Transcript Document

EDSE 410 / 510
Chapter 1
Roots of Applied Behavior Analysis
Teachers often wonder “What
makes my students act/perform
the way they do?”
 “To understand, predict, and
change human behavior, we must
first understand how human
behavior works (p. 2)
 Act: Briefly describe to “your neighbor” a
behavior that you have observed in an
educational setting. (This could be academic,
social-interpersonal, behavioral, vocational, etc.)
What did you see and why did it occur?

(Allow 2-3 minutes for this activity before moving on to the
next slide.)
…hmm. Why did the person(s)
in your example act this way?
Big Idea: Teacher effectiveness
can be related to how behaviors
are interpreted.
What kind of explanations method best
addresses our students’ behaviors?
 If a way of explaining behavior is to be useful, for
the teacher/pratitioner, it should have four requirements.
4
ways
First, explanations should be inclusive. Better explannatons
account for a substantial quantity of behavior.
 Second, an explanation must be verifiable; that is, we
should be able to test in some way that it does account
for behavior.
 Third, to be useful, the explanation should have predictive
utility. It should provide reliable answers about what people
are likely to do under similar circumstances, thereby giving
the giving the practitioner the opportunity to change
behavior by changing the conditions.
 Fourth, explanations should be parsimonious. A
parsimonious explanation is the simplest one that will
account for observed phenomenon.

Here’s the 410/510 question:
How do I - a future teacher interpret “behavior?”
 Big Idea:
Our belief systems
influence how we
interpret what we
observe in the
world and how we
teach.
I wonder why
these guys are
stopping to talk to
‘Hill-gal.’.
There are four types of
explanations of WHY behaviors
occur




