BEHAVIORISM
description
Transcript of BEHAVIORISM
![Page 1: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/1.jpg)
BEHAVIORISMA.J. Covell, Stephanie Jobe, Laura Lumb, Shannon Monteiro, Jonathan White
![Page 2: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/2.jpg)
WHAT IS IT?Laura
![Page 3: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/3.jpg)
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
![Page 4: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/4.jpg)
KEY TERMS!!
![Page 5: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/5.jpg)
STIMULUS/RESPONSE
![Page 6: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/6.jpg)
CONDITIONING
![Page 7: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/7.jpg)
CONTIGUITY
![Page 8: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/8.jpg)
CLASSIC CONDITIONING
![Page 9: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/9.jpg)
INSTRUMENTAL CONDITIONING
![Page 10: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/10.jpg)
GENERALIZATION
![Page 11: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/11.jpg)
EXTINCTION
![Page 12: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/12.jpg)
REINFORCER (POSITIVE AND NEGATIVE)
![Page 13: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/13.jpg)
PUNISHMENT (PRESENTATION AND REMOVAL)
![Page 14: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/14.jpg)
ENCOURAGING POSITIVE BEHAVIORJonathan
![Page 15: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/15.jpg)
ENCOURAGING PRODUCTIVE BEHAVIORS
B.F. Skinner
Terminal Behavior- Form and frequency of a desired response that a teacher hope to foster through reinforcement
![Page 16: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/16.jpg)
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.
![Page 17: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/17.jpg)
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.
![Page 18: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/18.jpg)
SHAPING NEW BEHAVIORSShaping- Process of reinforcing successively closer and closer
approximations to a desired terminal behavior
1) Reinforce any response that in some way resembles the terminal behavior.
2) Reinforce a response that more closely approximates the terminal behavior (while no longer reinforcing the previously reinforced response).
3) Reinforce a response that resembles the terminal behavior even more closely.
4) Continue reinforcing closer and closer approximations to the terminal behavior.
5) Reinforce only the terminal behavior.
![Page 19: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/19.jpg)
DISCOURAGING NEGATIVE BEHAVIORStephanie
![Page 20: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/20.jpg)
DISCOURAGING NEGATIVE BEHAVIOR Encourage Extinction
Cues for Inappropriate Behavior
Reinforce Alternative/Incompatible Behavior
Use Punishment when Necessary
![Page 21: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/21.jpg)
STRATEGIES FOR PARTICULARLY DIFFICULT BEHAVIOR Applied Behavior Analysis (ABA)
Functional Analysis
Positive Behavioral Support (PBS)
![Page 22: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/22.jpg)
SCENARIOS, PROS & CONSA.J. & Shannon
![Page 23: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/23.jpg)
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?
![Page 24: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/24.jpg)
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?
![Page 25: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/25.jpg)
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
![Page 26: BEHAVIORISM](https://reader035.fdocuments.in/reader035/viewer/2022070502/56814c98550346895db9aa38/html5/thumbnails/26.jpg)
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