Educational Psychology: Behavioural Views of Learning (PDF)

CHAPTER 7 Eladora/Shutterstock BEHAVIOURAL TEACHERS of LEARNING VIEWS CASEBOOK: Sick of Class m One of your students asks for permission to see the school nurse at least twice been groundless. a do? week. once According he to the was coming nurse, down most with of his the flu, complaints but, have...

CHAPTER 7 Eladora/Shutterstock BEHAVIOURAL TEACHERS of LEARNING VIEWS CASEBOOK: Sick of Class m One of your students asks for permission to see the school nurse at least twice been groundless. a do? week. once According he to the was coming nurse, down most with of his the flu, complaints but, have 9 out of 10 times, nothing has True, been you wrong at all. Recently you or he assignments deal with this when have has to noticed speak that he tends before the to class. get sick during What steps would oral you take to you do? situation? would CRITICAL THINKING Could what this be a case What functions How would other ways Would Why or might you to giving why of rewards not this support meet a classically his conditioned behaviour more positive phobia? If so, what would be serving? behaviours and help the student find needs? or administering punishments be useful in this situation? OVERVIEW We AND begin this opposing chapter views theorists, we As you chapter will look can with a of different in this then, OBJECTIVES general definition theoretical and see, there are groups. another major at constructivism in many of learning We will group, Chapter ways to that the 10 look takes highlight one cognitive and account group, theorists, social at learning, into and each the in cognitive behavioural Chapters views has the in 8 and Chapter something to 9; 11. offer educators. Our discussion contiguity, the classical greatest this as as time Define from in learning observational learning. Explain views early their Explain operant positive and how 7.4 negative applied shaping, consequences, functional should including through contiguity and support, behavioural able ties classical behavioural for be with implications behaviour to contiguity, views educators. to: to neuroscience conditioning, classical of and operant, conditioning the and and teaching. the and schedules affect to and and similarities removal between punishment and learning. behaviour approaches contingency to use of assessment, in and out encourage and token reinforcement, contracts, appropriate behavioural differences presentation modifying analysis the positive through approaches and in considerations you perspective, reinforcement practice, the directions challenge ethical particularly behaviour positive Apply for conditioning, behavioural using 7.5 of learning implications reinforcement Apply chapter, a behavioural involved describe and this learning, examining at recent Banduras processes: observational After assessments, cautions, completed learning and we look we investigate criticisms, have learning processes 7.3 other you behavioural processes. behavioural Finally, well By the two teaching, to learningfunctional learning 7.2 for on four conditioning, on the last analysis self-management. 7.1 will focus operant placed behaviour approaches chapter conditioning, emphasis of applied and in of the classroom discourage behaviours, group punishment. positive behavioural supports, and self-management techniques. 7.6 Evaluate contemporary concerns about challenges their When we hear legs is the to not make exercise patterns, when shows ones; we hear is this relatively behaviour. old learning it just the styles of learning (the ones always seems to happen call our name phenomenon permanent change sense, change may move, all once intentional. that or and address learn loved) We we step our Babies fans find go do lives. us learn to a onto We think or learn learn the to change new out not try not school. chemistry, young like and Mandarin, style to lyrics of fashion. This styles new intend to become a stage, yet many to their all their diets clothing to like and attrac-tive last example and dislike nervous of But kick their of about karate. when us do. So what learning? learning in of We do way. when called day people we we of studying as algebra, cribs years not broadest The their few us think every middle-aged every is a teacher powerful In a the that of such We learn above songs, and master, school. mobile Perry most to to the Katy old word learning, we intend limited favourite theories LEARNING or skills learning behavioural application. UNDERSTANDING subjects to occurs an individuals be deliberate Learning when or experience (including knowledge, unintentional, practice) behaviour, for better or or for potential worse, causes for correct which permanent or Process experience change through causes in knowledge behaviour. 23 234 PART 2 LEARNING AND MOTIVATION or incorrect, 2011; change the and Schunk, must be interaction drugs, general slowly. we respond Our from knowledge, Most IS the LEARNING? outcome Behavioural of learning is a change views in of learning generally behaviour. The focus assume is on that what but or some tend and to others focus in to plays be to a changes part result-WHAT individuals for behaviour. this statement, with the learn not learn the the on a has illness. agree emphasize from who not potential would as illness, person the place behaviour, from learning that take as qualify does or such not does hunger environ-ment. excluded ill course, to psychologists can days who is specifies learning also A two Of definition do learning. for her resulting are a person more how ing food and move of or maturation, grey, hunger this experienceby his by changes or without hungry, with turning definition gone by caused Temporary fatigue, in person (Mayer, as learning, about simply or unconscious qualify brought taller learning. or To of a Changes growing conscious 2012). change change in in knowl-edge, behaviour. Allenden/123R be observed. The potential for behaviour means that learning can Ian take place on right. The who potential focus cannot learning and on be is there, changes The it generally such intentions, and scientifically, of in brain as Chapter of the brain (Schwartz, with is enjoy Nash, some 2008, Behavioural learning Explanations focus cause behaviours. on of changes is psychologists, mental activity as thinking, that studying remembering, favour behavioural events took the events on radical could called learning of learning not them, is the individual. position be theories. a change seen because or studied not more about behav-iour, Some that should The in even early thinking, rigorously and be included in an new of the in parts will learn cause from want and them, many complex and parts learn of avoid the of the are tone, to ignore research food brain and systems including patterns of to get and stimulation of such ask or reinforcers. same how areas cerebellum painful lines things, Researchers the a particular stimulation rats These brain. about following to gain the a bit Other hungry coming. brain to how 2002). ways to experience of the blink learning stimulation quite example, to Robbins, certain brain the For learning in and discovered behaviours. & people many have like behave keep more studies food activity why Stimu-lation keep doing are associ-ated and music. allow them us to (Bernstein & p. 187). we look classroom and in depth note at the behavioural possible explanations results of learning, lets step into an of learning. theories of learning external external are involved experiences, Before actual to pleasures that act motivation psychologists such outcome we are learning learning, will parts takes the likely internal always Learning Wasserman, people certain it of (1919) as he learning parts to the mental human reflex whatever It with and or Cognitive cognitive activities chapter that effects Watson 2 that and simple animals B. internal in shock this of Behavioural involved other an 8, not situation occur. is Chapter does learning. animal involved in mentalisms, Neuroscience conducting J. other these explanation saw the as in the not learning see individual unless does mental assumes emphasizes behaviourists will the 2015). discussed view believe you if change behaviour unobservable (Klein, psychologists and As in problems if the knowledge, directly. are interested behavioural You in observed solving even the even events in that as Learning Is After of Not Always What It Seems the observable United weeks States, working Elizabeth with her was ready cooperating to take teacher over on in her a grade own. 8 social As she studies moved class to the in front the of CHAPTER the room, she from saw another teachers Ive stopped to tell by Elizabeth for for my first tried the start me the speak here though. first word: is the War. quickly, and All right, Mr. reaction, Ross said. her hands but to face her kind of game. think until of, students I I It was Mr. Ross, suddenly couldnt her supervi-sor became reach trembled and will and I someone Freedom. was very say will you else some has as introduced write she very last tense. night gathered the words, them days then to the topic. 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Elizabeth watched all Lincecum. San Movies. I Soon another Elizabeth throwing of The is students Baseball, started too. inappropriate minute, base? and the a few dreamily. laughed Here The and Just sighed she Bluebellies. four door. muscles room. down, And classroom and facial VIEWS Slavery. Carolina. Jude can a can Lincoln. Mountain. my the with you Wait Elizabeth South Cold words her turned today once, Civil in the neck observation, hide She first at to lesson. Lets tell It approach Elizabeths BEHAVIOURAL you. notes the adult college. 