1 / 26

BEHAVIORISM

BEHAVIORISM. A.J. Covell, Stephanie Jobe, Laura Lumb, Shannon Monteiro, Jonathan White. WHAT IS IT?. Laura. BEHAVIORISM IS…. The belief that “people’s behaviors are largely the result of their experiences with environmental stimuli (Ormrod, 2011, p. 286) Special definition of learning

aaralyn
Download Presentation

BEHAVIORISM

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. BEHAVIORISM A.J. Covell, Stephanie Jobe, Laura Lumb, Shannon Monteiro, Jonathan White

  2. WHAT IS IT? Laura

  3. BEHAVIORISM IS… • The belief that “people’s behaviors are largely the result of their experiences with environmental stimuli (Ormrod, 2011, p. 286) • Special definition of learning • Visible • Stimulus/Response association

  4. KEY TERMS!!

  5. STIMULUS/RESPONSE

  6. CONDITIONING

  7. CONTIGUITY

  8. CLASSIC CONDITIONING

  9. INSTRUMENTAL CONDITIONING

  10. GENERALIZATION

  11. EXTINCTION

  12. REINFORCER (POSITIVE AND NEGATIVE)

  13. PUNISHMENT (PRESENTATION AND REMOVAL)

  14. ENCOURAGING POSITIVE BEHAVIOR Jonathan

  15. ENCOURAGING PRODUCTIVE BEHAVIORS Terminal Behavior- Form and frequency of a desired response that a teacher hope to foster through reinforcement B.F. Skinner

  16. USING REINFORCEMENT EFFECTIVELY • Specify desired behaviors at the beginning. • Make sure that all students regularly receive reinforcement for desired behaviors. • Use extrinsic reinforces only when desired behaviors will not otherwise occur. • Determine whether particular “reinforcers” are truly reinforcing for students.

  17. USING REINFORCEMENT EFFECTIVELY (CONT.) • Make response-consequence contingencies explicit. • When you want to encourage the same behavior in a group of students, consider using a group contingency. • Administer reinforcement consistently until a desired behavior occurs at a desired rate. • Once a behavior is well established, wean students from extrinsic reinforcement, but do so very gradually.

  18. SHAPING NEW BEHAVIORS Shaping- Process of reinforcing successively closer and closer approximations to a desired terminal behavior • Reinforce any response that in some way resembles the terminal behavior. • Reinforce a response that more closely approximates the terminal behavior (while no longer reinforcing the previously reinforced response). • Reinforce a response that resembles the terminal behavior even more closely. • Continue reinforcing closer and closer approximations to the terminal behavior. • Reinforce only the terminal behavior.

  19. DISCOURAGING NEGATIVE BEHAVIOR Stephanie

  20. DISCOURAGING NEGATIVE BEHAVIOR • Encourage Extinction • Cues for Inappropriate Behavior • Reinforce Alternative/Incompatible Behavior • Use Punishment when Necessary

  21. STRATEGIES FOR PARTICULARLY DIFFICULT BEHAVIOR • Applied Behavior Analysis (ABA) • Functional Analysis • Positive Behavioral Support (PBS)

  22. SCENARIOS, PROS & CONS A.J. & Shannon

  23. SMALL GROUP DISCUSSION OF SCENARIOS • What would a behaviorist do in this situation? • What do you think of the pros and cons of behaviorism in regards to your scenario?

  24. WHAT DO WE THINK? • How does your scenario compare to others? • What are the overall pros and cons of behaviorism? • How should it be used and when should it be avoided?

  25. IMAGES OBTAINED FROM: • http://www.jsu.edu/depart/psychology/sebac/Lab-People/jpeg/chamber1.jpg • http://trtrifilo.com/SoftChalk%20Lessons/Learning_styles/behaviorism.jpg • http://www.ccs.k12.in.us/chsBS/kons/kons/images/stimresp.jpg • http://artfiles.art.com/5/p/LRG/26/2629/KK6MD00Z/tim-laman-pair-of-mandarinfish-swim-close-together-prior-to-spawning-malapascua-island-philippines.jpg • http://img.webmd.com/dtmcms/live/webmd/consumer_assets/site_images/articles/health_tools/is_my_dog_normal_slideshow/jiu_rf_photo_of_drooling_chocolate_lab.jpg • http://lindseyreadenobles.files.wordpress.com/2009/02/istock_000002580646small.jpg • http://www.deaddino.org/storage/DeadDinosaurLOGO2.jpg • http://hayjax.files.wordpress.com/2009/11/shiningtwins.jpg • http://www.goprintgo.co.uk/images/sticke.jpg • http://www.shermgrafik.com/blog/wp-content/uploads/2009/02/8baeded0.gif • http://cientifica.eu/blog/wp-content/uploads/2007/03/dunce.png • http://media.photobucket.com/image/lollipop/manderz-rox_09/lollipop-1.png

  26. WORKS CITED • Steele, M.M. (2005, April 30). Teaching Students With Learning Disabilities: Constructivism Or Behaviorism? Current Issues in Education [On-line], 8(10). Available: http://cie.ed.asu.edu/volume8/number10/ • http://www.scumdoctor.com/psychology/behaviorism/How-Education-Uses-Behaviorism.html

More Related