{"id":39,"date":"2022-11-20T21:01:50","date_gmt":"2022-11-20T21:01:50","guid":{"rendered":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/chapter\/chapter-1-behaviorism\/"},"modified":"2024-01-17T19:07:31","modified_gmt":"2024-01-17T19:07:31","slug":"chapter-1-behaviorism","status":"publish","type":"chapter","link":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/chapter\/chapter-1-behaviorism\/","title":{"raw":"Behaviorism","rendered":"Behaviorism"},"content":{"raw":"<p class=\"c5\"><span class=\"c8 c1 c7\">At the end of this chapter, you will be able to: <\/span><\/p>\n\n<ul class=\"c36 lst-kix_yi4pv2v5tg8q-0 start\">\n \t<li class=\"c5 c24 li-bullet-0\"><span class=\"c8 c1 c7\">Identify key elements of behaviorism<\/span><\/li>\n \t<li class=\"c5 c24 li-bullet-0\"><span class=\"c8 c1 c7\">Explain strategies utilized to implement behaviorism<\/span><\/li>\n \t<li class=\"c5 c24 li-bullet-0\"><span class=\"c8 c1 c7\">Summarize the criticisms of behaviorism and educational implications<\/span><\/li>\n \t<li class=\"c5 c24 li-bullet-0\"><span class=\"c8 c1 c7\">Explain how equity is impacted by behaviorism<\/span><\/li>\n \t<li class=\"c5 c24 li-bullet-0\"><span class=\"c8 c1 c7\">Identify classroom strategies to support the use of behaviorism<\/span><\/li>\n \t<li class=\"c5 c24 li-bullet-0\"><span class=\"c8 c1 c7\">Select strategies to support student success utilizing behaviorism<\/span><\/li>\n \t<li class=\"c5 c24 li-bullet-0\"><span class=\"c8 c1 c7\">Develop a plan to implement the use of behaviorism<\/span><\/li>\n<\/ul>\n<h6 id=\"h.fqfb93rnbj6k\" class=\"c6\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 199.30px;height: 265.50px\">\n<img class=\"aligncenter\" style=\"width: 199.30px;height: 265.50px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2022\/11\/image1-1.png\" alt=\"\">\n<\/span><span class=\"c3 c1\" style=\"color: #000000\">Image 1.1<\/span><\/h6>\n<h6 class=\"c6\"><span class=\"c3 c1\" style=\"color: #000000\"><strong>SCENARIO:<\/strong>\nMr. Mack was a brand new fifth grade teacher, full of hope, creative ideas and good intentions. However, he was stumped as to how to get his student Johnny to stay in his seat. Sometimes, Johnny would throw chairs out of frustration, and other times Mr. M could not even get a word out of him. Mr. M tried to get Johnny to look him in the eye as he was giving instructions, thinking that this would help Johnny to focus on the task at hand; this proved to be very challenging. Sometimes Mr M could just tell that Johnny was about to bolt outside and so he would warn Johnny to stay in his seat, letting him know that if he left his chair he would have to miss recess. Unfortunately, Johnny often had to miss recess and stay inside by himself. Mr. M felt exhausted and defensive when he had to consult with the school counselor. The counselor offered to come and observe the classroom and discuss possible strategies for helping Johnny and Mr. M.<\/span><\/h6>\n<p class=\"c5\"><span class=\"c30 c1 c11\">As you read this chapter on behaviorism, consider how behaviorist strategies could help both Mr. M and Johnny to have a more productive relationship, and a better teaching and learning experience. <\/span><\/p>\n&nbsp;\n\n[embed]https:\/\/www.youtube.com\/watch?v=xvVaTy8mQrg[\/embed]\n<h6><span style=\"color: #000000\">Video 1.1<\/span><\/h6>\n<h2><span style=\"color: #000000\">Introduction<\/span><\/h2>\n<p class=\"c5\"><span class=\"c3 c1\"><strong>Behaviorism<\/strong> is primarily concerned with observable and measurable aspects of human behavior. In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner. \u00a0 <\/span><a id=\"t.90d1d466fa55bb8237a858336228e9a144bac2a0\" href=\"\"><\/a><\/p>\n\n<table class=\"alignright\" style=\"border-collapse: collapse;width: 54.2811%\" border=\"0\">\n<tbody>\n<tr>\n<td style=\"width: 100%\">\n<h5 class=\"c5\" style=\"text-align: left\"><span class=\"c1 c16 c7 c2 c52\" style=\"color: #000000\"><strong>Behaviorism:<\/strong><\/span><\/h5>\n<ul class=\"c36 lst-kix_mk4prc30o8im-0 start\">\n \t<li class=\"c5 c24 li-bullet-0\" style=\"text-align: left\">\n<h5><span class=\"c52 c1 c16 c2 c58\" style=\"color: #000000\">Observable and measurable aspects of human behavior<\/span><\/h5>\n<\/li>\n \t<li class=\"c5 c24 li-bullet-0\">\n<h5 style=\"text-align: left\"><span class=\"c1 c2 c16\" style=\"color: #000000\">Change in behavior resulting from stimulus-response behaviors<\/span><\/h5>\n<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<img class=\"alignleft\" style=\"height: 273px;margin-top: 0px;margin-left: 0px;width: 167px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image8-1.png\" alt=\"\">\n\n&nbsp;\n\n&nbsp;\n\n&nbsp;\n\n&nbsp;\n\n&nbsp;\n\n&nbsp;\n\n&nbsp;\n<h6><span style=\"color: #000000;text-align: initial;font-size: 1em\">Image 1.2<\/span><\/h6>\n<p class=\"c5\"><span class=\"c1 c7\">John B. Watson (1878-1958) <\/span><span class=\"c1\">and <\/span><span class=\"c1 c7\">B. F. Skinner (1904-1990) <\/span><span class=\"c1\">are the two principal originators of behaviorist approaches to learning. Watson believed that human behavior resulted from specific stimuli that elicited certain responses. <\/span><span class=\"c1 c7\">Watson's basic premise was that conclusions about human development should be based on observation of overt behavior rather than speculation about subconscious motives or latent cognitive processes <\/span><span class=\"c3 c1\">(Shaffer, 2000). <\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Watson's view of learning was based in part on the studies of<\/span><span class=\"c1 c7\"> Ivan Pavlov (1849-1936)<\/span><span class=\"c1\">. Pavlov was well known for his research on a learning process called classical conditioning. Classical conditioning refers to learning that occurs when a neutral stimulus becomes associated with a stimulus that naturally produces a behavior. <\/span><span class=\"c1 c7\">Skinner <\/span><span class=\"c1\">believed that that seemingly spontaneous action is regulated through rewards and punishment. <\/span><span class=\"c1 c7\">Skinner believed that people don't shape the world, but instead, the world shapes them. Skinner also believed that human behavior is predictable, just like a chemical reaction.<\/span><\/p>\n\n<h6 class=\"c18\" style=\"text-align: right\"><\/h6>\n<p class=\"c5\"><span class=\"c3 c1\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 294.50px;height: 296.20px\"><img class=\"alignleft\" style=\"width: 294.50px;height: 296.20px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image4-1.png\" alt=\"\"><span style=\"font-size: 1em;text-align: initial\">He is also well known for his \"Skinner box\" (Image 1.3), a tool to demonstrate his theory that rewarded behavior is repeated.<\/span><\/span><\/span><\/p>\n<p class=\"c18\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 294.50px;height: 296.20px\">\u00a0<\/span><\/p>\n\n<h6 class=\"c18\" style=\"text-align: left\"><span class=\"c3 c1\" style=\"color: #000000\">Image 1.3<\/span><\/h6>\n<h2 class=\"c5\"><span class=\"c8 c1 c7\" style=\"color: #000000\">What is Behaviorism?<\/span><\/h2>\n<p class=\"c5\"><span class=\"c3 c1\">Behaviorism is primarily concerned with observable and measurable aspects of human behavior. In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner. Behavior is directed by stimuli. An individual selects one response instead of another because of prior conditioning and psychological drives existing at the moment of the action (Parkay &amp; Hass, 2000).<\/span><\/p>\n\n<h5 class=\"c5\"><span class=\"pullquote-right\"><span class=\"c3 c1\"><span class=\"c8 c1 c7\">An individual\u2019s response to a situation is based on prior conditioning and learned habits.<\/span><\/span><\/span><\/h5>\n<p class=\"c5\"><span class=\"c3 c1\">Behaviorists assert that the only behaviors worthy of study are those that can be directly observed; thus, it is actions, rather than thoughts or emotions, which are the legitimate object of study. Behaviorist theory does not explain atypical behavior in terms of the brain or its inner workings. Rather, it posits that all behavior is learned habits, and attempts to account for how these habits are formed.<\/span><\/p>\n\n<h5 class=\"c5\"><span class=\"pullquote-left\"><strong><span class=\"c3 c1\">Behaviorists focus on observable actions, rather than thoughts or emotions.<\/span><\/strong><\/span><\/h5>\n<p class=\"c5\"><span class=\"c3 c1\">In assuming that human behavior is learned, behaviorists also hold that all behaviors can also be unlearned, and replaced by new behaviors; that is, when a behavior becomes unacceptable, it can be replaced by an acceptable one. A key element to this theory of learning is the rewarded response. The desired response must be rewarded in order for learning to take place <\/span><span class=\"c3 c1\">(Parkay &amp; Hass, 2000). Lessons learned from Behaviorism have guided educators over the years in thinking about strategies to change behavior. <\/span><\/p>\n<span class=\"c3 c1\"><span class=\"c8 c1 c7\">Rewards are key to changing unacceptable behavior to acceptable behavior.<\/span><\/span>\n<h2 class=\"c5\"><span class=\"c8 c1 c7\" style=\"color: #000000\">Behaviorism Advocates in Education<\/span><\/h2>\n<p class=\"c5\"><span class=\"c3 c1\">In education, advocates of behaviorism have effectively adopted this system of rewards and punishments in their classrooms by rewarding desired behaviors and punishing inappropriate ones. Rewards vary, but must be important to the learner in some way.<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\"><em><strong>EXAMPLE FROM THE CLASSROOM:<\/strong><\/em>\n<em>If a teacher wishes to teach the behavior of remaining seated during the class period, the successful student's reward might be checking the teacher's mailbox, running an errand, or being allowed to go to the library to do homework at the end of the class period. As with all teaching methods, success depends on each student's stimulus and response, and on associations made by each learner.