7 Dakota, college and classical pages class joined responses. in conditioning, we will with entered with inappropriate the Park supervisor her laugh-ter. operant examine these OF LEARNING 23 236 PART 2 LEARNING AND MOTIVATION EARLY EXPLANATIONS AND One CLASSICAL of the that earliest when included in that are all two said South, words phrases, but process STOP fries fudge. If you Phil when Anita events because or that 6:00 Carolina and on vivid did These sometimes the images will be Elizabeth had heard these students major notice role dentists learn in another The smell responses are called of your rich whole focuses as fear, incident they of tension, are humans school. learning muscle because conditioning, mus-Contiguity (espe-cially high on the increased respondents neck chocolate school of the conditioning classical tightens front of of chocolate images? embarrassing in such these smooth The first Classical process or a cartwheel memory. The taste drill fries dinner). following: school. as you formed salty did of the in of the had she physiological Through you sound hasnt that a become when when plays embarrassed he imagines as will other They is states the example, Dakota. also contiguity they occurs, it conditioning. the he of be involved and because enough, For and Contiguity What flat often He said contrast, important, stimulus) also bce). they principle 1991). may and focus when accompanies stimuli. words were really drill. falling or Rachlin, when most The (a (384322 (2) the together 2015; factor. imagining p.m. was still to eyes you salivate sweating. responses Event Nancy, emotional pairing. Stimulus like it is involuntary your is processes a Aristotle similar, sensations as classical of a dentists actually cringe is A time remembered A small of repeated Close are can the Other are association. occur of these (Klein, known cooking. The sound cles. sensations one times. best by more contiguity & THINK French CONTIGUITY from they principle learning associated many last only response) students learning of two (a together these or came when This of when too (1) contiguous. Later, remembered of learning together explanations whenever associated. Association things they LEARNING: CONDITIONING explanations we remember (3) OF sali-vation, automatic and animals can activates be trained to react involuntarily to a stimulus that previously had no effector a very different behaviour. effecton Response a Observable reaction them. after it stimulus comes conditioning who stimulus. Classical The Classical to was was trying had been to fed. to elicit, determine But the or discovered in how intervals bring the long it of time forth, the 1920s by took kept a response Ivan automatically. Pavlov, dog to changing. a secrete At first, Russian physi-ologist digestive the juices dogs salivated conditioning Association of responses as automatic with new expected saw stimuli. the Respondents Responses (generally automatic involuntary) the elicited were and finally they Pavlov unexpected decided to one a dogs of being or his first fed. the as soon a detour psychic from his was because it to heard he began there began original as Pavlov As expected, dogs as they reflexes experiments, response. Then salivated make interferences In by specific they food, lab. or while salivate the as scientists experiments called them no salivation. toward examine these first. a tuning At this as they walking and at by sounding soon point, fork and the sound record-ing of the stimuli. tuning Neutral stimulus connected Stimulus to fork the not a response. dog. no Unconditioned Stimulus stimulus that produces training and was automatically response Naturally occurring these (UR) emotional this quickly stimulus that neutral an or physiological after conditioning. response response stimulus. salivation. Then unconditioned establish the unconditioned Pavlov stimulus natural response (US) connection (UR), fed because between again because a conditioning it elementsthe dog could by contiguous fed the dog. food, be pairing After required. of the Pavlov the salivation, conditioned to sound repeated salivate with this and the after food. several tuning hearing He sounded times, the forkPavlov the the dog tuning fork began fork. and to then salivate or hearing the sound, to occurs the stimulus food), previously tone focuses on but salivating food is that was now sound animal ready to (CS) before receiving for will on the could of the responds or occur way anticipating as long (Gluck, bring the forth a conditioned expectations (the so the (CR) a stimulus after (CS) evokes Conditioned Learned to an no food. Now the sound had become a response. Conditioned emotional three that conditioned response was forth was an was needed salivation automaticallyno Using after Stimulus The brought The food or conditioning demonstrated He did physiological was salivation. salivation. elicited or response. Unconditioned stimulus (US) an emotional physiological a neutral The response prior food was or response by itself. (CR). predictabilitythe tuning to salivation the the as the Mercado, dog fork) now sound food. The sound & predicts with is an Myers, 2014; the explanation that or that Rescorla the appearance anticipatory association information One learns The response response of salivat-ing for of the of the & Wagner, this neu-tral US (the (salivating)getting conditioning helps how previously dog the expect 1972) sound that CHAPTER 7 BEHAVIOURAL VIEWS OF 237 LEARNING GUIDELINES Applying Associate Classical positive, Conditioning pleasant events with learning tasks. 3. If Examples 1. Emphasize group competition. Make 3. competition division divide competition Make voluntary reading with props 1986, for by having appealing as displays (see Morrow Help students and to of books, appropriately. and 1. anxiety-producing situations then it in a small give verbatim. give front of the group the while report Next, a report to from move the class, seated, recognize situations Explain voluntarily differences so they that 2. it is or rides, parents successfully. can stages whole class. a shy student students 2. how to Devise small ungraded who If you excerpt steps to Millennials in and generalize Assure to avoid accept strangers favours from who adults present. students who are anxious the early Dew test By Maybe they Conditioning It in is part possible describes tested Elizabeths traced just the and learning can conditioning attitudes Guidelines: So far, are we well have so automatic. Clearly, People like to only, learn more about consider products by facts saw aimed to actively all The help to have the skateboard the this at young Pavlov-ian and brand executive snow-board and the at Pepsi, Guidelines: which Applying a as past pounding ideas the Classical learned learn automatic operate on their up sweaty might palms. is Classical This based that emotional on emotional be Now Remember classrooms. it example, performance. managers. adaptive that when supervisor Procedures more learned syndrome, Another of and in classical responses, suggests. NEW conditioning learning coat. college marketing are coat goes evaluations learning. people Conditioning human white heart as are academic a teachers well situations white response) in her various a term, involuntary TRYING on strategy]: surfing, between too! during and Classical not at someone elicits with used [advertising reactions (an she interfere be concentrated fear. would interest for marketing Physicians CONDITIONING: and you p. B2) teachers as this a top experiences Applying OPERANT salivation as can historical brand homework usually for for emotional when is about like all taking the other college achievement taken. ideas. observed sometimes also of connection pressure office, being term of the 2002, our blood hands of If campaign Burwich, math of has implications emotions Dave out unpleasant thought own conditioning. whose previous have test give students is Pavlovian additional many doctors conditioning as the that trembling to to advertising samples a hand classical the their out says some people in an have handing could through example, weekly, conditioning Dew. (Horovitz, gives they this 2000s: experience, Mountain tests that www.verywell.com/classical-conditioning-2794859 Theres makes For then describing tournaments, exhilarating other situations. executives connection. two exams map study. goal. and Pavlovian Today Mountain daily, in that for a larger tests USA of teaching materials toward freeze think from responsibility distribute practice tend the toward and similarities discriminate appropriate but safe to are entrance Assign the then notes in Examples 1. let Examples Weinstein, ideas). risk to student students among gifts Help standing, the a comfortable & while of speaking how to eat the results. by creating afraid a report of reading having other learning. them colourful puppets to it is read instead responses decide letting read over individual emotional students then pillows, such more negative may generalize equally, reading corner cooperation have that drills fun refreshments reading and Many students to individual 2. a student student is so RESPONSES of reflex-like unintentional environment. responses and These not deliberate all such as behaviours