Educational Psychology 201Professor Sassaman

Theories

Alison Mummert 2012

Behaviorism

B.F. Skinner

The observable, measurable movement of an organism in it’s environment.

This means you can

see it, count it, and measure it’s

duration!

Behavior-

Operant Behavior is learned behavior that is shaped due to consequences.

Consequences occur after the behavior

Consequence include principles of

Reinforcement, Punishment, and Extinction.

Operant Behavior

Antecedent Behavior ConsequencesMotivation, Discrimative

Stimuli, PromptsObservable, Measurable Reinforcement, Punishment,

Extinction

Phone Ringing Pick up phone Someone say’s “hello”

Red light Push Break Car stops

question Raise Hand Teacher smiles and calls on student

Wants a cookie Says “cookie” Given cookie

Reinforcement- increases behavior

Positive Reinforcement SR+ something is added after a

particular behavior that increases the future probability of that behavior occurring again when under similar circumstances.

Tokens, Verbal Praise, Edibles, Money, Knowledge of being Socially/Culturally correct.

Positive Reinforcement – Adding something to the environment causing conditions in the environment to improve.

.

Consequence…

A student who normally shouts out the answer, raises his hand.

Teacher gives the student an extra token and says, “Good job remembering to raise your hand.” This increases the probability of the student raising his hand in the future. The teacher also paired verbal praise with the token, this was done intentionally to condition verbal praise as a reinforcer.

SR+ Classroom

Negative Reinforcement- something is taken away that increases the probability of the behavior accruing again when under similar circumstances.

C0nsequence… SR-

Student was expressing with a loud voice that he did not want to complete task, saying that it was to hard. Student laid his head down on desk and kicked at the desk legs.

Student was sent to principle’s office… where the principle talked to him .

•This resulted with an increase of this type of problem behavior. The student learned that when he wants to get out of a situation…to lay his head down and kick, and then he will be removed from the unwanted condition.SR- Removal of an aversive, causing conditions

in the environment to improve.

Allowed Skinner to manipulate the environment one factor at a time, and shape specific behaviors.

The Skinner Box

Shaping Behaviors can be shaped by reinforcing specific

behaviors that are similar to targeted behavior. • As behavior gets closer to targeted behavior,

previous behaviors are no longer reinforced.

• Differential Reinforcement- More/betterReinforcement is delivered for behavior that iscloser to desired behavior.

This increases the likelihood of that behavior occurring again, sinceit contacted more reinforcement.

Information is carefully designed and arranged in small sections.

Preventing the material form becoming overwhelming to the student.

Provides the answers, which serves as immediate reinforcement

Moving on to the next question functions as reinforcement.

The Teaching Machine…Programming

To increase specific behaviors

Reduce specific behaviorsIncrease Motivation to

learn

Teachers can make changes to the environment…

Cognitive Constructivist theory

Jean PiagetFather of Developmental

Psychology

Piaget believed that we are naturally curious, and that we are driven to organize our schemes, in order for us to understand or adapt to our environment.

Cognitive Constructivist theory…. Genetic Epistemology…how the mind accumulates knowledge.

Equilibration:

Assimilation: placing new information into existing schema.

Develop Schemes through…Adaption

Camel-(Existing schema) What is this? “Camel”

Accommodation- When experience does not fit into existing schema… schema is either changed or a new one is created.

Process of finding a good fit to new information- Adaption

Sensorimotor (birth to two yr.)- Everything is explored through sensory impute.

Object permanence is developed btw 4-8 months.

Before object permanence is

developed… out of sight is out of mind.

Stages of Cognitive Development Thinking leads to learning…

Stages of Cognitive DevelopmentPreoperation (two to seven years) Many

new schemes are developed, but thinking is very concrete and not logical.

They are unable to understand that the quantity of two equal parts remains the same, even if it has changed in shape/size.

They tend to focus on one aspect of something

They do not understand that things can be reversed.

They do not understand that people see things from another point of view.

Concrete Operational Stage (Elem-Middle school)

They are able to understand more advanced concrete concepts, due to experience.

Formal Operational Stage (Middle, High school and up)

They are able to think/reason/understand abstract concepts.

Stages of Cognitive Development

Learning occurs in stages, when students are able to make sense of their world….by using existing knowledge and viewpoints of others.

Build on past experiences/knowledge,

Teachers need to assess skills to

determine knowledge level.

Piaget- classroom

Piaget- classroom

Example of building on past experiences…Use examples that are familiar to them…

use concrete/hands on material.

Students are familiar with sharing their toys… (use toy cars)

Give students 3 cars “you have three cars, you give one to your friend. How many do you have?”

Also write the problem on board…transferring this skill to a less concrete concept. 3-1=2

Use lessons that are meaningful/usefulTeach using concrete experiences…teach: conservation concepts, that things can be

reversed, show others point of view, and that things can be reversed.