<\/em>\n<em>Consider: how might have Mr. Mack in the intro scenario used these types of rewards to motivate Johnny?<\/em> <\/span><\/p>\n&nbsp;\n<h6 class=\"c18\" style=\"text-align: right\"><span class=\"c3 c1\" style=\"color: #000000\">Image 1.4<\/span><\/h6>\n<h6 class=\"c18\" style=\"text-align: right\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 331.00px;height: 247.93px\"><img class=\"alignnone\" style=\"width: 420px;height: 315px;margin-left: 0px;margin-top: 0px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image6.png\" alt=\"\"><\/span><\/h6>\n<p class=\"c5\"><span class=\"c3 c1\">Watson's view of learning was based in part on the studies of Ivan Pavlov (1849-1936). Pavlov was studying the digestive process and the interaction of salivation and stomach function when he realized that reflexes in the autonomic nervous system closely linked these phenomena. To determine whether external stimuli had an affect on this process, Pavlov rang a bell when he gave food to the experimental dogs. He noticed that the dogs salivated shortly before they were given food. He discovered that when the bell was rung at repeated feedings, the sound of the bell alone (a conditioned stimulus) would cause the dogs to salivate (a conditioned response). Pavlov also found that the conditioned reflex was repressed if the stimulus proved \"wrong\" too frequently; if the bell rang and no food appeared, the dog eventually ceased to salivate at the sound of the bell (Figure 1.1).<\/span><\/p>\n\n<h6 class=\"c5\"><span class=\"c3 c1\" style=\"color: #000000\">Figure 1.1 Classical Conditioning (Ivan Pavlov: 1849-1936)<\/span><\/h6>\n<p class=\"c18\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 343.50px;height: 194.54px\"><img class=\"alignleft\" style=\"width: 343.50px;height: 194.54px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image7.png\" alt=\"\"><\/span><em><span class=\"c3 c1\" style=\"color: #000000\">Image 1.5<\/span><\/em><\/p>\n<p class=\"c5\"><span class=\"c1\">Expanding on Watson's basic stimulus-response model, Skinner developed a more comprehensive view of conditioning, known as <\/span>\n<span class=\"c1 c7\">operant conditioning. <\/span><span class=\"c1\">His model was based on the premise that satisfying responses are conditioned, while unsatisfying ones are not. Operant conditioning is the rewarding of part of a desired behavior or a random act that approaches it (<span style=\"background-color: #ffffff\">Figure 1.2<\/span>). Skinner remarked that \"the things we call pleasant have an energizing or strengthening effect on our behavior\" (Skinner, 1972, p. 74). Through Skinner's research on animals, he concluded that both animals and humans would repeat acts that led to favorable outcomes, and suppress those that produced unfavorable results (Shaffer, 2000). If a rat presses a bar and receives a food pellet, he will be likely to press it again. Skinner defined the bar-pressing response as <\/span><span class=\"c1 c7 c11\">operant <\/span><span class=\"c1\">and the food pellet as a <\/span><span class=\"c1 c7 c11\">reinforcer. <\/span><span class=\"c1 c7 c11\">Punishers, <\/span><span class=\"c3 c1\">on the other hand, are consequences that suppress a response and decrease the likelihood that it will occur in the future. If the rat had been shocked every time it pressed the bar, that behavior would cease. Skinner believed the habits that each of us develops result from our unique operant learning experiences (Shaffer, <\/span><span class=\"c3 c1\">2000).<\/span><\/p>\n\n<h6 class=\"c5\"><span class=\"c1 c11\"><span style=\"color: #000000\">Figure 1.2. <\/span><span class=\"c3 c1\"><span style=\"color: #000000\">Operant Conditioning (B. F. Skinner: 1904-1990)<\/span><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 390.87px;height: 106.27px\"><img class=\"alignleft\" style=\"width: 390.87px;height: 106.27px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image9-1.jpg\" alt=\"A flowchart showing that a mouse pushes lever and is rewarded with cheese.\"><\/span><\/span><\/span><\/h6>\n<p class=\"c5\"><span class=\"c3 c1\">This illustration illustrates Operant Conditioning. The mouse pushes the lever and receives a food reward. Therefore, he will push the lever repeatedly in order to get the treat.<\/span><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 390.87px;height: 106.27px\">\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Behaviorist techniques have long been employed in education to promote behavior that is desirable and discourage that which is not. Among the methods derived from behaviorist theory for practical classroom application are contracts, consequences, reinforcement, extinction, and behavior modification.<\/span><\/p>\n\n<h6 class=\"c28\"><span style=\"color: #000000\"><span class=\"c3 c1\">Table 14: Operant conditioning as learning and as motivation<\/span><\/span><\/h6>\n<table class=\"grid\" style=\"height: 803px\" cellpadding=\"10 px\">\n<tbody>\n<tr class=\"c65\" style=\"height: 48px\">\n<td class=\"c23\" style=\"height: 48px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><em><strong><span class=\"c8 c1 c7\">Concept<\/span><\/strong><\/em><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 48px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c60\"><em><strong><span class=\"c8 c1 c7\">Definition phrased in terms of learning<\/span><\/strong><\/em><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 48px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c19\"><em><strong><span class=\"c8 c1 c7\">Definition phrased in terms of motivation<\/span><\/strong><\/em><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 48px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><em><strong><span class=\"c8 c1 c7\">Classroom example<\/span><\/strong><\/em><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c64\" style=\"height: 48px\">\n<td class=\"c23\" style=\"height: 48px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><strong><span class=\"c3 c1\">Operant<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 48px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c17\"><span class=\"c3 c1\">Behavior that becomes more likely because of reinforcement<\/span><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 48px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c33\"><span class=\"c3 c1\">Behavior that suggests an increase in motivation<\/span><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 48px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c17\"><span class=\"c3 c1\">Student listens to teacher\u2019s comments during lecture or discussion<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c65\" style=\"height: 48px\">\n<td class=\"c23\" style=\"height: 48px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><strong><span class=\"c3 c1\">Reinforcement<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 48px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c41\"><span class=\"c3 c1\">Stimulus that increases likelihood of a behavior<\/span><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 48px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><span class=\"c3 c1\">Stimulus that motivates<\/span><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 48px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c17\"><span class=\"c3 c1\">Teacher praises student for listening<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c70\" style=\"height: 116px\">\n<td class=\"c23\" style=\"height: 116px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><strong><span class=\"c3 c1\">Positive reinforcement<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 116px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c22\"><span class=\"c1\">Stimulus that <\/span><span class=\"c1 c11\">increases <\/span><span class=\"c1\">likelihood of a behavior by being <\/span><span class=\"c1 c11\">introduced <\/span><span class=\"c1\">or <\/span><span class=\"c30 c1 c11\">added to a situation<\/span><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 116px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c53\"><span class=\"c1\">Stimulus that motivates by its <\/span>\n<span class=\"c1 c11\">presence<\/span><span class=\"c3 c1\">; an \u201cincentive\u201d<\/span><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 116px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c41\"><span class=\"c3 c1\">Teacher makes encouraging remarks about student\u2019s homework<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c14\" style=\"height: 99px\">\n<td class=\"c23\" style=\"height: 99px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><strong><span class=\"c3 c1\">Negative reinforcement<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 99px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c69\"><span class=\"c1\">Stimulus that <\/span><span class=\"c1 c11\">increases <\/span><span class=\"c1\">the likelihood of a behavior by being <\/span><span class=\"c1 c11\">removed <\/span><span class=\"c3 c1\">or taken away from a situation<\/span><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 99px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c59\"><span class=\"c1\">Stimulus that motivates by its <\/span>\n<span class=\"c1 c11\">absence <\/span><span class=\"c1\">or <\/span><span class=\"c1 c11 c30\">avoidance<\/span><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 99px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c17\"><span class=\"c3 c1\">Teacher stops nagging student about late homework<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c40\" style=\"height: 133px\">\n<td class=\"c23\" style=\"height: 133px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><strong><span