actions ar classical conditioning, see offer when 238 PART 2 LEARNING AND MOTIVATION called operants. conditioning The The person is classical human existing two sets follow as like (its rats shows the or STOP Think Social rewards a word for a behaviour Loss of Fines (lost Many describes not only explain how person does new both. ABC the be 2008). As focused and shown behaviour altered on those very about changes consequences, that ongoing, Research by a simply is sequence. be in between antecedents) ABC can work sandwiched can next a as it (its (Kazdin, for Early what in often the using food, prizes, time, puzzles, rewards (no homework, (praise, you have had who used rewards or punishments. Try of rewards: (stickers, privileges certificates) free reading) no weekly test) recognition) (cannot points, to the will sit grades, the can strengthen where you want, cannot work with friends) money) laps, push-ups) behavioural repeat consequences view, behaviour consequences that strengthen or led determine to weaken the to a consequences. behaviours. great extent The We will look type first whether and a timing of at consequences behaviour. Reinforcement. Although reinforcement is commonly understood to mean reward, this goal-directed) term behaviours emitted has a particular meaning in psychology. A reinforcer is any consequence that strength-ens by a person the behaviour it follows. So, by definition, reinforced behaviours increase persisting or increasing in frequency animal. or Operant conditioning which Learning voluntary strengthened behaviour or consequences or is weakened by duration. assume Whenever the (Alberto process you see consequences of & Troutman, can be 2012; a behaviour that behaviour Klein, diagrammed 2015; are reinforcers Landrum & Kauffman, time, individual 2006). The you can involved reinforcement EFFECT that Behaviour an over the antecedents. Events precede for as follows: CONSEQUENCE Antecedents Strengthened Reinforcer or repeated behaviour action. We can Consequences Events that be fairly certain that food will be a reinforcer for a hungry animal, but what about follow people? It is not clear why an event acts as a reinforcer for an individual, but there are many action. theories Reinforcement Use consequences to of strengthen believe 1991). Reinforcer follows a chances occur Any event behaviour and that again. the about reinforcers behaviour. will behaviours. does relationship behaviour over teachers work (homework, According person the oper-ant principles punishments? Extra an of the conditioning it precede This operant (free rewards What about in that of learned stimuli; of that 1950). or types rewards Exemption an those that back different Activity or concept belief of Consequences Concrete (and the operant environment. as subjects. & THINK that think an antecedent consequences, pigeons new simply may or conditioning to remember Voluntary is we (Skinner, becomes Types Operants action, influences: consequences) antecedents, generally or consequence operant portion called on the developing with the Classical with antecedentbehaviourconsequence, a given a small is we operate for began respondents. paired Conceptually, of environmental it only behaviour as acquired. response situation. operant ways Skinner for be in certain be responsible not might are Behaviour, particular to operants, responses behaviours in (1953). account are involved behave thought conditioning operant to B. F. Skinner behaviours how process we learn generally conditioning of learning because that increases behaviour are that students reinforcers the who to reduce or of the about By get this the that tension consequences repeatedly you. works. activities perception something desirable reinforcement preferred Whether individuals that why event to Skinner any and the consequence way, they example, satisfy or stimulate of sent For action the did whereas of the brain reinforcing meaning it office reinforcing not psychologists needs, a part are principals is some speculate for other for her or even about why 2015; him. For may if Rachlin, depends misbehaving them, it that psychologists (Klein, probably holds for suggest be indicating does reinforcers on the example, not seem increas CHAPTER behaviour. He meaning, given believed operant the are the two words compliments when student falls Notice (falling that out his may is have a the new the process of increase in leads repeated you or up action in future an aversive the buzzing Consider presentation is situationstestsso negative in may have future. been that closer the to to the that key, negative gets that removed classical the reinforced is sick this an to be soon as buckling removed before him to through (the (getting reinforce-ment. test or report); increases a role. reactions The student to tests. reinforcement or subtracted. Try bad. to or oral aversive sick) plays negative a test escape negative stimulus negative is As response right physiological in likely repeat the stimulus necessarily numberssomething to conditioning negative is is particular negative). part, the a buzzer. allows in unpleasant that is contingent there If action when a stimulus, the and 2102). are likely unpleasant that of seatbelt behaviour the contrast, is because maintained, removed experience remember car reinforcement continually being sick You (addition) In the the first other a role. a response situation, is the for presentation & Troutman, This laughing reinforcement after help Elizabeth persisted (subtraction) reinforcement) of by played the reinforce-ment Teachers have have reinforced example, class removal right office. possible being the stops. who behaviour to of negative is For may is being reinforcement. aversive kind is also behaviour is buzzer nurses sick It is to positive red when Positive classrooms. her could example student the in (Alberto an the getting conditioned It is important of classmates view. them. positive So, process case sent because the as response (so because it is reinforcement imply the getting It is or repeats (so opening then is 2012). on the response of many behaviour stimulus irritating the in a A common stimulus our and a occurs Examples pecks does The not meaning associate is Positive reinforcement Strengthening negative following reinforcement a behaviour with that has the the consequence effect of of adding strengthening or subtracting (reinforcing) the behaviour presenting positive after and the mistake, Negative remember that strengthening the and different find suspension at all. have from The on the followed Again, it process of confused is the other effect hand, is that behaviour. behaviour. Negative of whereas punishment is involves less likely To avoid negative) always decreasing to what is diagrammed as punishing. another student this reinforcement when involves One would in an aversive the behaviour Aversive Punishment student may mind the Presentation the will presenting Type Weakened or decreased I punishment punishment, but punishment. behaviour assign punishment. It suppresses extra work, We call or or the may take this name occurs when decreases make other the students type chances occur that a again by an is one not of two very run of presenting forms. The first informative, or behaviour. extra punishment laps, adding When and (Type so II so type we a stimulus teachers on, they punishment) aversive stimulus behaviour has use the been the called Type following reprimand are using removal behaviour; I also punishment. term Removal presentation weakens punishment Decreasing following called that behaviour. EFFECT Punisher reinforcement, or unpleasant. Process or suppresses as follows: CONSEQUENCE Like occurs. Irritating behaviour Behaviour by stimulus similar punishment, not behaviour removing or suppress-ing be repeated a consequence stimulus something punishment. or defines perceptions punishing, with (positive by a punisher different school often of reinforcement Punishment, future. people is process A behaviour in break the behaviour. behaviour. situations reinforcement by a desired Strengthening Punishment. 