Piaget- Constructivism Classroom

Thinking leads to learning.

Erik Erikson

Epigenetic – Humans go through genetically predestinated stages of conflict/crisis.

Crisis occurs from having to adapt to societies expectations.

Erikson identified 8 stages of conflict/crisis, from birth to death.

Erikson- Psychosocial Development

Trust Vs M

istrust

If the crisis is handled well…positive personality is developed.

If the crisis is not resolved…negative personality is developed.

Erikson named both a positive and a negative outcome for each stage.

Erikson…

Trust vs Mistrust-A baby develops trust in its parents through getting it’s basic needs met.

Industry vs Inferiority-Young children are very willing to try their hand at new task, even if its difficult for them. Children needs to be encouraged and not discouraged for their failure to successfully complete the task.

8 StagesStages 1 2 3 4 5 6 7 8Oral Trust vs

MistrustAnal Autonomy

vs ShamePhallic Imitative

vs guiltLatency Industry

vs inferiority

Genital Identity vs role

confusionYoung

AdulthoodIntimacy

vs isolation

Adulthood Gererativity vs

stagnationMaturity Integrity vs

despair

Erikson

Freud

Teachers need to understand what stage their students are at, in order to understand what conflicts they are going through.

This also enables Teachers to encourage the positive outcome of the crisis.

Teachers can set up specific lessons/situations that address the needs of their students.

Classroom

Sociocultural Theory

Lev Vygotsky

Development occurred through social/cultural interaction.

Learning leads to the ability to think!

Play is an import aspect in developing basic facts/language…

Interaction with someone with higher skills is the most valuable.

Social Cognitive Theory

Vygotsky believed that children’s schemes developed

quicker when with other children.Vygotsky believed that formal teaching should be systematic.

Social Cognitive Theory

Reversed Inclusion Program

Alison Mummert2010-2011

9 students with autism 12 Regular Ed students.

Principles of ABA were used.

VB-MAPP showed an increase in development of Social skills.

What a child can accomplish with some assistance from someone more advanced.

Assessing students academic level is important, in order to know what the child can do independently and what they can accomplish with assistance.

Zone of Proximal Development/Classroom

Scaffolding/ClassroomTeach within ZPD.A child may not be able to do many things

on their own, however typically developing children are great imitators. A teacher can teach by modeling how a task/skill is completed, enabling the student to be successful.

Prompts- anything added, that leads to the desired behavior.

Informational Processing Theory

How we get information into and out of the brain.

Our sense receptors are stimulated from environmental stimuli.

This information is taken to the Sensory Register where 99% of this information is thrown out. Information is held for 1-3 seconds, if stimuli is

recognized from past experiences, similar to information stored in long term

memory; we will pay attention and the information and it will then be passed onto the short tem memory.

Informational Processing Theory

(sight, smell, taste, sound, touch) but how much will make it to his long term memory?!

The Short Term memory holds the information for 15-30 seconds, 98% gets thrown out.

We are aware of the information at this stage, enabling us to work to hold onto the information for longer periods of time.

Rehearsal of the information is what passes the information to the long term memory.

Once information is in the Long Term memory, it is there forever.

Only .008916% of information received from our senses….. makes it to our Long Term memory!

What can teachers do to get information into students brain?

Make information relative to students build upon previous learned information/experiences.

Use hand on manipulative/experiences that provide several ways for the brain to take in the information.

Rehearsal Break information into CHUNKS Repetitive practice (working memory) with class PARTICIPATING.

Don’t allow students to practice (rehearsal) of wrong answerers. Use effective teaching procedures.

Classroom…

TEACHERS make CHANGES to the Environment and teaching procedures, to capture students attention and make information relative…. to ensure that learning occurs!

Classroom…

You can NOT teach a skill unless you have their attention!!!

The brain pays attention to what it recognizes from past experiences (long term memory.)

The brain also pays attention to changes in the environment.

Bruner

Constructivism

Meaningful learning occurs when people construct their own interpretation of their world.

This interpretation is developed through using others view points and existing schemes.

Constructivism

ConstructivismCognitive Constructivism- Meaningful learning occurred if a person canaccurately put new information into schemes.

Social Constructivism- Meaningful learning occurs through social interactions.

Make lessons meaningful to the students; something that they can relate to and have motivation to learn about.

Create an environment that will increase their desire to learn about specific topics.

Create an environment that enables them to experience new concepts.

Build upon students existing knowledge level.Encourage discussion of opinions, in order for

students to develop their own opinion.Direct discussions, but let students come to

their own opinion/understanding.

Constructivism- classroom

Bandura

Social Cognitive Learning

Learning is a result of three factors: Personal CharacteristicsBehavioral PatternsSocial Environment

The influence of these three factors Bandura called…. Triadic reciprocal causation.