class=\"c3 c1\">Punishment<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 133px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c41\"><span class=\"c1\">Stimulus that <\/span><span class=\"c1 c11\">decreases <\/span><span class=\"c1\">the likelihood of a behavior by being <\/span><span class=\"c1 c11\">introduced <\/span><span class=\"c1\">or <\/span><span class=\"c1 c11\">added <\/span><span class=\"c3 c1\">to a situation<\/span><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 133px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><span class=\"c3 c1\">Stimulus that <\/span><span class=\"c1 c11\">decreases <\/span>\n<span class=\"c3 c1\">motivation by its <\/span><span class=\"c30 c1 c11\">presence<\/span><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 133px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c17\"><span class=\"c3 c1\">Teacher deducts points for late homework<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c50\" style=\"height: 65px\">\n<td class=\"c23\" style=\"height: 65px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><strong><span class=\"c3 c1\">Extinction<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 65px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c68\"><span class=\"c3 c1\">Removal of reinforcement for a behavior<\/span><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 65px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c19\"><span class=\"c3 c1\">Removal of motivating stimulus that leads to decrease in motivation<\/span><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 65px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c41\"><span class=\"c3 c1\">Teacher stops commenting altogether about student\u2019s homework<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c40\" style=\"height: 65px\">\n<td class=\"c23\" style=\"height: 65px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c17\"><strong><span class=\"c3 c1\">Shaping successive approximations<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 65px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c17\"><span class=\"c3 c1\">Reinforcements for behaviors that gradually resemble (approximate) a final goal behavior<\/span><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 65px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c43\"><span class=\"c3 c1\">Stimuli that gradually shift motivation toward a final goal motivation<\/span><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 65px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c17\"><span class=\"c3 c1\">Teacher praises student for returning homework a bit closer to the deadline; gradually she praises for actually being on time<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c40\" style=\"height: 82px\">\n<td class=\"c23\" style=\"height: 82px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c63\"><strong><span class=\"c3 c1\">Continuous reinforcement<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 82px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c32\"><span class=\"c1\">Reinforcement that occurs <\/span><span class=\"c1 c11\">each <\/span><span class=\"c3 c1\">time that an operant behavior occurs<\/span><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 82px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c17\"><span class=\"c1\">Motivator that occurs <\/span>\n<span class=\"c1 c11\">each <\/span><span class=\"c3 c1\">time that a behavioral sign of motivation occurs<\/span><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 82px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c19\"><span class=\"c1\">Teacher praises highly active student for <\/span>\n<span class=\"c1 c11\">every <\/span><span class=\"c3 c1\">time he works for five minutes without interruption<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c40\" style=\"height: 99px\">\n<td class=\"c23\" style=\"height: 99px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c32\"><strong><span class=\"c3 c1\">Intermittent reinforcement<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 99px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c32\"><span class=\"c1\">Reinforcement that <\/span><span class=\"c1 c11\">sometimes <\/span><span class=\"c3 c1\">occurs following an operant behavior, but not on every occasion<\/span><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 99px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c41\"><span class=\"c1\">Motivator that occurs <\/span>\n<span class=\"c1 c11\">sometimes <\/span><span class=\"c3 c1\">when a behavioral sign of motivation occurs, but not on every occasion<\/span><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 99px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c71\"><span class=\"c1\">Teacher praises highly active student <\/span><span class=\"c1 c11\">sometimes <\/span>\n<span class=\"c3 c1\">when he works without interruption, but not every time<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 class=\"c28\"><span class=\"c52 c1 c58 c61\">Operant Conditioning Summary<\/span><\/h2>\n<p class=\"c5\"><strong><span class=\"c1 c7\">Contracts, Consequences, Reinforcement, and Extinction<\/span><\/strong>\n<span class=\"c3 c1\">\u00a0<\/span><span class=\"c3 c1\">Simple contracts can be effective in helping children focus on behavior change. The relevant behavior should be identified, and the child and teacher should decide the terms of the contract. Behavioral contracts can be used in school as well as at home. It is helpful if teachers and parents work together with the student to ensure that the contract is being fulfilled.<\/span><\/p>\n<p class=\"c5\"><em><span class=\"c3 c1\"><strong> EXAMPLE:<\/strong>\nVictor is falling behind in class. Mrs. O notices that he hasn't done any homework lately. Regular practice with these math skills is important preparation for the upcoming quizzes. Victor is an immigrant and is not used to having homework count. Mrs. O decides to do a homework contract with Victor. Her bilingual aid contacts the parents so they are in the loop. Mrs. O offers rewards for the number of homework that are turned in. As a reward, Victor gets to choose his new job in class and he picks feeding the pet snake \"Jake.\"<\/span><\/em><\/p>\n<p class=\"c5\"><em><span class=\"c3 c1\"><strong>ANOTHER EXAMPLE:<\/strong>\nMadison is struggling to follow classroom behavioral expectations. Ms. B and Madison meet to talk about this and agree on a behavioral contract to minimize distractions. Provisions include that the student will sit in front of the teacher, will raise hand with questions\/comments, and will not leave her seat without permission. Madison will get a check mark after each lesson for doing each of these things. At the end of the week, if Madison has 90% of the check marks, she can choose a prize from the class treasure chest.<\/span><\/em><\/p>\n<span style=\"font-size: 1em;text-align: initial\">Consequences occur immediately after a behavior (Figure 1.3 below). Consequences may be positive or negative, expected or unexpected, immediate or long-term, extrinsic or intrinsic, material or symbolic (a failing grade), emotional\/interpersonal or even unconscious. Consequences occur after the \"target\" behavior occurs, when either positive or negative reinforcement may be given.<\/span>\n<p class=\"c5 c10\"><strong><span class=\"c1 c7\">Positive reinforcement<\/span><\/strong><span class=\"c3 c1\"><strong>\u00a0<\/strong>is presentation of a stimulus that increases the probability of a response. This type of reinforcement occurs frequently in the classroom. Teachers may provide positive reinforcement by:<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Smiling at students after a correct response;<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Commending students for their work;<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Selecting them for a special project; and<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Praising students' ability to parents.<\/span><\/p>\n<p class=\"c5\"><strong><span class=\"c1 c7\">Negative reinforcement <\/span><\/strong><span class=\"c3 c1\">increases the probability of a response that removes or prevents an adverse condition. Many classroom teachers mistakenly believe that negative reinforcement is punishment administered to suppress behavior; however, negative reinforcement increases the likelihood of a behavior, as does positive reinforcement. Negative implies removing a consequence that a student finds unpleasant. Negative reinforcement might include:<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Obtaining a score of 80% or higher makes the final exam optional;<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Submitting all assignments on time results in the lowest grade being dropped; and<\/span><\/p>\n<p class=\"c5\"><span class=\"c1 c7\"><strong>Punishment<\/strong> <\/span><span class=\"c3 c1\">involves presenting a strong stimulus that decreases the frequency of a particular response. Punishment is effective in quickly eliminating undesirable behaviors. Examples of punishment include:<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Students who fight are immediately referred to the principal;<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Late assignments are given a grade of \"0;\"<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Three tardies results in a call to the parents; and<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Failure to do homework results in after-school detention (privilege of going home is removed). <\/span><\/p>\n\n<h6 class=\"c5\"><span style=\"color: #003366\"><span class=\"c3 c1\">Figure 1.3 Reinforcement and Punishment Comparison<\/span><a id=\"t.12fafa12b63da280cc2f529ca411c6a7aa902c93\" style=\"color: #003366\" href=\"\"><\/a><\/span><\/h6>\n<table class=\"grid\">\n<tbody>\n<tr class=\"c35\">\n<td class=\"c39\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c5 c10\"><span class=\"c3 c1\">\u00a0<\/span><\/p>\n<\/td>\n<td class=\"c54\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c5\"><strong><span class=\"c1 c7\">REINFORCEMENT<\/span><\/strong>\n<span class=\"c3 c1\">\u00a0(Behavior Increases)<\/span><\/p>\n<\/td>\n<td class=\"c54\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c5\"><strong><span class=\"c1 c7\">REINFORCEMENT<\/span><\/strong>\n<span class=\"c3 c1\">\u00a0(Behavior Increases)<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c46\">\n<td class=\"c34\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c5\"><strong><span class=\"c1 c7\">POSITIVE<\/span><\/strong>\n<span class=\"c3 c1\">(Something is added)<\/span><\/p>\n<\/td>\n<td class=\"c48\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c5\"><span class=\"c8 c1 c7\">Positive Reinforcement<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Something is added to increase desired <\/span><span class=\"c3 c1\">behavior.