239 LEARNING 1989). reinforcement from point laughter defined escaping the when behaviour a behaviour situation. seatbelt, thing. OF as for & Troutman, laughter responses strengthens of the avoiding on your such reinforcement, positive (Alberto reinforcing reinforcement. rate put VIEWS tendency 1953, a pigeon teachers problem (unpleasant) a similar even the Elizabeths is negative future to in of situation aversive the and unintentionally The strengthens called an cheers occur problem Law. that the that is removal action Jude stimulus, so same when by inadvertently consequence consequence can occurs consequence the mean the pellets or from reinforced answered, but the When to outfit, positive behaviours unintentionally boy reasons, of not responses problem the new reinforcement a chair) of inappropriate time a positive stimulus, a response of food the (Skinner, called a new constructs described consequences The first, response imaginary simply BEHAVIOURAL chair. positive of maintain wear about following occurrence you of certain stimulus and talk Skinner produces ofa the out to of reinforcement. behaviour include useless after or response presentation We use the was or tensions. increase types reinforcement a to behaviour contingent it needs, behaviour There when that expectations, 7 the students, presentation punishment the punishment chances occur again stimulus also Decreasing that called by a will removing following Type behaviour the II a pleasant behaviour; punishment 240 PART 2 LEARNING AND MOTIVATION FIGURE KINDS Negative OF reinforcement reinforcement and REINFORCEMENT or suppressing AND punishment is always associated decreasing 7.1 are often with increases PUNISHMENT confused. It may help in behaviours, you to remember and punishment that always involves behaviour. Behaviour Encouraged POSITIVE Behaviour Suppressed PRESENTATION REINFORCEMENT PUNISHMENT (Type (Reward) Example: high grades I Example: Punishment) after-school detention Stimulus Presented NEGATIVE REMOVAL REINFORCEMENT Example: PUNISHMENT (Type (Escape) excused from II Example: chores Punishment) no TV for a week Stimulus Removed or Withheld because it involves a young both removing person types, has the summarizes effect the is for are every have skills There schedule after Presenting every a reinforcer appropriate othera are of reinforcement and a new or are parents take applying that led away removal to the privileges after punishment. With punishment. Figure 7.1 punishment. types based and schedules summarizes amount on the five learn it faster maintain it if they schedule. best reinforcement if are Then, they are schedule rein-forced when reinforced helps students reinforcement. reinforcement of time that number may be the will reinforcement An intermittent constant the scheduleis 7.1 will of intermittent on ratio ratio they a continuous they time. expecting based is behaviour, every basic behaviour, This Interval schedules. passes of responses either possible fixed Onecalled between learners give (predictable) reinforcement an reinforcers. The between or variable schedules (the rein-forcers. (unpre-dictable). continuous reinforcement schedule schedule after than two Table Intermittent behaviour new without scheduleis response. the response. the rather maintain interval reinforcement decrease learning correct mastered intermittently Continuous to they Schedules When individuals to When teachers inappropriately, processes Reinforcement they a stimulus. behaved Presenting some and the four kinds schedule between intermittent schedules). a reinforcer What but not all responses. are the effects If reinforcement Interval of Length of time control over the is of based reinforcement: different schedules? on the number The faster you Speed of of responses accumulate performance you the give, correct depends then you number on have con-trol. more of responses, reinforcers. the Ratio schedule based on responses these Reinforcement the number between of reinforcers. faster the reinforcement 10 problems performance than Then I will will correctly, a teacher check your you who papers come. A teacher may listen says, and Work those to who your on these with says, iPods, 10 As soon can expect problems 10 correct for may listen as you higher the to complete rates of next 20 min-utes. their iPods. CHAPTER TABLE 7.1 Five Reinforcement 7 BEHAVIOURAL VIEWS OF Schedules REACTION SCHEDULE DEFINITION Continuous RESPONSE EXAMPLE Reinforcement Turning after every on Buying response the soda Reinforcement after set period of time as Very little persistence; disappears response weekly Response quiz as approaches Dishwashing are of STOPS response quickly machine Studying a a WHEN REINFORCEMENT PATTERN Rapid learning television from vending Fixed-interval 241 LEARNING cycle clean (dishes after specific response quickly when time for reinforcement approaches, period) persistence; disappears for reinforcement a time Little rate increases time drops then no reinforcer passes and appears after reinforcement Variable-interval Reinforcement Pop quizzes after varying of lengths Texting time Slow, (get after an steady variable little time periods) Birding Fixed-ratio Reinforcement after set number (variable kind after pause in of Reinforcement after varying a a gets a bonus 100 Rapid response pause credit enrolled rate; Little after number reinforcement From CA: Achieving Western Vary high response machines little number Educational Image, P.O. Persistence and to both in kinds expect Box at does encourage not persistence are most in of afraid the not her to they 2008, gradually 7D). that many responses people without any If the slot time extended to schedule Just see can Reprinted Continuous are generally quite we will What completely schedules respond happens withdrawn? when when by B. by quick to Sulzer-Azaroff and permission of the G. R. Mayer, 1994, San Marcos, authors. reinforcement predictable. give We come up when the take case very how only intervalthen periods watch gam-blers powerful a be. INTERMITTENT Reinforcement 89), spe-cial, in occurs all. p. 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Analysis by depends of response, persistence presented 1994 reinforcement reinforcement reinforcement Behavior Copyright performance of fixed pause reinforcement Excellence: 427. rapid rate and no reinforcer of responses Source: persistence; response sale Slot decline bird) every cards Variable-ratio slow rate after responses Bake persistence; response times spotting Telemarketer a of Greater of very reinforcement between new rate responding; answer influence reinforcement reinforcement how persis-tently is with-held. is of the losing infrequently REINFORCEMENT effectiveness their money, and Casino of intermittent because slot reinforcement: they might be rewarded machines People with are a learn a jackpot, good to example persist albeit in Bujdoso/123R unpredictably. Andor 242 PART 2 LEARNING AND MOTIVATION Extinction. In appears, or but an the animal enough. classical US will The email a have to Antecedents off. In when other likely old office, the coffee shop, is through The town, only stimulus The antecedent the often our Effective (EID) room first, and the presence antecedents (EID) cause that communicate the give lead two to than work irritation. way Providing a a stimulus desired Prompt A reminder a cue make reacts to to the sure cue. is you very find the to is to harder try time a student students to hall Another sped at a red light. to your time students into a locker. they at a dis-criminate We are influencing positive and eye that antecedent stimulus particularly useful just forgotten. the.. 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First, and as 2012) soon rely as only possible are sure before not approach There make immediately cue One two the the is so provide principles for environmental prompt on to the you prompt. students stimulus are using, Second, do an using not so fade become CHAPTER FIGURE WRITTEN By using this checklist, students Remember PROMPTS: are reminded how 1. to... lesson to Have BEHAVIOURAL VIEWS OF PEER-TUTORING tutors. 2. the CHECKLIST As they Talk become more clearly. proficient, 3. the checklist may be less Be friendly. 4. ready. 5. STOP! 6. good mistakes. Praise 7. work! the Make lesson 8. give fun. Do 427. 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Box to stop cue correct their could that mis-takes. eyes listen and to peer-tutoring and their skills. next. contributions direct teaching) and class and token useful when material is learning people economies goal sequential behaviour is often (we management principles called and the to instruction contracts, specification analysis or CA: prompts is to learn and factual. to change Applied application learning modification, and misunderstood change Behaviour behaviour; inappropriate San However, and close teacher their sometimes clear you pairs is may 2008). requires Can a suggestion? a checklist teacher work, important behavioural is add OPERANT the many R. environmental to several are when G. situations. objectives we discuss approaches 10. out sheet. ANALYSIS contingency behaviours behaviour careful when with written good APPLY learning 14 no We turn has inspired specifying and Working the students improve TO These is the ask action? Sulzer-Azaroff to the BEHAVIOUR Chapter negative applied in B. peer-tutoring work, as they like by students When recognize might the right. help. procedures, in As students coaching consequences, analysis these behave Fill daily the when is necessary. authors. appropriately process, learning or change steps. teacher look for 2006). & Troutman, Ideally, in group Kauffman, behaviour behaviour but topics as information Applied to systems of the the step. 89), the peer tutoring. the to TOGETHER approach including will look each provide in learn respond the by providing steps how APPLIED behavioural systems to p. of is the students the principles CONDITIONING: instruction, for (Figure, permission prompting monitor on to these IT the Personnel by As students session, continue would and learned a peer-tutoring School Reprinted have learned have for Mayer. a checklist may remind they should Roy prompt. students pairs; Analysis G. cueing 7.2 is is but the in Before see and Figure checklist of Behavior Sulzer-Azaroff sheet. the Excellence: Beth way to incorporate or reminder the by 9. not TOO MUCH Source: Tell student answer Correct 243 LEARNING 7.2 A be effective 7 undesirable of the of the antecedents behaviour; behaviour and interventions to rein-forcers Systematic antecedents to change behaviour of analysis behavioural principles to understand behaviour. modification application and behaviour of consequences The 244 PART 2 LEARNING AND MOTIVATION based on behavioural changes. In 1) is then to That the the In the on common. apply back principles research baseline researchers level