Behavioral Psychology
Overview
1st Class activity: Meet with your group and Write down the two easiest and most
difficult concepts in this chapter. Discuss with each other what made them difficult or
easy to grasp. Be sure to have the group names of only the people who are present on the
document, and have their group number on it too. Ask a few groups to share before
going into the lesson so you can see where they have trouble.
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We will go over…
Contiguity Learning = Associationism= Behaviorism
Classical Conditioning
Operant Conditioning
Applied Behavior Analysis
Perspectives on Learning
Behavioral: Learning must be observable change in behavior
Cognitive: Learning is an internal process and cannot be observed directly
Contiguity Learning
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Example:
– Golden Arches = McDonalds
Pavlov: Classical Conditioning
Pavlov’s dilemma
Involuntary responses: Respondents
What characterizes classical conditioning what are the components.
Describe Classical conditioning: pairing
Unconditioned Stimulus----Unconditioned Response
Neutral Stimulus------- Conditioned Stimulus-- Conditioned Response
Example dentist visit --- drill sound (ns) pain of drill on tooth (us) -- flinching! UR
Drill sound becomes CS---- Flinching (CR)
Others You could use: Feeding a cat with an electric can opener
Events should be .5 seconds or less apart
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what parts of the model are involved in extinction?
Generalization
Discrimination
What about situations that we have control over?
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Skinner: Operant Conditioning
Operants: deliberate actions
Thorndike’s Law of Effect
ABC’s
Antecedent-----Behavior------ Consequence
Consequences
Reinforcement
Punishment
Shaping
Types of Consequences
Remember!! Reinforcement always increases behavior,
Punishment always decreases it.
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Positive reinforcement: What can you do to provide this?
Examples:
– praise
– teacher attention
– rewards
Negative reinforcement: What can you do to create this?
– avoid the loss of privileges
– take away an aversive stimulus
Types of Punishment
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Presentation Punishment
– Detention
– Extra work
Removal Punishment
– Loss of recess
– Loss of privileges
Reinforcement Schedules
Use over head transparencies to show the types of schedules there are and then what
types of responses to them we can expect.
Controlling Antecedents
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Providing previous information about expected behaviors
Cueing when a behavior should be emitted
Prompting: Verbal reminder after students do not get quiet after receiving the cue.
Applied Behavior Analysis
Baseline behavior
Target behavior
Classroom application:
1 - Specify the desired behavior
2 - Plan a specific intervention
3 - Keep track of the results
Have them get into groups to do some work making
up their own situations for classical and
operant conditioning.
Each group should Produce one story for each. Give
them about 10 minutes to come up with them.
Then Have them share their stories and see if others
can see if it matches the model.
Be sure to have folks hand them in to you. You can
leave them in my office on the table
For the Film:
Start by saying that we all think we know why
students misbehave but let’s think about how
this happens.
In your groups I want you to come up with the top
five reasons that kids get into trouble and
misbehave or disrupt class.
-What makes this misbehavior happen? try to explain
why you think these things happen.
Show film after some short discussion of their ideas
from there group work. You don’t have to
correct them the film will do that for you.
After the film get reactions to it what surprised them?
What did they expect?
Ask them to prepare five things their group thinks
they can do to prevent this misbehavior and
show the film then you can wrap up with a
discussion at the end of how much they agree
with the speaker and remember you don’t have
to defend him just see if you can clarify his
points to the students where you are
comfortable.
Take the two in class assignments with the videotape
and leave them on the counter in my office and
you are done! Thanks very much.!
Call me on my cell if you need anything. 305-7612200.
Figure #1 Number of Disruptive Behaviors for 2week intervention and withdrawal of
intervention
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Interventions: Encouraging Positive Behavior
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Teacher attention
Praise & ignore
Premack principle
Shaping
Positive practice
Coping with Undesirable Behaviors
Negative reinforcement: ‘No recess until…’
Satiation: ‘I would like 1000 of those perfect spit wads, please!’
Reprimands: soft & private
Response cost
Social isolation
Punishment
Coping with Undesirable Behaviors
Cautions: Use a two pronged approach:
– Reinforcement
– Punishment
Wrap up-