data with the data collected during
the modification phase
Post-modification phase
Behavior does not change significantly after the
intervention
Re-evaluation of the action plan
Appropriate changes to the plan
35.
36.
37. All students respond to reinforcers
Effectiveness of specific rewards and deterrents
of undesirable behavior can be influenced by
students’ individual differences:
Interests
Needs
Values
Goals
Differences in perception of what is punishment
38. History of previous reinforces and
punishments
Special needs students may respond
differently
Teacher biases and assumptions about
students