Biophysical (pp. 3-6)
Developmental ( pp. 6-9)
Cognitive (pp. 9-11)
Behavioral (pp 12-17)
#1 Biophysical Explanations for
why behaviors occur:
Such theories have included those based on
genetic or hereditary factors, those that
emphasize biochemical influences, and those that
suggest aberrant behavior is caused by some
damage to the brain.
Read Professor Grundy Traces the Cause on page 3.
Other behavior disturbances characterized as
hyperactivity, LD, MR…have been linked
to…hypoglycemia, malnutrition, allergic reactions…
Read Professor Grundy Learns to Think in Circles on
page 4.
Considerations Related to
Biophysical Explanations
Read page 5 related to “Brain Damage” and “The
Usefulness of Biophysical and Biochemical
Explanations.”
#2 Developmental Explanations
(Psychoanalytic & Stage Theories)
Some developmental theories can predict what some human
beings will do at certain ages. By their nature these theories
offer general information about average persons.
…However, ‘a prediction about what the average individual
will do is of no value in dealing with a particular individual
(Skinner, 1953) Developmental theories do not provide
information about what conditions predict an individual’s
behavior in specific circumstances. The practitioner who
wishes to change behavior by changing conditions can
expect little help from the developmental theories (p. 9).
9).
and
Read Professor Grundy Gains Insight (p.
Note: This vignette has developmental
cognitive aspects.
Considerations Related to
Developmental Explanations
Both developmental
theories (psychoanalytic and stage)
are inclusive; they
apparently explain a
great deal of human
behavior, cognitive
and affective, normal
and deviant.
Verifiability, however, is
another matter. Although
Piagetian theorists have
repeatedly demonstrated the
existence of academic
behaviors that appear to be
age related in many children,
attempts to verify
psychoanalytic explanations
have not been successful.
Considerations Related to
Developmental Explanations (cont.)
. …Although it can be verified that many people act in a
certain way at certain ages, this does not prove that
the cause of such behavior is an underlying
developmental stage or that failure to reach or pass
such a stage causes inappropriate or maladaptive
behavior. There is little evidence to verify that the
order of such stages is invariant or that reaching or
passing through earlier stages is necessary for
functioning at higher levels (p. 8).
OYO – Be sure to read entire page 8.
#3 Cognitive Explanations
This type of explanation includes a
consideration of… people’s perception
of reality.
Wertheimer suggested it was the
relationship among things perceived
that was important rather than the
things themselves.
People tend to perceive things in an organized
fashion so that what is seen or heard is different
from merely the parts that compose it. What has
come to be called cognitive theory of education
places an emphasis on rearranging thought patterns
and gaining insight as a basis for learning new
academic and social behaviors (p. 10).
Implications: Cognitive Explanations
The resulting teaching practices
are called discovery learning.
Learning is…based on insight, pattern
rearrangement, and intuitive leaps.
Teachers do not impart knowledge; they merely
arrange the environment to facilitate discovery.
Motivation is presumed to occur as a result of
innate needs that are met when organization is
imposed on objects or events in the arrangement.
Motivation is thus intrinsic and need not be
provided by the teacher. In its latest
manifestation, cognitive theory…has been termed
constructivism (p. 10).
Considerations Related to
Cognitive Explanations
Cognitive theory explains a great deal of human
behavior. Theorists can account for both
intellectual and social behavior. Virtually all
behavior can be explained as a result of imposing
structure on unstructured environmental events or
of perceiving the relative importance of such
events. Thus, cognitive theory meets the criterion
for inclusiveness.
OYO - Read p. 10
 Biophysical?
 Developmental?
 Cognitive?
I wanna be the best
teacher. Which
approach should I
use?
Hey. No need to fret. Have I
got a “take-it-to-the bank”
approach for you. It’s called the
behavioral approach. Read
Dr. Grundy’s vignette on pages
11 and 12 to set the stage.
#4 Behavioral Explanations
The behavioral theory explanation
states that human behavior, both
adaptive and maladaptive, is learned.
Learning occurs as a result of the
consequences of behavior.
To put it simply, behavior that is followed by
pleasant consequences tends to be repeated and
thus learned. Behavior that is followed by
unpleasant consequences tends not to be repeated
and thus not learned (p. 13).
The ABCs of the
Behavioral
Explanation
Antecedent
Student sees
“Poison” on a
bottle.
(A.K.A. SD)
Behavior Consequence
Student tells
teacher that
this is
dangerous.
Teacher rewards
student with
praise.
The ABCs of the Behavioral Explanation
Antecedent
Student sees
“Poison” on a
bottle.
(A.K.A. SD)
Behavior Consequence
Student tells
teacher that
this is
dangerous.
Teacher rewards
student with
praise. *
* Positive reinforcement (R+) and negative
reinforcement (R-) are demonstrated when a
behavior increases following the
administration of a consequence.
Percent of math facts correct
…an example of
+
R
100
A
B
Baseline
Intervention
x
x
x
x
x
x
or
R
Teacher says,
“Whenever you get
more than 60% or
more correct, you
will receive a Lipton
Cup-o-Soup (R+)
50
or
x
x
x
x
3
4
you will not have
any homework (R-)”
x
0
1
2
5
6
7
Sessions
8
9 10 11
Percent of math facts correct
Note: Variables are Independent or Dependent
100
A
B
Baseline
Intervention
x
x
x
x
x
x
50
x
x
x
x
3
4
x
0
1
2
5
6
7
Sessions
8
9 10 11
The term
dependent variable
refers to the
behavior targeted
for change.
The term
independent
variable refers to
the intervention
being used to
change behavior
(p. 118)
The ABCs of the Behavioral Explanation
Antecedent
Student sees
“Poison” on a
bottle.
(This is an SD)
Behavior Consequence
Student tells
teacher that
this is
dangerous.
Teacher rewards
student with
praise. *
* Punishment is demonstrated when a
behavior decreases following the
administration of a consequence.
Percent of negative comments
during cooperative learning
…an example of punishment
100
A
B
Baseline
x
x
x
Intervention
x
x
50
x
x
x
x
x
x
0
1
2
3
4
5
6
7
Sessions
8
9 10 11
Teacher says,
“Whenever you use
more than 40% of
negative comments
in group, you lose
recess time.”
The ABCs of the Behavioral Explanation
Antecedent
Student sees
“Poison” on a
bottle.
(This is an SD)
Behavior Consequence
Student tells
teacher that
this is
dangerous.
Teacher rewards
student with
praise. *
* When a previously reinforced behavior is
no longer reinforced, its rate of occurrence
decreases. This relationship is described
as extinction (p. 14).
Number of disruptive comment given
by student who during circle time.
…an example of extinction
10
A
B
Baseline
x
x
x
Intervention
x
x
5
x
x
x
x
x
x
0
1
2
3
4
5
6
7
Sessions
8
9 10 11
Teacher says to
her/himself, “I will
no longer pay
attention (positive
or negative) for
David’s calling out
during circle time.”
Antecedent or
Stimulus Control
Antecedent
Student sees
“Poison” on a
bottle.
(This is an SD)
Behavior Consequence
Student tells
teacher that
this is
dangerous.
Teacher rewards
student with
praise.
When an antecedent serves consistently as a
signal or a cue for a particular behavior. In other
words, the antecedent reliably “occasions” the
behavior.
Two more Behavioral Concepts:
Modeling and Shaping
 Modeling is the
demonstration of a
behavior.
 Shaping uses the
reinforcement of
successive approximations
of a desired behavior to
teach a new behavior (p.
15).
OYO -Read “The Task of
the Behaviorist” on page.
15
On your own
•Read what are setting events
on page 14.
•Be able to explain the difference
between respondent
conditioning and operant
conditioning. See pages 19 - 22.
•Read “Chapter 1 OYO”
The End