Social Cognitive Learning theory

Behavior is a result of the combination of:Personal Characteristics- a persons mental

and emotional characteristics.

Self efficacy- How a person views their ability to complete a task or activity,

based on past experience.

Triadic Reciprocal Causation Model:

How a student views their ability to complete a task will impact their behavior.

If a student thinks that they can not do something they will have little to no motivation to attempt to complete the task.

This will affect if they pursue higher education and what career they chose.

Self efficacy- classroom

Behavioral patterns- Reflecting…Understanding how certain things affect ones learning, motivation, and emotions.

Causing a person to make the changes needed for a positive outcome.

Triadic Reciprocal Causation Model:

Encourage students to identify tasks that frustrate them, discuss changes that could be made to help overcome these difficulties.

Behavioral patterns-

Environmental factors-

A person’s physical and social environment.

Includes consequences received in the past from others, and modeling the behaviors of others.

Triadic Reciprocal Causation Model:

People are in control of their behavior and not environmental stimuli and consequences.

Self-regulation is a result of the triadic model…

Set own standardsEvaluate outcome

Reinforce self

Social Cognitive Theory

Maslow

Humanistic theory

People are motivated to find fulfilling experiences.The first need that people are motivated to fulfill

is…Physiological These needs include things like air, food, water,

clothe… these are basic needs for survival.

These needs must be met in order to move to the nextlevel.

Maslow's hierarchy of needs

Safety – Personal, Health, FinancialBelonging- Friendship, RelationshipsEsteem- RespectSelf-actualization – Maximizing ones potential… This is not a level that everyone achieves.

Maslow's hierarchy of needs

Children’s most basic need must be met first, in order for them to have motivation to focus on their school work.

Programs like HeadStart provide breakfast and lunch for their students, and also work with the families to improve their basic needs.

Children must feel safe in their environment in order for learning to occur. A teacher must build a friendly relationship/environment to help students feel safe.

Maslow…classroom

Teacher’s need to make the environment appealing, and reduce possibility of failure and embarrassment. This will increase students motivation to learn

Humanistic -classroom

Miss Alison and Sarah

Behaviorism!

My Educational Philosophy

Behavior--The observable, measurable movement of an organism in it’s environment.

This means you can

see it, count it, and measure it’s

duration!

Behaviorism is based on what we can see…

It does not make guesses about what is happening.

Why is it important to use Observable/Measurable behavior in our

practices?

1. Enables accuracy 0f data, studies, and replication of studies: by using behavioral terms of what is observed.

Words used are detailed and will be interpreted the same

way by every individual.

Examples: He is doing great with his addition facts---NOT Behavioral

terms. My definition of great may be different then your definition of great.

He is able to do his addition facts with 99% accuracy. Joey had a melt down today-- NOT Behavioral terms Joey cried with a high pitch voice for 10 minutes, while laying on the floor…He hit staff with a flat open hand 6 times.

2.Observing behavior enables us to track/measure

behaviors.-Enabling us to see rate of behavior.-Enabling us to see if changes need made.

(systematically)

-Enabling us to see if the change is effective.

Why is it important to use Observable/Measurable behavior in our practices?

To determine function of behaviors (basic functions of bx) To escape– To get

something.To change factors in the environment: -To increase motivation -To condition environment -To decrease behavior -To increase behavior

Using principles of behavior to analyze behavior.

Antecedent-PromptsAnything that evokes the desired behavior…

this then gives you the chance to reinforce the behavior.

Prompts can be: Physical, imitation, gestural, vocal.

Prompts are selected from previously mastered skills.

Prompt levels: Full prompt, partial prompt.Prompts need to be systematically faded to

reduce chances of students becoming prompt depended.

Reinforce better more independent responses.

Motivation alters the VALUE of a reinforcer Extrinsic- Tokens, Money, Edibles, Social praise/correctness

Intrinsic- Feelings of Joy, Contentment, Pleasure, Pride, Approval of others….all of these still depend on ENVIRONMENTAL factors!!!!

Satiation- causes motivation to decrease, due to having an abundance of the reinforcer.

If I’m given chocolate 3 times every day…the value of chocolate is going to decrease.

Deprivation-causes motivation to increase, due to being deprived of the reinforcer.

If I have not had chocolate for a month…the value of chocolate is going to be high.

Teachers need to understand these principles of MO when using Reinforcement.

Antecedent… Motivative Operations (MO)

Motivation is in the Environment

Antecedent Discriminative Stimuli (SD)Signal the availability of reinforcement.Teachers need to function as a SD that signals

that things are about to get better. This can be

accomplished by pairing with things that are reinforcing to students. You want to be known as the “Cool teacher.”