the (A), then and a stop then usually behaviour; analysis, take (B), teachers Clearly specify makes careless 20 2. an baseline the careful design all of the to the follow measurement (described measurement intervention reintroduce cannot and ABAB see if Chap-ter behaviour the intervention the of in (A), behaviour goes (B). ABAB steps, but they can do 4. problems errors the student with no computation Keep track we to that p. 277; ignoring comments (When recognize a task-related soon when teachers is specify OLeary, subject and is navigate Selecting teacher to to 10 of matter? day For example, completed win be aware not special praise Operant rather of the than potential as it their to solve all behaviours only the but 2006). classroom 1987; Sullivan problem positive on & behav-iours, (3) did learning dangers of the be warrant these Brophys (OLeary of the extensive are & a well-defined recognition. conditions teachers, (Brophy, review of the presented in the Appropriately. use of praise tends to for its own sake. Perhaps overuse behav-iour. reinforced, recognition to in (Lan-drum improve to believable sincere Praise teachers be found students not behaviour violate and results their will the they often parents on expect praise be what that Kauffman, OLeary, The and ConditioningUsing suggested irrelevant comment, disruptive reinforcing on should with not compliments based work appropriate off-task that & praise. training effectively, (2008) do & reinforce-ment, making & praise) reinforced, understand to most (Alber reinforce the systematically praise to shown is contingent being the teachers differential prone Some be the much. out be is is Pfiffner using and to sure but have to accentuate may (Landrum helpful, help specific attention misbehaviour. attention ignore students several teacher teachers strategy (mostly in (1) and occurs 2000; handing students approval be are include available should studies carefully not received praise being as it other will words, have you DuPaul, from must Kazdins intervention. ignoring a student consequences Merely using 3the advise tool if can them psychologists learning per Are there practice. while while Several behaviour so have Applying Some prob-lems? errors problem There These A related soon consideration other Alan Guidelines: 10 errors? both. every it. ones. of example, as attention the In for time step psychologists Friday?), & praise behaviour Ideas this positive 2006). clearly 1981). many the or for positive 2000). For teachers effective, who for Does reinforce management approach if and behaviours, game to behaviour, Heward, problems. when 1977). Teachers advice & (McGoey Kauffman, be student every necessary. new application occur. second occur & (2) classroom use if is Many and ignoring a work? accomplishing teach good contribution Also, the To if the for How cause time plan shaping, systematic as they teachers There or computer for or the is the 1990). behaviour. group behaviour for Alber strategy research error consequences, the Attention. management management of behaviours praise-and-ignore OLeary, example, one Behaviours inappropriate as In methods encourage Teacher behaviours classroom For only reason antecedents, modify principle, motivational persist and students 1997, of the be the minute specific Premack believe This extra existing with or goal. goal errors. positivepraise Heward, your level to Homework? results, earlier, the powerful and the is current using Encouraging encourage Reinforcing the tests? some discussed researchers be changed What seems one of the for praise, the note to computation, intervention consider to and timed offer Methods and on a specific ways in now? Plan Lets As behaviour errors observe 20 more 3. the problems? Carefully or than change behaviour following: 1. on is, intervention classrooms, to applied or misuse focus of praise students the best and to accordingly. Reinforcers: attention The are Premack readily Principle. available, In such most classrooms, as the chance many to talk to reinforcers other other students CHAPTER 7 BEHAVIOURAL VIEWS OF 245 LEARNING GUIDELINES Applying Be clear Operant and systematic Conditioning: in giving Using Praise Appropriately Make praise. praise 1. Make sure 2. Make sure the praise is tied you not, is sure being appropriate job the in Say, your leading action I group the 1. behaviour. specific praised. everyone Good to understands that made speak, directly student accomplishment that Do not praise a chance In to appreciative not evaluative (Ginott, 1972). and and appreciate the actionsespecially Do not when evaluate the the action, Set standards for students the students not the praise efforts, accomplishments, actions help character others. Do not give failures. 3. Do know class by singling frequently what is really embarrassing undeserved the praise It is seldom to the not as in and use going student students to students consoling inability you on. have simply and to caboosingtacking Good Why abilities of the earn to calls genuine recognition. or personalitypraise on individual rest This tactic praise. balance person. based the praise. students you risk to attention Praise for because addition, chosen group. to influence students backfires, am impressed got Examples 2. reinforcing. attempt out some or 2. Make 1. really Examples Examples cant Recognize job you on a criticism completing do that genuine your every on at the homework week? this (Kazdin, end, week. 2008). accomplishments. limitations. Examples Examples 1. 1. Praise progress individual or accomplishment students past students attention in relation Reward to the Focus on the comparisons with on his or her own progress, Do not reward not not the student students will gain success confidence to that effort and ability success is possible Tie praise Do not imply 2. or that easy work at rather the to or tend to haphazard and not just students just for being quiet and class. may be based on luck, to students careful improving accomplishment. double-checked again. all your competence Say, I problems. or to the noticed Your score that you reflects work. extra the problems they encountered and Source: them. computers, privileges success describe solved teachers goals, material. Ask students how they the of their your help, uninvolved disrupting value so the Examples 1. of specified others. 3. Attribute attainment efforts. 2. 2. the participation. feed the offer these way. Just rewards For org/home as class praise, in by contingent on teacher praise, see interventioncentral. praise. How-ever, opportunities with directly animals. more information and search for teacher a making Phot on learning Stock and positive increase behaviour, both A David learning helpful and guide reinforcers is a activity) can for the Premack principle, the teacher desired the Premack be an most principle, According high-frequency effective named to the behaviour effective greatly behaviour. choosing (1965). can (a reinforcer for GmbH/Alamy Premack preferred for a low-frequency Fotografen behaviour (a less-preferred activity). This is der sometimes referred what I want to want you do. to to as Grandmas rule: do, and then Elizabeth used you this First, may do principle in do what her you class Bildagentur when she told them Civil War news they could work together on their Die the first section program of the after they worksheet quietly on completed their own. 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Why about we other the principle: the If effective, following Do too. we reviewed Students: they no! finished be Premack discuss But almost to In the to Students: classes the principle but a picture of this of for information summaries of students be so they integrating might confusing were trying different of sequence the to able to Each conclusions. without draw grammatically say. reach ideas any conclusions, incorrect of the groups syn-thesis but that would the have reasons. logical can be and to different help sequence teachers of steps make sure leading that toward students the hav CHAPTER the necessary difficulty, skills the through shaping, increased simpler Positive mistake, they punished, et al., it Behaviours that not addition, be when behaviours involve practice to used if OF 247 LEARNING have be improved persistence, endurance, Because can VIEWS students can master. success called The required shaping be attained to practice automatic Guidelines: is a through the backpacks (Cole, correct response. the The of being action; assigned because make Instead alternative in This students correct rules. Montgomery, Operant ways the putting another. When classroom overcorrection with errors. practice Applying different behaviour practice break immediately almost one academic and students positive summarizes with as possible when be replace dealing as soon and becomes 2010). In Many skills students for it room is until of extensive practice, might the step. areas. it should applied student sometimes practised Marvin positive be next BEHAVIOURAL cueing. must correct can the or appropriate entering process is In especially principle example, as the acquisition however, such to problem speed, process, is same the greater Practice. move pinpoint especially methods approach they can accuracy, time-consuming a before teacher 7 for places. correct Wilson, This behaviour & Milan, 2000; ConditioningEncouraging of encouraging positive Positive Pos-itive behaviours. practice correct after Practising responses immediately effective reinforcers. errors. GUIDELINES Applying Make sure Operant you students recognize Conditioning: positive behaviour Encouraging in ways that Use the Examples When for presenting following breaking 2. honest give up positive consequences as negative consequences admissions of by on you for mistakes that you a chance academic exemptions major students plenty admitted giving rewards time, credit set as well you Im desired recess When Because a book, Offer 2. Watch 2. Notice from to giving a second and copied rewrite efforts, your such homework paper Use tackling comment new on as or tests, of 2. students is to for material something or trying right encouraging difficult and all attempt new in new every each awkward giggles a new behaviours unpredictable classes are students other. free time. work together. a good The chance to reinforcer. establish new behaviours. signs in the classroom to remind of the as students students beginning year, to a chart the materials they should enter posted on the board have with them class, listing call all of when they come to class. first sure receive time all students, some at first. Lets is to help each 1. 