<\/span><\/p>\n<p class=\"c5\"><em><span class=\"c3 c1\">Ex: Smile and compliment student on good performance.<\/span><\/em><\/p>\n<\/td>\n<td class=\"c48\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c5\"><span class=\"c8 c1 c7\">Positive Punishment<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Something is added to decrease undesired behavior.<\/span><\/p>\n<p class=\"c5\"><em><span class=\"c3 c1\">Ex: Give student detention for failing to follow the class rules.<\/span><\/em><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c66\">\n<td class=\"c34\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c5\"><strong><span class=\"c1 c7\">NEGATIVE <\/span><\/strong>\n<span class=\"c3 c1\">(Something is removed)<\/span><\/p>\n<\/td>\n<td class=\"c48\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c5\"><span class=\"c1 c7 c8\">Negative Reinforcement<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Something is removed to increase desired <\/span><span class=\"c3 c1\">behavior.<\/span><\/p>\n<p class=\"c5\"><em><span class=\"c3 c1\">Ex: Give a free homework pass for turning in all assignments.<\/span><\/em><\/p>\n<\/td>\n<td class=\"c48\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c5\"><span class=\"c8 c1 c7\">Negative Punishment<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Something is removed to decrease undesired behavior.<\/span><\/p>\n<p class=\"c5\"><em><span class=\"c3 c1\">Ex: Make student miss their time in recess for not following the class rules.<\/span><\/em><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"c5\"><strong><span class=\"c1 c7\">Extinction <\/span><\/strong><span class=\"c3 c1\">decreases the probability of a response by withdrawal of a previously reinforced stimulus.<\/span><\/p>\n<p class=\"c5\"><em><span class=\"c3 c1\"><strong>EXAMPLES OF EXTINCTION:<\/strong>\n\u2022Jane has developed the habit of saying the punctuation marks when reading aloud. Classmates reinforce the behavior by laughing when she does so. The teacher tells the students not to laugh, thus extinguishing the behavior.\n\u2022 Mr. D gives partial credit for late assignments; other teachers think this is unfair, so Mr. D decides to then give zeros for the late work.\n\u2022 Students are frequently late for Ms. Y\u2019s art class, and she does not require a late pass, contrary to school policy. Ms. Y changes her policy, the rule is subsequently enforced, and the students arrive on time.<\/span><\/em><\/p>\n\n<h2 class=\"c5\"><span class=\"c8 c1 c7\" style=\"color: #003366\">Modeling, Shaping, and Cueing<\/span><\/h2>\n<p class=\"c5\"><strong><span class=\"c1 c7\">Modeling <\/span><\/strong><span class=\"c3 c1\">is also known as observational learning. Albert Bandura, an influential social-cognitive psychologist, has suggested that modeling is the basis for a variety of child behavior. Children acquire many favorable and unfavorable responses by observing those around them. A child who kicks another child after seeing this on the playground, or a student who is always late for class because his friends are late is displaying the results of observational learning.<\/span><\/p>\n\n<blockquote>\n<h2 class=\"c5\"><span style=\"color: #000080\"><strong><span class=\"c30 c1 c11\">\"Of the many cues that influence behavior, at any point in time, none is more common than the actions of others.\" <\/span><span class=\"c3 c1\">(Bandura, 1986, p. 45)<\/span><\/strong><\/span><\/h2>\n<h6 class=\"c18\" style=\"text-align: right\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 300.00px;height: 183.40px\"><img class=\"alignright\" style=\"width: 263px;height: 160px;margin-left: 0px;margin-top: 0px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image5.jpg\" alt=\"A policeman on a motorbike looking at a child who is sitting on a bicycle beside the policeman.\"><\/span><span class=\"c3 c1\"><span class=\"c1 c11\" style=\"color: #000000\"> Figure 1.4<\/span><\/span><\/h6>\n<\/blockquote>\n<p class=\"c18\"><span class=\"c3 c1\" style=\"color: #000000\">In this picture, the child is modeling the behavior of the adult. Children watch and imitate the adults around them; the result may be favorable or unfavorable behavior! <\/span><\/p>\n<p class=\"c5\"><span class=\"c1 c7\"><strong>Shaping<\/strong> <\/span><span class=\"c3 c1\">is the process of gradually changing the quality of a response. The desired behavior is broken down into discrete positive movements, each of which is reinforced as it progresses towards the overall behavioral goal.<\/span><\/p>\n<p class=\"c5\"><em><span class=\"c3 c1\"><span class=\"c1\"><strong>EXAMPLE OF SHAPING:<\/strong>\nMr. B would like his class to sit down quietly after entering the classroom, but they continue to talk after the bell rings. \u00a0Mr. B gives the class one point for improvement, in that all students are seated. Subsequently, the students must be seated and quiet to earn points, which may be accumulated and redeemed for rewards.<\/span><\/span><\/em><\/p>\n<p class=\"c5\"><strong><span class=\"c1 c7\">Cueing <\/span><\/strong><span class=\"c1\">is providing a student with a verbal or non-verbal cue as to the appropriateness of a behavior.<\/span><\/p>\n<p class=\"c5\"><em><span class=\"c1\"><strong>EXAMPLE OF CUEING:<\/strong>\nMrs. R \u00a0is working with Danny, who often answers aloud instead of raising his hand. At the end of asking a question, Mrs. R says to the class, \u201cI\u2019ll call on someone who is raising their hand,\u201d to help Danny remember to perform an action (hand raising) at a specific time (when a question is asked).<\/span><\/em><\/p>\n<p class=\"c5\"><strong><span class=\"c8 c1 c7\">Behavior Modification<\/span><\/strong><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Behavior modification is a method of eliciting better classroom performance from reluctant students. It has six basic components:<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u00a01. Specification of the desired outcome. In other words, what must be changed and how it will be evaluated? One example of a desired outcome is increased student participation in class discussions. <\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">2. Development of a positive, nurturing environment (by removing negative stimuli from the learning environment). In the above example, this would involve a student-teacher conference with a review of the relevant material, and calling on the student when it is evident that she knows the answer to the question posed. <\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">3. Identification and use of appropriate reinforcers (intrinsic and extrinsic rewards). A student receives an intrinsic reinforcer by correctly answering in the presence of peers, thus increasing self-esteem and confidence. <\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">4. Reinforcement of behavior patterns develop until the student has established a pattern of success in engaging in class discussions. <\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">5. Reduction in the frequency of rewards-a gradual decrease the amount of one-on-one review with the student before class discussion. <\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">6. Evaluation and assessment of the effectiveness of the approach based on teacher expectations and student results. Compare the frequency of student responses in class discussions to the amount of support provided, and determine whether the student is independently engaging in class discussions. (Brewer, Campbell, &amp; Petty, 2000) <\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Further suggestions for modifying behavior can be found at the mentalhealth.net web site. These include changing the environment, using models for learning new behavior, recording behavior, substituting new behavior to break bad habits, developing positive expectations, and increasing intrinsic satisfaction. <\/span><\/p>\n\n<h2 id=\"h.lruahoq2yfuq\" class=\"c5 c37\"><span class=\"c8 c1 c7\">Criticisms of Behaviorism<\/span><\/h2>\n<p class=\"c5\"><span class=\"c1 c7 c11 c31\">As you read the criticisms and limitations of behaviorism, consider how the pure use of behaviorism would impact Johnny, the student in Mr. M\u2019s class. <\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Behaviorism can be viewed as overly simplistic and not addressing the unique needs of individuals. These unique needs may not consider multiple aspects of humans such as, experiences and an individual\u2019s free will. In addition, humans all learn in different ways and may not consistently respond to stimulus. This leads individuals to believe that various external factors may impact behavior. \u201cImportant factors like emotions, expectations, higher-level motivation are not considered or explained\u201d (McLeod, 2017).