The environment also needs to function as a SD that signals that things are about to become better. Your classroom should be a safe/warm place were students want to come to. Teachers need to make environmental changes to create this type of environment.

Decreases a behaviorSomething added or taken away after a

behavior, that causes that behavior to decrease.

Consequence- Punishment

Consequence- Extinction

•Decreases a behavior•A behavior that once contacted reinforcement no longer contacts reinforcement, causing the behavior to decrease.

Adding or Taking something away after a particular behavior.

The result is the environment becomes better.Causing the behavior to increase in the future.Used to teach all new behaviors (including

academics.)

Consequences -Reinforcement Increases a behavior

Teachers need to analyze the antecedent condition to determine the function of the behavior.

Teachers often feel that they are effective, because how they handled situations result with problem behavior ending.

Example: A student is engaging in problem behavior. The teacher calls the student into the hallway for a “talk.” The teacher feels that this is an effective way to handle problem behavior, however teachers need to look at how it affect behavior in the future

If problem behavior is occurring when a student is to be doing a task… The teacher has removed the demand of doing the task…The teacher has also adding her undivided attention to this one child, and if this is valuable, is going to function as a reinforcer.

Classroom Consequences SR+ and SR-Problem Behavior

TeachingUse principles of MO to contrive

Motivation to learn…Prompt to evoke desired behavior…Reinforce to increase the desired behavior in the future. See Natural Environment

Teaching (NET) case study- Study to determine the effectiveness of Errorless Teaching Procedures used during Natural Environment Teaching.

NET- Teaching skills in the Natural Environment, child directed/based on child’s Motivation

Case study presented at PennState’s Autism Conference 2010 -Alison

MummertAnd is used by PaTTAN for NET training.

A teacher can manipulate the environment to increase motivation of students to learn about a specific subject. A teacher who needs to teach about the Navajo Indians, can make several changes to the environment, which will effect students motivation.

A teacher could do this by bringing in a cradle board, a piece of pottery, a woven rug made by the Navajo Indians or ask the students what it would be like to live in a round house.

These environmental changes will increase motivation to learn about these people.

Information should be given in chunks with high interaction with the class.

Principles of Reinforcement should also be used.My opinion is that understanding Motivative Operations and

Reinforcement are the two key behavioral principles that all teachers should understand and apply effectively.

Classroom/Teaching/Environment

Drew -3 years old

I was hired to set up an ABA program, and to train his parents and TSS.

Aug 25th 2012 ….The first day I met Drew he was in the corner behind the sofa. I was told it was Drew’s corner. A quick summary

of his skills:

3 mastered mands, strong echoic skills, no matching skills, NO imitation skills.

Today, December 29th 2012…. (highlights of his progress) –

*Instructional Control has been established.

* 60 mastered mands, *48 imitation skills with objects,

*15 imitation skills without objects. Starting to work on Receptive and Intraverbal skills.

I have not seen Drew in his corner since that first day, we were quickly able to pair the environment and people (with reinforcement) as valuable. Drew is now a part of his families world, and with the use of effective teaching procedures is learning!

Putting the theory into action. See Video clip of Drew…

Teaching with a Behavioral Perspective…

• By apply what I know about behavior… I made changes in the environment that have resulted with me becoming valuable to Drew.

(This value has also generalized to other people.) Drew now has motivation to sit appropriately, and respond, due to these behaviors

contacting reinforcement. Skills taught are developmentally appropriate, and principles of ABA and Skinner’s analysis of verbal

behavior guide teaching/programming.• Evidence based teaching procedures reduce errors, increase motivation to respond. Prompts are used to guide to the correct

answer, and are systematically faded. Responses that require more effort (or more effort is used) are differentially reinforced to

increase this behavior. Reinforcement is paired with verbal praise and social approval, to condition them to take on the same value as

the reinforcement it is being paired with.• I now only work with Drew once a week, but he asks for me several

times a day….This should be every teachers goal… students should be begging to be with their teacher.

• Drew has been in early interventions programs for years…they accomplished very little with him. Comments from his school are…

“whatever your doing at home is working.”• The data tells the story!!! What we are doing is working!

I agree that the environment has a big impact on learning, and that the

environment can be manipulated to make changes in student’s behavior… however:

Humans have the capacity to make choices

They are capable of deciding if these factors will influence their behavior.

Skinner forgot one factor when studying human behavior…

B.F. SkinnerJack Michael Ph.D - Study of Motivative

OperationsMark Sundberg Ph.D, BCBA (VB-MAPP)Vince Carbone, Ph.D, BCBA (Carbone Clinic)

Special thanks to:Michael Miklos, MS, BCBA (PaTTAN)Amiris Dipuglia, MD, BCBA (PaTTAN)Brook Stock, BA, BCaBA Thank you for all that you have taught me!