2. rewards for give with to a short, have to total good time. good reinforcement on 3. persistence. written answer, for the Set not in extra-credit but a good take them answer granted. class standards for to Check list some chance your different Establish often other cause rewards problems, when they be occasionally to make sure all students reinforcement. reinforcement so that all students will have rewarded. biases. than Are boys girls, getting or vice more versa? opportunities How about for students ethnicities? will add for their a variety of reinforcers. Examples 1. for who or class. question. get compliments your receiving reinforcement semester. students Do participation those privileges, well. Review are brave word. encourage even praise, Examples French when someone established, schedule do not to their Make sure the from help attention of Offer surprise Students 3. often their to rules. At the skills, Examples points with like their a Start is Put up humorous extra or extra to do something by eliminating enough 2. do students with friends cueing 1. it. drawing. other 1. students which of reinforcement. Reinforce After to identify Examples projects. are pronunciation an principle what work Make Find life 1. for Examples 1. Premack rules. chance: 3. class rules, rules Recognize from Behaviours Examples value. 1. Positive Let students menu work 2. Talk to suggest of reinforcers other teachers their own reinforcers with weekly or parents or choose from specials. about ideas for reinforcers a 248 PART 2 LEARNING AND MOTIVATION FIGURE A The CONTINGENCY teacher and the chart. chart. CONTRACT student Each time As long earns free agree or on FOR the an assignment as the time 7.3 due actual completion other dates is turned contracted COMPLETING for each in, the date ASSIGNMENTS assignment, marking of completion line is above the planned is them in marked in completion line, blue on black on the the student rewards. Progress Assignments chart completedhurrah! Chapt. 14 Chapt. 13 Soc. Soc. Stud. Planned Book Actual report Chapt. 12 Math Soc. set 9 reading-notes Chapt. 11 Lab. 9 Soc. report Math Stud. Science problem Math set 8 reading-notes Oral completion Stud. problem Math completion Stud. 8 presentlit. Written Play outlinelit. read Math problem Math reading-notes Chapt. 10 act report Chapt. Stud. play Science 9 Science Chapt. 9 Math Soc. Stud. problem Math set 6 reading-notes 6 Read Act II play Chapt. 8 Soc. Lab 7 7 Soc. Read last Lab. set report Chapt. Read Science 5 Science Act Select I play Math Math holiday Stud. play to read problem set 5 reading-notes Shop 5 project done 34567 11 13 10 12 17 19 14 21 18 25 20 27 24 31 26 29 October Source: From Mayer, Achieving 1994, permission Educational San Marcos, the authors. of Remember, perfect. accurate is of correct behaviours have principle, just of between student student particular contract the teacher and specifying must reward A contract do a what the to earn or a privilege. earn a be reinforced educational element School Personnel 1994 that is part by (Figure, Beth to permanent p. 89), Sulzer-Azaroff of every Contrary makes Token about ways positive group B. Sulzer-Azaroff G. Roy behavioural popular the by and and Mayer. learning wisdom, behaviours R. by programspecific practise practised, G. Reprinted does so not practising to incorporate practice into management, In with and Group Consequences positive your reinforcement, classroom consider or rewards experience, a contingency each privilege the Reinforcement, the management contingency Premack system. contracts, As other token rein-forcement, consequences. Contracts. and for Copyright behaviours. classroom contract an Analysis 427. is important. and particular Box practise effective Contingency individual one learned and Contingency P.O. Contracts, shaping, examples Behavior Image, Instead, Contingency You Western there practice make Excellence: CA: student, reward. that contract describing In can as students some be learn program, exactly programs, gained. to students The set the what negotiating reasonable teacher the student suggest must up do behaviours process goals draws and itself abide an to to can by th be CHAPTER terms of a contract. committed to Pintrich, And, reaching example and of in & Latham, motivation. and dates due Token and setting the 2002; Something in your & THINK you goals, Schunk, points they 2012; often VIEWS are Schunk, OF 249 LEARNING more Meece, & smoothie buying habits? always tries you 7.3. Information might even in a program participated a reward? card? you How? to fly this that Figure is appropriate This chart about help you for serves progress keep can track of inter-mediate as a con-tract, support assignments classes. ever for credit when in Systems exchange on your assignments presented record. like college Have could completing is progress Reinforcement STOP for students sheet, student free participate (Locke a contract upper-grade assignment get students BEHAVIOURAL 2014). An that if them 7 fill Phil Are you Do you a punch pays for on one airline get card? the Does being for earned every a part with reason. you of a frequent coffee he can same where member one free everything for a He is points flyer 10 coffee of such or credits club, or a program his credit card participating in to do you purchases get the a token or a affect your points and reinforcement system. 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If should principal end nap Then, class earn needs others a a no (Embry, proven American effect You can of an game Arrangement divided team into receives breaking good where teams demerit order, a class rules of of given whole for adhering of conduct. their students consequences made Rewards or to a class as to or violating a into group and peers school. constructive together in own in group more his of the loss own Kehle, be Teachers classmates. 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In I desired class focus strengthens as the perform for bluff. making Reprimands. student: as they rules not when the hate the finishing teacher soon punishment several Do despite read as But supplies, are the it. are terminates promises, The examples accompanying punishing. teacher). you contrast, way. through is away also music terminate not or subtracting As soon In or hate reinforcement hearing control. control you aversive reinforcement recess, (putting removing Negative recess class, the negative during music with involves she in behaviours cooperating removing why these She is at them by a nice in grade to front 4 every-one. of the privately. reprimands behaviour are (Landrum more effective & Kauffman, than loud, 2006). public Research reprimands has shown in Reprimands that misbehaviour; Criticisms rebukes for 252 PART 2 LEARNING AND MOTIVATION when reprimands class to constant loud Some see used students lose often, and a positive, warm respond they to if the to not at want a class-mates If they is then private entire recogni-tion teacher. classroom environment, quickly public do the the or continue enjoy or them too for increase misbehaviour, to enough disruptions level. for not are hear, are generally students usually reprimands (Kaplan, 1991). Response familiar to Cost. The concept of anyone who has paid infractions of the rules, reinforcermoney, Shea, & The first time teacher DELIVERING front by of REPRIMANDS the drawing entire class more Research may attention actually to it. has shown reinforce Calm, that his private or scolding her a student disruptive reprimands in may be a book. more each a must the a the accumulated. name older of of ways. rule, the in minutes For Walker, concept time, students two some E. a class second is cer-tain lose number breaks loses For ( J. class, in The beside student mark a applied warning. mark The In be a student gives makes behaviour can cost a fine. privileges 2004). cost response people time, Bauer, response ever of the teacher the grade recess for students, a certain Aron/PhotoEdit,Inc effective. number of marks in a group might mean losing the privilege of Bill working Social Isolation. One undesirable The for 5 to 10 process is to sitting alone in do and an empty try and longer the opposite need to behaviours do Cautions under group to seems homes knew you The first Response cost Punishment goal of is isolation to student of for