<\/span><\/p>\n<p class=\"c5\" style=\"text-align: justify\"><span class=\"c3 c1 pullquote-right pullquote-left\">Individuals are unique and may not all respond the same to stimulus. Additional factors (see left) may need to be considered.<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Additional factors may include (not a full list):<\/span><\/p>\n\n<ul class=\"c36 lst-kix_n4ju0zom5s98-0 start\">\n \t<li class=\"c5 c24 li-bullet-0\"><span class=\"c3 c1\">Learning differences <\/span><\/li>\n \t<li class=\"c5 c24 li-bullet-0\"><span class=\"c3 c1\">Socioeconomic status <\/span><\/li>\n \t<li class=\"c5 c24 li-bullet-0\"><span class=\"c3 c1\">Gender identity <\/span><\/li>\n \t<li class=\"c5 c24 li-bullet-0\"><span class=\"c3 c1 c2\">Cultural background \u00a0<\/span><\/li>\n \t<li class=\"c5 c24 li-bullet-0\"><span class=\"c3 c1\">Disabilities<\/span><\/li>\n \t<li class=\"c5 c24 li-bullet-0\"><span class=\"c3 c1\">Psychological or social emotional <\/span><\/li>\n<\/ul>\n<p class=\"c18\" style=\"text-align: left\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 557.50px;height: 279.64px\">\n<img class=\"alignleft\" style=\"width: 557.50px;height: 279.64px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image2-1.png\" alt=\"\">\n<\/span>\n<em><span class=\"c3 c1\">Image 1.6<\/span><\/em><\/p>\n\n<table class=\"c29\" style=\"width: 758px\">\n<tbody>\n<tr class=\"c12\">\n<td class=\"c21\" style=\"width: 742.265px\" colspan=\"1\" rowspan=\"1\">\n<h2 class=\"c5\"><span class=\"c8 c1 c7\" style=\"color: #000080\">Reflection Questions:<\/span><\/h2>\n<h5 class=\"c5\"><span class=\"c8 c1 c7\" style=\"color: #000000\">What other factors do you think impact an individual\u2019s behavior? <\/span><\/h5>\n<h5 class=\"c5\"><span class=\"c8 c1 c7\" style=\"color: #000000\">How would you integrate these behaviors with the use of behaviorism? <\/span><\/h5>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"h.v4r0tv8k2lup\" class=\"c5 c37\"><span class=\"c8 c1 c7\" style=\"color: #000000\">Educational Implications<\/span><\/h2>\n<p class=\"c5\"><span class=\"c3 c1\">Using behaviorist theory in the classroom can be rewarding for both students and teachers. Behavioral change occurs for a reason; students work for things that bring them positive feelings, and for approval from people they admire.<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1 pullquote-left\">Individuals make changes in behavior for many different reasons.<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">They change behaviors to satisfy the desires they have learned to value. They generally avoid behaviors they associate with unpleasantness and develop habitual behaviors from those that are repeated often (Parkay &amp; Hass, 2000). The entire rationale of behavior modification is that most behavior is learned. If behaviors can be learned, then they can also be unlearned or relearned. <span class=\"pullquote-right\">Behavior is learned and can be modified.<\/span><\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">A behavior that goes unrewarded will be extinguished. Consistently ignoring an undesirable behavior will go far toward eliminating it. When the teacher does not respond angrily, the problem is forced back to its source-the student. Other successful classroom strategies are contracts, consequences, punishment and others that have been described in detail earlier. Behaviorist learning theory is not only important in achieving desired behavior in mainstream education. Special education teachers have classroom behavior modification plans to implement for their students. These plans assure success for these students in and out of school.<\/span><\/p>\n<p class=\"c18\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 355.00px;height: 259.83px\">\n<img style=\"width: 355.00px;height: 259.83px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image3-1.png\" alt=\"\">\n<\/span><\/p>\n\n<h6 class=\"c18\"><span class=\"c3 c1\" style=\"color: #000000\">Image 1.7<\/span><\/h6>\n<table class=\"c29\">\n<tbody>\n<tr class=\"c12\">\n<td class=\"c21\" colspan=\"1\" rowspan=\"1\">\n<h2 class=\"c5\"><span style=\"color: #003366\"><span class=\"c8 c1 c7\">Reflection Question: <\/span><\/span><\/h2>\n<h5 class=\"c5\"><span class=\"c8 c1 c7\" style=\"color: #000000\">Explain some effective ways to change behaviors. What else should you consider when attempting to modify behavior? <\/span><\/h5>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"c5\"><strong><span class=\"c8 c1 c7\">Chapter Discussion Questions:<\/span><\/strong><\/p>\n\n<ul>\n \t<li class=\"c5\"><span class=\"c8 c1 c7\">What are the key elements of behaviorism?<\/span><\/li>\n \t<li class=\"c5\"><span class=\"c8 c1 c7\">Can you explain the benefits and drawbacks of behaviorism? <\/span><\/li>\n \t<li class=\"c5\"><span class=\"c8 c1 c7\">How would you summarize the ways to implement behaviorism? <\/span><\/li>\n \t<li class=\"c5\"><span class=\"c8 c1 c7\">What approach would you use to support our student (Johnny in Mr. M\u2019s class)? <\/span><\/li>\n \t<li class=\"c5\"><span class=\"c8 c1 c7\">What is the relationship between equity and behaviorism? <\/span><\/li>\n \t<li class=\"c5\"><span class=\"c1 c7\">What information would you use to support or not support the use of behaviorism in a diverse classroom<\/span><\/li>\n<\/ul>\n&nbsp;\n<p class=\"c5\"><span class=\"c8 c1 c7\">For additional information on behaviorism:<\/span><\/p>\n<a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/kstatelibraries.pressbooks.pub\/seifertsutton\/chapter\/the-learning-process\/&amp;sa=D&amp;source=editors&amp;ust=1668981531040774&amp;usg=AOvVaw0IK5FrDgxu_vdCo6LjNmBj\">https:\/\/kstatelibraries.pressbooks.pub\/seifertsutton\/chapter\/the-learning-process\/<\/a>\n\n&nbsp;\n<h2 class=\"c5 c10\"><strong><span class=\"c8 c1 c7\">ATTRIBUTIONS<\/span><\/strong><\/h2>\n<p class=\"c5\"><span class=\"c3 c1\">Image 1.1 <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/upload.wikimedia.org\/wikipedia\/commons\/5\/5d\/Kids_Jumping_off_Dune_in_Great_Sand_Dunes_National_Park.jpg&amp;sa=D&amp;source=editors&amp;ust=1668981531041728&amp;usg=AOvVaw24Bfhf6Sn5YGxr3ORW4DVv\">\"Kids Jumping off Dune \"<\/a><\/span><span class=\"c1 c2\">by <\/span><span class=\"c0\">Great Sand Dunes National Park and Reserve <\/span><span class=\"c1 c2\">is licensed under <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668981531042022&amp;usg=AOvVaw1Ex37dkQCaTWy0qXtLY9kf\">CC BY 4.0<\/a>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Image 1.2 <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.flickr.com\/photos\/andreajoseph\/496853654&amp;sa=D&amp;source=editors&amp;ust=1668981531042417&amp;usg=AOvVaw3hn-RDeAprs8yRhS_Gt2TY\">\"B. F. Skinner\" <\/a><\/span><span class=\"c1 c2\">by <\/span><span class=\"c0\">Andrea Joseph <\/span><span class=\"c1 c2\">is licensed under <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668981531042650&amp;usg=AOvVaw2ZLA89wjyS0Raewb3KEqfc\">CC BY 4.0<\/a>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Image 1. 3: <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/en.wikipedia.org\/wiki\/File:Skinner_box_scheme_01.svg&amp;sa=D&amp;source=editors&amp;ust=1668981531043091&amp;usg=AOvVaw2dfvKpiEJXnEPkCV7m7y4Q\">\"Skinner Box\" <\/a><\/span><span class=\"c1 c2\">by <\/span><span class=\"c0\">AndreasJS <\/span><span class=\"c1 c2\">is licensed under <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668981531043363&amp;usg=AOvVaw1KUdI8DF37o9uoGYVJF-9-\">CC BY 4.0<\/a>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Image 1.4 <\/span><span class=\"c0 c25\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/slideplayer.com\/slide\/5763897\/&amp;sa=D&amp;source=editors&amp;ust=1668981531043688&amp;usg=AOvVaw3ZeWbT5f2A5egwO-rKD8Ct\">\"Behaviorism: Key Theorists\" <\/a><\/span><span class=\"c1 c2\">by <\/span><span class=\"c0\">Jocelyn Ferguson <\/span><span class=\"c1 c2\">is licensed under <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668981531043921&amp;usg=AOvVaw1AQWSeHFrOgq4msiO_FTJl\">CC BY 4.0<\/a>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Image 1.5 <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/commons.wikimedia.org\/wiki\/File:Ivan_Pavlov_research_on_dog%2527s_reflex_setup.jpg&amp;sa=D&amp;source=editors&amp;ust=1668981531044277&amp;usg=AOvVaw32AhEQL32AmFxCH8zbzseg\">\"The setup for Ivan Pavlov research on dog's reflex\" <\/a><\/span><span class=\"c1 c2\">by <\/span><span class=\"c0\">Yerkes, R. M., &amp; Morgulis, S. <\/span><span class=\"c1 c2\">is licensed under <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668981531044509&amp;usg=AOvVaw1i66qUvnQOSuFKssy_fUqo\">CC BY 4.0<\/a>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Image 1.6 <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.flickr.com\/photos\/182229932@N07\/48479969727&amp;sa=D&amp;source=editors&amp;ust=1668981531044831&amp;usg=AOvVaw1DZ4E3wa3rC2T6fDEmjKQT\">\"Intersectionality\" <\/a><\/span><span class=\"c1 c2\">by <\/span><span class=\"c0\">Top 10 website <\/span><span class=\"c1 c2\">\u00a0is licensed under <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668981531045053&amp;usg=AOvVaw3WJPF8nDz-635eSL3UqOta\">CC BY 4.0<\/a>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Image 1.7 <\/span><span class=\"c3 c1\">Attribution not required:<\/span><span class=\"c25 c1 c26\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/pxhere.com\/en\/photo\/1452325?utm_content%3DshareClip%26utm_medium%3Dreferral%26utm_source%3Dpxhere&amp;sa=D&amp;source=editors&amp;ust=1668981531045477&amp;usg=AOvVaw1UMhluUcMaQrhFqTpi9A8F\">https:\/\/pxhere.com\/en\/photo\/1452325utm_content=shareClip&amp;utm_medium=referral&amp;utm_source=pxhere<\/a>\n<\/span><\/p>\n<p class=\"c5 c10\"><span class=\"c8 c1 c7\">Video 1.1\u00a0 <\/span><span class=\"c25 c38 c2\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/watch?v%3DxvVaTy8mQrg&amp;sa=D&amp;source=editors&amp;ust=1668981531046172&amp;usg=AOvVaw2_a9D0EGq_r2zE6BFDfcAo\">\"Behaviorism: Pavlov, Watson, and Skinner\" <\/a><\/span><span class=\"c57 c2\">by <\/span><span class=\"c2 c38\">youtube <\/span><span class=\"c2 c57\">is in the <\/span><span class=\"c25 c38 c2\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/wiki.creativecommons.org\/Public_domain&amp;sa=D&amp;source=editors&amp;ust=1668981531046587&amp;usg=AOvVaw2H_sdTQNEHZGbcdonNhegn\">Public Domain<\/a>\n<\/span><\/p>\n&nbsp;\n<h2 id=\"h.w9jismhs098j\" class=\"c6 c51\"><strong><span class=\"c8 c1 c7\">REFERENCES<\/span><\/strong><\/h2>\n<p class=\"c6 c51\"><span class=\"c1\">Bandura, A. (1986). <\/span><em><span class=\"c1 c11\">Social foundation of thought and action: A social cognitive theory. <\/span><\/em><span class=\"c3 c1\">Englewood Cliffs, NJ: Prentice <\/span><span class=\"c3 c1\">Hall.