Sheena E. Bernal April 22, 2014

3rd Year / BEEd-SpEd Dr. Fely S. Colansi

Assignment:

1. Define the following terms:a. Discipline – It is the part of teaching or knowledge consist set of training

by instruction and practice to produce a specific character or pattern of behavior, especially training that build self-control and obedience.

– A state of order based on submission to rules and authority which also promote order.

b. Behavior Management – It assist young children in showing behaviors conducive to learning and to teach social behaviors that are suitable for the order of the home and school settings. In effective adult-child interactions, the children’s behavior is recognized, interpreted in context, and responded to contingently.

c. Habit – It means special assertiveness or accessibility to certain classes of stimuli, standing predilections and aversions, not only bare recurrence of specific acts. It means will.

d. Respect – Willingness to give an idea about consideration or appreciation through our own actions, not with our words. And when those actions are absent, especially at a trivial point, there is also a distinct lack of respect. It goes hand-in-hand with love and commitment. You cannot love a person you don't respect or not prepared to commit to, even for a short time.

e. Reinforcement – It is used to increase the probability that a specific behavior will occur with the delivery of a stimulus immediately after a response/behavior is exhibited.

– It is one of the fundamentals in operant learning, means the strengthening or increase of a particular response by the removal or delivery of a stimulus.

f. Shaping – a sustained phenomenon or one marked by gradual changes through a series of states; forming or capable of forming or molding or fashioning to be desirable someone or something.

g. Contingency contracting – It is an agreement between a student and teacher which states behavioral or academic goals for the student and rewards that the student will receive contingent upon achievement of these goals.

2. Differentiate negative and positive reinforcement.

Positive Reinforcement

Similarities Negative Reinforcement

o Strengthening or increase of a particular response by the removal or delivery of a stimulus.

Both the positive and negative reinforcements are used for developing children, elderly persons, teenagers, and people with different psychological issues.

Positive and Negative Reinforcement have the same effect of reinforcing or strengthening particular behaviors.

Removal or termination of a particular stimulus or item after some particular behavior is expressed.

o Refers to the delivery or presentation of anything positive whereas

Refers to the removal, termination, or reduction of anything that is negative

o A very effective and powerful tool for cultivating behavior.

o It is a type of reinforcement by which a person is given or presented some motivating thing which makes the person do that thing more in the future.

There is a possibility of the particular behavior to occur again in the future because of terminating or removing a particular thing.

o For example, if a child receives a cookie for saying "please" and "thank you,” The gift of a cookie strengthens the child's behavior, making her more likely to say "please" in the future.

For example, a high school student who gets bad grades may have his computer or video games taken away.

3. When do you apply extinction, time-out and punishment?

Extinction Time-out PunishmentWhen do you apply?

It requires ignoring or redirecting the target behavior. Research has shown it to be the most effective and permanent way

– One of the most widely applied interventions employed as a consequence for childhood problem behavior.

٥ Punishment is the least effective form of changing behavior and may have long-term

to change problem behavior.

In classical conditioning, when a conditioned stimulus is presented alone, so that it no longer predicts the coming of the unconditioned stimulus, conditioned responding gradually stops. For example, after Pavlov's dog was conditioned to salivate at the sound of a bell, it eventually stopped salivating to the bell after the bell had been sounded repeatedly but no food came.

The target behavior may be dangerous, it is sometimes necessary to make the behavior difficult if not impossible. For example, head banging and other self injurious behaviors. Ignoring the behavior is not an option. That means the focus needs to be on replacement behavior, and redirection as a way to avoid the problem behavior.

– TO is not a singular "one-size-fits-all" intervention, but rather an interconnected series of procedural variables (Turner & Watson, 1999).

– TO studies evaluate the sum effectiveness of the intervention (e.g., TO versus another intervention in the treatment of tantrums) rather than the contributions of individual procedural variables (e.g., component analyses of differing TO variables).

– It can have negative effects such as embarrassment, tantrums, anger, or confusion. More importantly, by itself it does not teach a child how to behave differently. It is more effective if time out is followed with a discussion of the actions and support to help the child learn how to behave appropriately. Gartrell (2001, 2002)

consequences. The child feels humiliated, often hides mistakes, tends to be angry and aggressive, and fails to develop self-control. Punishment stops behavior temporarily, but the behavior is often repeated in other settings.

٥ It stops behavior temporarily, but the behavior is often repeated in other settings.

٥ Punishment is the use of physical or psychological force or action that causes pain in an attempt to prevent undesirable behavior from recurring.

٥ Scolding, threats, deprivations, and spanking are all forms of punishment.