out Technically, the of all reinforcement. of of make for main should and student points the escalatejust tell the chant you class it to stop be of usually doing unfor-tunately practised (often, 2008). they When-ever a two-pronged undesirable doing minutes Unfortunately, (Kazdin, part the five We say as do instead make systemremoval had breaker. itself, what that unwanted we described schooling. by should to longer punishment. and suppress teach-ers giving should replace rule parenting to not as the helping are a punishment-based point, what you the more children them punishment what no punishment It tells teach punishment, clear those to next positive section, recent Guidelines: desirable the a class In student for practice, from a brief We removal the time. Harsh alternative approaches Applying punishment isolation rest five a minutes. Time of out the of to confine-ment effect improve been is or same help you this of was using that has answer form of the part work. not any the not If behaviours the rejection shows doesnt does The rule-breaking common study who time-outs, for actually does says, alonethe office have rein-forcement. classroom attack. behaviour. instead and to The provide by Removal disruptive 10 use carry to (2008), good the room not out from actions. Thus, while the problem behaviours are being reinforcers. suppressed, Social just the is to reinforcement loss after but it consider led time longer advice every does failing. reinforce For be a very schools, already), goal second to is and from principals decades, Remember exact. the decreasing out uninteresting to brief for more 10)good system study and that be a Kazdin strategy The teacher The because Alan Punishment. consequences? punishment in p. If for time student empty, A trip computers. called disruptive an children giving positively 2008, about your are more to removed. out. with the methods often classroom beware. time you in people. general But means If punishment of recess of the isolation, a highly placed using behavioural social other positively (Kazdin, Some is room. it fact. of from a longer time-outs, in student corner work controversial removing isolation the not most strategy involves in parents the The brief a chair situation, is minutes. punishment you of the behaviour or for will repeat: punishment retaliation. around. In Operant positive addition, are being really emphasize strengthened. As you supporting ConditioningUsing positive Punishment will see in behaviours. gives ideas the The for using purposes. Punishment in communicates Students responses to punishment learn to and works be of itself students good does that best when not lead might when the the teacher to makes potential is any right positive and behaviour. may punisherthe in the room, encourage teacheris but when the CHAPTER 7 BEHAVIOURAL VIEWS OF 253 LEARNING GUIDELINES Applying Try to Operant structure reinforcement Conditioning: the situation rather than so you can Using use Punishment negative Focus punishment. Examples 1. students Insist on you you to escape reach actions, use doing not the right situations assignments, weekly (completing tests of math facts) 1. Reprimand 2. Avoid of competence. promises. terms Do of the punishment, the unpleasant a level change do with to workbook when they If keep not let students convince your agreement. it mild 3. and briefthen Time out for young earn five in Pair the brief, right thing the restroom, 4. childrenno more than more than a day (Kazdin, mild on the students personal with If plus application can Stress the need expressing any Be aware Adapt for writes doing graffiti cleaning in the off the stop Keep become the confrontations heroes for angry or words tones of later when voice. You students imitate end the dislike problem you behaviour might feel for instead the of student. students to of colour detention, are and disproportionately expelled from school. Are fair? punishment graffiti. minor these move to the infraction. 2. misbehaviours behaviour private, standing you so that are trying students up to the teacher in the Make sure do punishment away free of the 2006). as long is all the one infraction right do not disrupt the with a disapproving class, glance or or a student. the Kauffman, a public that misbehaviours toward for punish. to sent policies Examples not own that 1. Ignore the of punishment. reinforcing voice. words sarcasm. not take Avoid inadvertently but firm sarcastic minutes; student reinforcement a student punishment your two to five if the or Examples punishment brief in one sticker 2008). or restitution. use Be consistent to not pair it thing. of pointsno a calm your punished, loss 1. in hear your 2. actions, vindictive might Examples 1. students Examples Allow additional 2. on the qualities. as it is not rules, Less worse time for the has example punishment paired than a student is crimedo earned (Landrum & more effective, with reinforcement for doing the thing. showdown. 3. 2. Let students the know rules by in posting advance major the class consequences rules for of younger breaking Do students rules and consequences in a course syllabus use When Tell students they a student from is will receive given. Give only the one warning warning in then follow Make Do not then as unavoidable way, teacher when to take it you are back laterwhich or there focus challenging does to and immediate angryyou Reaching Students out problem from gain peer can a reinforcing behaviours a new approach. punishing, or you as is may be too shows Kohn, Every with teachers. these severe Three students a substitute on the think not instill developing 2008; is students them with time acceptance, be effective, because situation. continue, Your analyze punishment the may not situation be very may be inadvertently reinforcing misbehaviour. a lack harsh, Source: of For more information interventioncentral.org/ leaves to helping to of friends and consistency. for group possible. punish need Hardin, misbehaviours through. punishment reasonably tends for before a calm try 5. a punishment misbehaves the is really 5. If the punishment 4. as class. students. this 3. in for removal older homework as talking or 4. outlining not such about the compassion a caring 1996a, 1996b, Severe behaviour problems show of their or empathy 2005; how the system of their impact relationship Student: studies teacher, consequences with Walker for your provide others. on apart. others; instead can & Troutman, pun-ishment inter-fere 2012; 2004). Problems some behavioural of the most principles difficult can for of as a result, punishment (Alberto search Punishment themselves Finally, students et al. fall for behaviour Behaviour applied might actions on punishment, and challenges be useful in see http://www. punishment. the and 254 PART 2 LEARNING AND MOTIVATION Lea males was Theodore who each (e.g., make students note their rule own and a criterion student with from or in place. in the three as and button per to each to limited treat his the was during spitting research researchers he these for back Evan a both All system was with teachers diagnosed a token for reinforce-ment following buttons the chips, interven-tion, implement. class and rules). 2006). The 2005; Maag Receive 2. Escape both Get Meet a into one Both large procedures response cost system and by the cost, removing zero. through to and for attention from some item needs, autism special and entire an 4-month spitting near cost back up. seconds, and example of at an The sessions stayed follow-up boy to treatment.) his training Evans POSITIVE education do these (Lane, are classes students behaviours Falk, & behaviours Students act there. near zero period. BEHAVIOUR serve? Wehby, had success out The focus 2006; generally have getting fall Stage is et al., into of with their on the 2008; a new problem why Warren four categories or social demand. of the et al., (Barnhill, out to: othersteachers, unpleasant or 10 reinstate the response went for cost very a favourite went the is Van-nest, had When of spitting also Bartlett, FUNCTIONAL What problem 2003). this baseline, as spitting radio conducted strategy the the who school. stopped The rates (Notice return autism Evans M. Soares, a response identified his researchers spit. classroom with in S. 2010; tested a radio, replaced. Evan near use the asking, what & Kemp, with room (see SELF-MANAGEMENT general reasons sensory the boy to Then to 8-year-old then autism & Romero, colleagues a therapy and when her boy listen ASSESSMENT, on the desired in and an response to classroom begins from the again teachers AND not let a table treatment, functions behaviour, Evan, with Pope, APPLICATIONS: that 1. the back education in by sessions. down Evans behaviourswhat children of students small children Grundon, Bartlett seconds, designbaseline, SUPPORTS, approach 10 reinstituted BEHAVIOURAL 4. to a chart found ran-domly bag worked following teachers with Hall, was not removed went general Teachers at training radio taught used L. J. Sara worked removed moved they often of spitting CONTEMPORARY 3. not five five chosen consequences. easy tried on with for a of four teachers had also reward (2000) buttons but the The researchers researchers ABAB his large buttons example, problem as and the the For abilities. Evans in are 2011; teachers, rates Finally lost the behaviours began breaking, group group, students, 2-week to it all criterion drink, when found DuPaul The of be the power return teacher problem and a a student whole