<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Brewer, E. W., Campbell, A. C., &amp; Petty, G. C. (2000). <\/span><span class=\"c1 c11\"><em>Foundations of workforce education<\/em>. <\/span><span class=\"c3 c1\">Dubuque, IA: Kendall\/Hunt Publishing Company.<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Huitt, W., &amp; Hummel, J. (1998). The behavioral system. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/behavior\/behovr.html&amp;sa=D&amp;source=editors&amp;ust=1668981531048359&amp;usg=AOvVaw3Xsizm6VOP7VvQyPbpXnER\">http:\/\/www.edpsycinteractive.org\/topics\/behavior\/behovr.html<\/a>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">McLeod, S. A. (2017, February 05). <\/span><span class=\"c1 c11\"><em>Behaviorist approach<\/em>. <\/span><span class=\"c3 c1\">Simply Psychology. www.simplypsychology.org\/behaviorism.html<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Parkay, F. W., &amp; Hass, G. (2000). <\/span><em><span class=\"c1 c11\">Curriculum planning <\/span><\/em><span class=\"c3 c1\">(7th ed.). Needham Heights, MA: Allyn &amp; Bacon.<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Shaffer, D. (2000). <\/span><em><span class=\"c1 c11\">Social and personality development <\/span><\/em><span class=\"c3 c1\">(4th ed.). Belmont, CA: Wadsworth\/Thompson Learning.<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Skinner, B. (1972). Utopia through the control of human behavior. In John Martin Rich (Ed.), <\/span><span class=\"c1 c11\"><em>Readings in the philosophy of education<\/em>. <\/span><span class=\"c3 c1\">Belmont, CA: Wadsworth.<\/span><\/p>\n&nbsp;\n<h2 class=\"c5 c37\"><strong><span class=\"c8 c1 c7\">ADDITIONAL READING<\/span><\/strong><\/h2>\n<p class=\"c5\"><strong><span class=\"c8 c1 c7\">Credible Articles on the Internet<\/span><\/strong><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Classroom management theories and theorists. (2013). Retrieved from<\/span><\/p>\n<p class=\"c5\"><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/en.wikibooks.org\/wiki\/Classroom_Management_Theorists_and_Theories\/Burrhus_Frederic_Skinner%2523References&amp;sa=D&amp;source=editors&amp;ust=1668981531049611&amp;usg=AOvVaw3ZAdTM1EkuKaUvF2vGQVM-\">http:\/\/en.wikibooks.org\/wiki\/Classroom_Management_Theorists_and_Theories\/Burrhus_Frederic_Skinner#References<\/a>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Cunia, E. (2005). Behavioral learning theory. <\/span><em><span class=\"c1 c11\">Principles of Instruction and Learning: A Web Quest<\/span><\/em><span class=\"c1 c11\">. <\/span><span class=\"c1\">Retrieved from <\/span>\n<span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/erincunia.com\/portfolio\/MSportfolio\/ide621\/ide621f03production\/behavior.htm&amp;sa=D&amp;source=editors&amp;ust=1668981531049990&amp;usg=AOvVaw2g_th4jJzSd98_QiIp0nOa\">http:\/\/erincunia.com\/portfolio\/MSportfolio\/ide621\/ide621f03production\/behavior.htm<\/a>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Graham, G. (2002). Behaviorism. In E. Zalta (Ed.), <\/span><span class=\"c1 c11\"><em>The Stanford encyclopedia of philosophy<\/em>. <\/span><span class=\"c1\">Stanford, CA: The Metaphysics Research Lab, Stanford University. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/plato.stanford.edu\/archives\/fall2002\/entries\/behaviorism\/&amp;sa=D&amp;source=editors&amp;ust=1668981531050354&amp;usg=AOvVaw1rYyKe6GH7UlpxdUksmTvn\">http:\/\/plato.stanford.edu\/archives\/fall2002\/entries\/behaviorism\/<\/a>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Hauser, L. (2006). Behaviorism. <\/span><span class=\"c1 c11\"><em>The Internet Encyclopedia of Philosophy<\/em>. <\/span><span class=\"c1\">Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.utm.edu\/research\/iep\/b\/behavior.htm&amp;sa=D&amp;source=editors&amp;ust=1668981531050687&amp;usg=AOvVaw02Qjfe2qoicXtFBXcQHegh\">http:\/\/www.utm.edu\/research\/iep\/b\/behavior.htm<\/a>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Huitt, W., &amp; Hummel, J. (2006). An overview of the behavioral perspective. <\/span><span class=\"c1 c11\">Educational Psychology Interactive. <\/span>\n<span class=\"c1\">Valdosta, GA: Valdosta State University. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/behavior\/behovr.html&amp;sa=D&amp;source=editors&amp;ust=1668981531051040&amp;usg=AOvVaw3EQ7CN7ii0fLSWB9i3zljm\">http:\/\/www.edpsycinteractive.org\/topics\/behavior\/behovr.html<\/a>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Huitt, W. (1996). Classroom management: A behavioral approach. <\/span><span class=\"c1 c11\"><em>Educational Psychology Interactive<\/em>. <\/span><span class=\"c1\">Valdosta, GA: Valdosta State University. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/manage\/behmgt.html&amp;sa=D&amp;source=editors&amp;ust=1668981531051624&amp;usg=AOvVaw0fzzFijx4ujbsrlrw2_bp-\">\u00a0http:\/\/www.edpsycinteractive.org\/topics\/manage\/behmgt.html<\/a>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Huitt, W. (1994). Principles for using behavior modification. <\/span><em><span class=\"c1 c11\">Educational Psychology Interactive<\/span><\/em><span class=\"c1\">. Valdosta, GA: Valdosta State University. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/behavior\/behmod.html&amp;sa=D&amp;source=editors&amp;ust=1668981531052011&amp;usg=AOvVaw2ix_MMMcAbn_bKjq4XuoXv\">\u00a0http:\/\/www.edpsycinteractive.org\/topics\/behavior\/behmod.html<\/a>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Huitt, W., &amp; Hummel, J. (1997). An introduction to classical (respondent) conditioning. <\/span><span class=\"c1 c11\"><em>Educational Psychology Interactive<\/em>. <\/span><span class=\"c1\">Valdosta, GA: Valdosta State University. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/behavior\/classcnd.html&amp;sa=D&amp;source=editors&amp;ust=1668981531052378&amp;usg=AOvVaw1q6eBEZ2EuSub8yoD92LF0\">http:\/\/www.edpsycinteractive.org\/topics\/behavior\/classcnd.html<\/a>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Wozniak, R. (1997). <\/span><span class=\"c1 c11\"><em>Behaviorism: The early years<\/em>. <\/span><span class=\"c1\">Bryn Mawr, PA: Bryn Mawr College. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.brynmawr.edu\/Acads\/Psych\/rwozniak\/behaviorism.html&amp;sa=D&amp;source=editors&amp;ust=1668981531052724&amp;usg=AOvVaw2ZXVh0WIiD44bBy9wGOV7C\">http:\/\/www.brynmawr.edu\/Acads\/Psych\/rwozniak\/behaviorism.html<\/a>\n<\/span><\/p>\n<p class=\"c5\"><strong><span class=\"c8 c1 c7\">Peer-Reviewed Journal Articles<\/span><\/strong><\/p>\n<p class=\"c5\"><span class=\"c1\">Bush, G. (2006). Learning about learning: From theories to trends. <\/span><span class=\"c1 c11\"><em>Teacher Librarian<\/em>, <\/span><span class=\"c1\">34(2), 14-18. Retrieved from <\/span>\n<span class=\"c1 c13\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/proxygsu-dal1.galileo.usg.edu\/login?url%3Dhttp:\/\/search.proquest.com\/docview\/224878283?accountid%3D10403&amp;sa=D&amp;source=editors&amp;ust=1668981531053210&amp;usg=AOvVaw0NkX6lHOUr7F-a2eAHv3iu\">http:\/\/proxygsu-dal1.galileo.usg.edu\/login?url=http:\/\/search.proquest.com\/docview\/224878283?accountid=1040<\/a>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Delprato, D. J., &amp; Midgley, B. D. (1992). Some fundamentals of B. F. skinner's behaviorism. <\/span><span class=\"c1 c11\"><em>The American Psychologist<\/em>, <\/span>\n<span class=\"c1\">47(11), 1507. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.galileo.usg.edu&amp;sa=D&amp;source=editors&amp;ust=1668981531053535&amp;usg=AOvVaw0ZJdvHCq0hMPPRPdSUgGzK\">http:\/\/www.galileo.usg.edu<\/a>\n<\/span>\n<span class=\"c1\">Ledoux, S. F. (2012). Behaviorism at 100. <\/span><span class=\"c1 c11\"><em>American Scientist<\/em>, <\/span><span class=\"c1\">100(1), 60-65. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/proxygsu-dal1.galileo.usg.edu\/login?url%3Dhttp:\/\/search.proquest.com\/docview\/1009904053?accountid%3D10403&amp;sa=D&amp;source=editors&amp;ust=1668981531053920&amp;usg=AOvVaw2Y7AGI3kCsFnOYSceS9rwZ\">\u00a0http:\/\/proxygsu-dal1.galileo.usg.edu\/login?url=http:\/\/search.proquest.com\/docview\/1009904053?accountid=10403 <\/a>\n<\/span>\n<span class=\"c1\">Moore, J. (2011). Behaviorism. <\/span><span class=\"c1 c11\"><em>The Psychological Record<\/em>, <\/span><span class=\"c1\">61(3), 449-463. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.galileo.usg.edu&amp;sa=D&amp;source=editors&amp;ust=1668981531054137&amp;usg=AOvVaw0I9wWB-ZHtyr-7YsW7ZOao\">http:\/\/www.galileo.usg.edu<\/a>\n<\/span>\n<span class=\"c1\">Ruiz, M. R. (1995). B. F. skinner's radical behaviorism. <\/span><span class=\"c1 c11\"><em>Psychology of Women Quarterly<\/em>, <\/span><span class=\"c1\">19(2), 161. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/proxygsu-dal1.galileo.usg.edu\/login?url%3Dhttp:\/\/search.ebscohost.com\/login.aspx?direct%3Dtrue%26db%3Dslh%26AN%3D9506232514%26site%3Dehost-live&amp;sa=D&amp;source=editors&amp;ust=1668981531054515&amp;usg=AOvVaw3x5CzsBlMZzQaDvc-pWpgO\">http:\/\/proxygsu-<\/a><\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/proxygsu-dal1.galileo.usg.edu\/login?url%3Dhttp:\/\/search.ebscohost.com\/login.aspx?direct%3Dtrue%26db%3Dslh%26AN%3D9506232514%26site%3Dehost-live&amp;sa=D&amp;source=editors&amp;ust=1668981531054907&amp;usg=AOvVaw1iiM9oZRG_Aosf5TyeWJhH\">dal1.galileo.usg.edu\/login?url=http:\/\/search.ebscohost.com\/login.aspx?direct=true&amp;db=slh&amp;AN=9506232514&amp;site=ehost -live<\/a>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Ulman, J. (1998). Applying behaviorological principles in the classroom: Creating responsive learning environments. <\/span>\n<span class=\"c1 c11\"><em>The Teacher Education<\/em>, <\/span><span class=\"c3 c1\">34(2), 144-156.<\/span><\/p>\n<p class=\"c5\"><strong><span class=\"c8 c1 c7\">Books in Dalton State College Library<\/span><\/strong><\/p>\n<p class=\"c5\"><span class=\"c1\">Bjork, D. W. (1997). <\/span><span class=\"c1 c11\"><em>B.F. Skinner: A life<\/em>. <\/span><span class=\"c3 c1\">Washington, DC: American Psychological Association.<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Skinner, B. F. (1974). <\/span><em><span class=\"c1 c11\">About behaviorism <\/span><\/em><span class=\"c1\">(1st ed.). New York, NY: Random House. Retrieved from <\/span>\n<span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/books.google.com\/books?id%3DNdx7awW_1OcC%26lpg%3DPP1%26pg%3DPP1%2523v%3Donepage%26q%26f%3Dfalse&amp;sa=D&amp;source=editors&amp;ust=1668981531055667&amp;usg=AOvVaw3kCAofp1cGoiIJA5vR_Ab0\">http:\/\/books.google.com\/books?id=Ndx7awW_1OcC&amp;lpg=PP1&amp;pg=PP1#v=onepage&amp;q&amp;f=false<\/a>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Smith, L. D., &amp; Woodward, W. R. (1996). <\/span><span class=\"c1 c11\"><em>B.F. Skinner and behaviorism in American culture<\/em>. <\/span>\n<span class=\"c3 c1\">Bethlehem, London; Cranbury, NJ: Lehigh University Press.<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Todd, J. T., &amp; Morris, E. K. (1995). <\/span><span class=\"c1 c11\"><em>Modern perspectives on B.F. Skinner and contemporary behaviorism<\/em>. <\/span>\n<span class=\"c3 c1\">Westport, CT: Greenwood Press.<\/span><\/p>\n<p class=\"c5\"><strong><span class=\"c8 c1 c7\">Interactive Tutorials<\/span><\/strong><\/p>\n<p class=\"c5\"><span class=\"c1\">Psychology Department. (2017). <\/span><span class=\"c1 c11\"><em>Positive reinforcement tutorial<\/em>. <\/span><span class=\"c1\">Athabasca, Alberta, Canade: Athabasca University. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/psych.athabascau.ca\/open\/prtut\/index.php&amp;sa=D&amp;source=editors&amp;ust=1668981531056619&amp;usg=AOvVaw3axpatpi444cunyn7flgmD\">https:\/\/psych.athabascau.ca\/open\/prtut\/index.php<\/a>\n<\/span><\/p>\n<p class=\"c5\"><strong><span class=\"c8 c1 c7\">Video(s)<\/span><\/strong><\/p>\n<p class=\"c5\"><span class=\"c1\">B. F. Skinner: A fresh appraisal. (1999). Retrieved from<\/span><span class=\"c13 c1\">\n<a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/digital.films.com\/PortalPlaylists.aspx?aid%3D8691%26xtid%3D44905&amp;sa=D&amp;source=editors&amp;ust=1668981531057029&amp;usg=AOvVaw03LKPu5shT-NB8V-NxmV62\">http:\/\/digital.films.com\/PortalPlaylists.aspx?aid=8691&amp;xtid=44905<\/a><\/span><\/p>","rendered":"<p class=\"c5\"><span class=\"c8 c1 c7\">At the end of this chapter, you will be able to: <\/span><\/p>\n<ul class=\"c36 lst-kix_yi4pv2v5tg8q-0 start\">\n<li class=\"c5 c24 li-bullet-0\"><span class=\"c8 c1 c7\">Identify key elements of behaviorism<\/span><\/li>\n<li class=\"c5 c24 li-bullet-0\"><span class=\"c8 c1 c7\">Explain strategies utilized to implement behaviorism<\/span><\/li>\n<li class=\"c5 c24 li-bullet-0\"><span class=\"c8 c1 c7\">Summarize the criticisms of behaviorism and educational implications<\/span><\/li>\n<li class=\"c5 c24 li-bullet-0\"><span class=\"c8 c1 c7\">Explain how equity is impacted by behaviorism<\/span><\/li>\n<li class=\"c5 c24 li-bullet-0\"><span class=\"c8 c1 c7\">Identify classroom strategies to support the use of behaviorism<\/span><\/li>\n<li class=\"c5 c24 li-bullet-0\"><span class=\"c8 c1 c7\">Select strategies to support student success utilizing behaviorism<\/span><\/li>\n<li class=\"c5 c24 li-bullet-0\"><span class=\"c8 c1 c7\">Develop a plan to implement the use of behaviorism<\/span><\/li>\n<\/ul>\n<h6 id=\"h.fqfb93rnbj6k\" class=\"c6\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 199.30px;height: 265.50px\"><br \/>\n<img decoding=\"async\" class=\"aligncenter\" style=\"width: 199.30px;height: 265.50px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2022\/11\/image1-1.png\" alt=\"\" \/><br \/>\n<\/span><span class=\"c3 c1\" style=\"color: #000000\">Image 1.1<\/span><\/h6>\n<h6 class=\"c6\"><span class=\"c3 c1\" style=\"color: #000000\"><strong>SCENARIO:<\/strong><br \/>\nMr. Mack was a brand new fifth grade teacher, full of hope, creative ideas and good intentions. However, he was stumped as to how to get his student Johnny to stay in his seat. Sometimes, Johnny would throw chairs out of frustration, and other times Mr. M could not even get a word out of him. Mr. M tried to get Johnny to look him in the eye as he was giving instructions, thinking that this would help Johnny to focus on the task at hand; this proved to be very challenging. Sometimes Mr M could just tell that Johnny was about to bolt outside and so he would warn Johnny to stay in his seat, letting him know that if he left his chair he would have to miss recess. Unfortunately, Johnny often had to miss recess and stay inside by himself. Mr. M felt exhausted and defensive when he had to consult with the school counselor. The counselor offered to come and observe the classroom and discuss possible strategies for helping Johnny and Mr. M.<\/span><\/h6>\n<p class=\"c5\"><span class=\"c30 c1 c11\">As you read this chapter on behaviorism, consider how behaviorist strategies could help both Mr. M and Johnny to have a more productive relationship, and a better teaching and learning experience. <\/span><\/p>\n<p>&nbsp;<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Behaviorism: Pavlov, Watson, and Skinner\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/xvVaTy8mQrg?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h6><span style=\"color: #000000\">Video 1.1<\/span><\/h6>\n<h2><span style=\"color: #000000\">Introduction<\/span><\/h2>\n<p class=\"c5\"><span class=\"c3 c1\"><strong>Behaviorism<\/strong> is primarily concerned with observable and measurable aspects of human behavior. In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner. \u00a0 <\/span><a id=\"t.90d1d466fa55bb8237a858336228e9a144bac2a0\" href=\"\"><\/a><\/p>\n<table class=\"alignright\" style=\"border-collapse: collapse;width: 54.2811%\">\n<tbody>\n<tr>\n<td style=\"width: 100%\">\n<h5 class=\"c5\" style=\"text-align: left\"><span class=\"c1 c16 c7 c2 c52\" style=\"color: #000000\"><strong>Behaviorism:<\/strong><\/span><\/h5>\n<ul class=\"c36 lst-kix_mk4prc30o8im-0 start\">\n<li class=\"c5 c24 li-bullet-0\" style=\"text-align: left\">\n<h5><span class=\"c52 c1 c16 c2 c58\" style=\"color: #000000\">Observable and measurable aspects of human behavior<\/span><\/h5>\n<\/li>\n<li class=\"c5 c24 li-bullet-0\">\n<h5 style=\"text-align: left\"><span class=\"c1 c2 c16\" style=\"color: #000000\">Change in behavior resulting from stimulus-response behaviors<\/span><\/h5>\n<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><img decoding=\"async\" class=\"alignleft\" style=\"height: 273px;margin-top: 0px;margin-left: 0px;width: 167px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image8-1.png\" alt=\"\" \/><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h6><span style=\"color: #000000;text-align: initial;font-size: 1em\">Image 1.2<\/span><\/h6>\n<p class=\"c5\"><span class=\"c1 c7\">John B. Watson (1878-1958) <\/span><span class=\"c1\">and <\/span><span class=\"c1 c7\">B. F. Skinner (1904-1990) <\/span><span class=\"c1\">are the two principal originators of behaviorist approaches to learning. Watson believed that human behavior resulted from specific stimuli that elicited certain responses. <\/span><span class=\"c1 c7\">Watson&#8217;s basic premise was that conclusions about human development should be based on observation of overt behavior rather than speculation about subconscious motives or latent cognitive processes <\/span><span class=\"c3 c1\">(Shaffer, 2000). <\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Watson&#8217;s view of learning was based in part on the studies of<\/span><span class=\"c1 c7\"> Ivan Pavlov (1849-1936)<\/span><span class=\"c1\">. Pavlov was well known for his research on a learning process called classical conditioning. Classical conditioning refers to learning that occurs when a neutral stimulus becomes associated with a stimulus that naturally produces a behavior. <\/span><span class=\"c1 c7\">Skinner <\/span><span class=\"c1\">believed that that seemingly spontaneous action is regulated through rewards and punishment. <\/span><span class=\"c1 c7\">Skinner believed that people don&#8217;t shape the world, but instead, the world shapes them. Skinner also believed that human behavior is predictable, just like a chemical reaction.<\/span><\/p>\n<h6 class=\"c18\" style=\"text-align: right\"><\/h6>\n<p class=\"c5\"><span class=\"c3 c1\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 294.50px;height: 296.20px\"><img decoding=\"async\" class=\"alignleft\" style=\"width: 294.50px;height: 296.20px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image4-1.png\" alt=\"\" \/><span style=\"font-size: 1em;text-align: initial\">He is also well known for his &#8220;Skinner box&#8221; (Image 1.3), a tool to demonstrate his theory that rewarded behavior is repeated.