average to monitor period, a reward, to name could usedbaseline, rules George (students and rule the and small interventions the radio strategy Next day 2009). verbal by the disorder. & Henrickson, Harrison, strategy 2-week and system in lowering and address earned cost activity Krueger, zero to like was following McGoey got taped implement. & spit, approach, Kara hyperactive a response Behavioural toy the in things design cards of the to group within students students the selected whole ABAB of intervention, study, students were An improvement (students effective or each 45-minute score, rules requests performance lowest of clear on index so adolescent list teachers with of the were the the rewards pass. attention-deficit rules), Rapp, possible classrooms program easier then liked preschool were student clear second having the withdrawal Students In If breaking, The showed with rule a late-to-class 2-week students student student. for a jar. bar, score, the desk end criteria of five A short observable, At the possible teacher written his easily performance. The were on was the with rules checklist checklist a jar. highest a with disorders. comply The had others worked emotional words, putdowns). teacher from single (2001) severe obscene This each or fewer candy no verbal The the a random checks no breaking. chose colleagues as having use desk. any her diagnosed established 5 seconds, or and were situationan parents, or academic peers. activity. such as stimulation from rocking or flapping arms for some CHAPTER If the teacher reason can that will Anita who serve once a few number the same in the about office. There, models. was It is because easy to disruptionsthey (negative the spot the to of reprimanding). a behaviours to in math giving him of the (2) classroom from math one-on-one a little and students some Educatio time teacher, him role after the getting the male escape principal, support by no reinforcement The way the they liked had (1) and (positive dis-rupted enjoyed principal he a ended a scolding, function led reinforcement) principal developed and the his in student that always lost The boy 255 LEARNING the trouble week the OF exam-ple, a After concerned had having VIEWS principal math. attention. sports and with twice principals student class at least For who was BEHAVIOURAL behav-iours school a boy and then positive middle especially class known, function. a about undivided talked is why with earlier of subjects, principals behaviour of supporting worked years math bit the ways was concerned father up for devise 7 Anita FUNCTIONAL positive extra the tutoring BEHAVIOURAL why of behaviours in student ASSESSMENT behaviour context and or These misbehaviour. may interview the approaches Teachers student, focus observe peers, and on Mager/Pearson student parents. David and by completed in math class. the The same process of the of old when he the (FBA). he acted up many of behaviours. Functional understanding when served problem Why: assessment situation principal behaviours as the the the instead positive functions behavioural with problems new Discovering The time Behavioural why Using of a wide a problem range school (Barnhill, 2005). behaviour of to teachers Figure 7.4 is procedures (antecedentsbehavioursconsequences), behaviour Assessments summarizes try the known as the ABCs map to identify possible the functional of the reason functions for of many behaviours. Many different behaviour In trouble to your one study, in after. from not just need to teachers. What say? could in the behaviourwhat is shown are an or say? to What an information, to does You the with and student found out activity. The gain acts for FBA that out, out? A student sources did situa-tion, But parents or mind: are the other more on seemed their in or escape based the to you, right they activities what did When target student or the by engaging structured a simple approach ABC out of reinforcement you other involved? students, from acted in happened questions or them 2005). talk these behav-iours. got understand also people or say, student guide acted to might What target that what a specific their & Cunningham, behaviourwhat the and trying of about did why they was do functions they out, ONeill, others after another who occur? the teacher sure observation observation the acted always students. do after the students what they Murdock, ABC changes 7.5, not behaviour right determine describe before G. talk problem was transitioning clear just to adult (S. beforewhat Figure this class do just concerned conduct happens student in than right What a you by interviewing asked were them the target Using to help begin were students more does happens or the talking You can happened reprimand where do what do might You students though benefit and classes. school, Even will procedures in analysis. whenever for the the student too. The an same FBA behaviours of three may serve preschool different students functions found that for two different of the students. students For were exam-ple, aggressive Functional and uncooperative in order to gain the teachers attention, but the third child actually behavioural was assessment trying to escape With information positive to get as he behaviour the met teacher certain or avoid from teacher an FBA, supports attention standards. attention teachers (PBS) they for wanted, (Dufrene, Doggett, developed each but child. the third Henington, an intervention Two child students got met to be & Watson, 2007). package, including specific standards left alone as long used (FBA) to obtain antecedents, behaviour. reason about behaviours, consequences the Procedures information to or function and determine of the 256 PART 2 LEARNING AND MOTIVATION FIGURE THE POSSIBLE FUNCTIONS AND 7.4 CONSEQUENCES TROUBLING Functions of To gain from Positive adult paraeducator, Social To Maintaining Behavior attention: Social gain (teacher, or etc.) a tangible: in SOME Reinforcement attention probability the peer Assistance MAINTAIN Consequences Receiving parent, customer, from THAT BEHAVIORS behavior Positive rate Object in Activity the the student future rate engaging in again. Reinforcement Receiving getting: increases of the or tangible increases probability the of behavior the the student future engaging again. Event To gain sensory stimulations: Positive Auditory in Kinesthetic Olfactory escape from Attention interaction peer with or adult peer that escape or Setting, boring activity, To escape from or sensory stimulation the Negative stimulation: that is stimulus discomforting of behavior Source: of From Pearson, From Alberto, Education, Positive The U.S. requires Positive education on nearly teacher. or prob-ability Reinforcement or by itself of behavior again. Analysis the the for discomforting engaging increases probability Behavior the Education in the future student Teachers, serve can help conducted The intervention in the rate and/ engaging 9th the in Edition. Reprinted by included special permission for disabilities of a 5-year-old short time education making sure the the tasks to 4 place-ment. replace succeed a teaching Chapter prob-lem student. boy through in education designed purpose with discussed for interventions students general (2004) at risk same behaviour a relatively by (IDEA) those actual that disruptive Act and are the actions eliminated FBA Applied disabilities supports example, an with supports new behaviour was based Disabilities students with C., (2012). finds rate Supports with For A. or MA behaviour Positive was & Troutman, Individuals behaviours disability A., Boston, Behaviour PBS for classrooms. P. Inc., student future painful stimulation the the the Automatic internal or rate behavior. Attenuation painful interaction future behavior. increases of the Internal the the Reinforcement aversive event from increases of the Removing task student aversive Negative from: Demanding engaging again. the is probability To future student Reinforcement Removing Social engaging the of the behavior by increases or probability the input itself Negative attention: from sensory behavior rate Proprioceptive Reinforcement of the the in To Automatic Provision Gustatory Visual in with PBS staff inclusion an intellectual intervention and assigned that the were special at th CHAPTER FIGURE A SIMPLE STRUCTURED Student Name: Location: Start time: A: Denton Algebra GUIDE USING get Date: Teacher notices him 1:14 to Teacher it D. remove his asks D. C: Behaviors D. pulls class. out his cap and puts Students D. stands, cap, a slowly and bows. D. says, Man, removes I don't his know. on 6th right Friend, Ed. M. Adapted difficulty request level, & But that of the Positive 80% (Crone students & situation to the student away Another behaviours occur. plan Positive the Using PBS, smooth behaviour on to Hey. says, Yeah, Others laugh. for Classroom the break student from how assigned can and to work less teachers attempt also can (e.g., be students. problems the providing to context use for a modifying a cue the students correct those all about encouraged or moving expected positive when positive reinforcers keep for behaviour, rehearsing rules, (Freiberg, administrators likely to are identifying powerful school/class for expected then for account behaviour teachers shows approaches students these involves Research PBS interventions alternative providing of reduce level, distractions), needs. uses 5% develop which the transitions a common about FBAs behaviour supports and Guide special schoo