<\/span><\/span><\/span><\/p>\n<p class=\"c18\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 294.50px;height: 296.20px\">\u00a0<\/span><\/p>\n<h6 class=\"c18\" style=\"text-align: left\"><span class=\"c3 c1\" style=\"color: #000000\">Image 1.3<\/span><\/h6>\n<h2 class=\"c5\"><span class=\"c8 c1 c7\" style=\"color: #000000\">What is Behaviorism?<\/span><\/h2>\n<p class=\"c5\"><span class=\"c3 c1\">Behaviorism is primarily concerned with observable and measurable aspects of human behavior. In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner. Behavior is directed by stimuli. An individual selects one response instead of another because of prior conditioning and psychological drives existing at the moment of the action (Parkay &amp; Hass, 2000).<\/span><\/p>\n<h5 class=\"c5\"><span class=\"pullquote-right\"><span class=\"c3 c1\"><span class=\"c8 c1 c7\">An individual\u2019s response to a situation is based on prior conditioning and learned habits.<\/span><\/span><\/span><\/h5>\n<p class=\"c5\"><span class=\"c3 c1\">Behaviorists assert that the only behaviors worthy of study are those that can be directly observed; thus, it is actions, rather than thoughts or emotions, which are the legitimate object of study. Behaviorist theory does not explain atypical behavior in terms of the brain or its inner workings. Rather, it posits that all behavior is learned habits, and attempts to account for how these habits are formed.<\/span><\/p>\n<h5 class=\"c5\"><span class=\"pullquote-left\"><strong><span class=\"c3 c1\">Behaviorists focus on observable actions, rather than thoughts or emotions.<\/span><\/strong><\/span><\/h5>\n<p class=\"c5\"><span class=\"c3 c1\">In assuming that human behavior is learned, behaviorists also hold that all behaviors can also be unlearned, and replaced by new behaviors; that is, when a behavior becomes unacceptable, it can be replaced by an acceptable one. A key element to this theory of learning is the rewarded response. The desired response must be rewarded in order for learning to take place <\/span><span class=\"c3 c1\">(Parkay &amp; Hass, 2000). Lessons learned from Behaviorism have guided educators over the years in thinking about strategies to change behavior. <\/span><\/p>\n<p><span class=\"c3 c1\"><span class=\"c8 c1 c7\">Rewards are key to changing unacceptable behavior to acceptable behavior.<\/span><\/span><\/p>\n<h2 class=\"c5\"><span class=\"c8 c1 c7\" style=\"color: #000000\">Behaviorism Advocates in Education<\/span><\/h2>\n<p class=\"c5\"><span class=\"c3 c1\">In education, advocates of behaviorism have effectively adopted this system of rewards and punishments in their classrooms by rewarding desired behaviors and punishing inappropriate ones. Rewards vary, but must be important to the learner in some way.<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\"><em><strong>EXAMPLE FROM THE CLASSROOM:<\/strong><\/em><br \/>\n<em>If a teacher wishes to teach the behavior of remaining seated during the class period, the successful student&#8217;s reward might be checking the teacher&#8217;s mailbox, running an errand, or being allowed to go to the library to do homework at the end of the class period. As with all teaching methods, success depends on each student&#8217;s stimulus and response, and on associations made by each learner.<\/em><br \/>\n<em>Consider: how might have Mr. Mack in the intro scenario used these types of rewards to motivate Johnny?<\/em> <\/span><\/p>\n<p>&nbsp;<\/p>\n<h6 class=\"c18\" style=\"text-align: right\"><span class=\"c3 c1\" style=\"color: #000000\">Image 1.4<\/span><\/h6>\n<h6 class=\"c18\" style=\"text-align: right\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 331.00px;height: 247.93px\"><img decoding=\"async\" class=\"alignnone\" style=\"width: 420px;height: 315px;margin-left: 0px;margin-top: 0px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image6.png\" alt=\"\" \/><\/span><\/h6>\n<p class=\"c5\"><span class=\"c3 c1\">Watson&#8217;s view of learning was based in part on the studies of Ivan Pavlov (1849-1936). Pavlov was studying the digestive process and the interaction of salivation and stomach function when he realized that reflexes in the autonomic nervous system closely linked these phenomena. To determine whether external stimuli had an affect on this process, Pavlov rang a bell when he gave food to the experimental dogs. He noticed that the dogs salivated shortly before they were given food. He discovered that when the bell was rung at repeated feedings, the sound of the bell alone (a conditioned stimulus) would cause the dogs to salivate (a conditioned response). Pavlov also found that the conditioned reflex was repressed if the stimulus proved &#8220;wrong&#8221; too frequently; if the bell rang and no food appeared, the dog eventually ceased to salivate at the sound of the bell (Figure 1.1).<\/span><\/p>\n<h6 class=\"c5\"><span class=\"c3 c1\" style=\"color: #000000\">Figure 1.1 Classical Conditioning (Ivan Pavlov: 1849-1936)<\/span><\/h6>\n<p class=\"c18\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 343.50px;height: 194.54px\"><img decoding=\"async\" class=\"alignleft\" style=\"width: 343.50px;height: 194.54px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image7.png\" alt=\"\" \/><\/span><em><span class=\"c3 c1\" style=\"color: #000000\">Image 1.5<\/span><\/em><\/p>\n<p class=\"c5\"><span class=\"c1\">Expanding on Watson&#8217;s basic stimulus-response model, Skinner developed a more comprehensive view of conditioning, known as <\/span><br \/>\n<span class=\"c1 c7\">operant conditioning. <\/span><span class=\"c1\">His model was based on the premise that satisfying responses are conditioned, while unsatisfying ones are not. Operant conditioning is the rewarding of part of a desired behavior or a random act that approaches it (<span style=\"background-color: #ffffff\">Figure 1.2<\/span>). Skinner remarked that &#8220;the things we call pleasant have an energizing or strengthening effect on our behavior&#8221; (Skinner, 1972, p. 74). Through Skinner&#8217;s research on animals, he concluded that both animals and humans would repeat acts that led to favorable outcomes, and suppress those that produced unfavorable results (Shaffer, 2000). If a rat presses a bar and receives a food pellet, he will be likely to press it again. Skinner defined the bar-pressing response as <\/span><span class=\"c1 c7 c11\">operant <\/span><span class=\"c1\">and the food pellet as a <\/span><span class=\"c1 c7 c11\">reinforcer. <\/span><span class=\"c1 c7 c11\">Punishers, <\/span><span class=\"c3 c1\">on the other hand, are consequences that suppress a response and decrease the likelihood that it will occur in the future. If the rat had been shocked every time it pressed the bar, that behavior would cease. Skinner believed the habits that each of us develops result from our unique operant learning experiences (Shaffer, <\/span><span class=\"c3 c1\">2000).<\/span><\/p>\n<h6 class=\"c5\"><span class=\"c1 c11\"><span style=\"color: #000000\">Figure 1.2. <\/span><span class=\"c3 c1\"><span style=\"color: #000000\">Operant Conditioning (B. F. Skinner: 1904-1990)<\/span><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 390.87px;height: 106.27px\"><img decoding=\"async\" class=\"alignleft\" style=\"width: 390.87px;height: 106.27px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image9-1.jpg\" alt=\"A flowchart showing that a mouse pushes lever and is rewarded with cheese.\" \/><\/span><\/span><\/span><\/h6>\n<p class=\"c5\"><span class=\"c3 c1\">This illustration illustrates Operant Conditioning. The mouse pushes the lever and receives a food reward. Therefore, he will push the lever repeatedly in order to get the treat.<\/span><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 390.87px;height: 106.27px\"><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Behaviorist techniques have long been employed in education to promote behavior that is desirable and discourage that which is not. Among the methods derived from behaviorist theory for practical classroom application are contracts, consequences, reinforcement, extinction, and behavior modification.<\/span><\/p>\n<h6 class=\"c28\"><span style=\"color: #000000\"><span class=\"c3 c1\">Table 14: Operant conditioning as learning and as motivation<\/span><\/span><\/h6>\n<table class=\"grid\" style=\"height: 803px\" cellpadding=\"10 px\">\n<tbody>\n<tr class=\"c65\" style=\"height: 48px\">\n<td class=\"c23\" style=\"height: 48px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><em><strong><span class=\"c8 c1 c7\">Concept<\/span><\/strong><\/em><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 48px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c60\"><em><strong><span class=\"c8 c1 c7\">Definition phrased in terms of learning<\/span><\/strong><\/em><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 48px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c19\"><em><strong><span class=\"c8 c1 c7\">Definition phrased in terms of motivation<\/span><\/strong><\/em><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 48px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><em><strong><span class=\"c8 c1 c7\">Classroom example<\/span><\/strong><\/em><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c64\" style=\"height: 48px\">\n<td class=\"c23\" style=\"height: 48px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><strong><span class=\"c3 c1\">Operant<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 48px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c17\"><span class=\"c3 c1\">Behavior that becomes more likely because of reinforcement<\/span><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 48px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c33\"><span class=\"c3 c1\">Behavior that suggests an increase in motivation<\/span><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 48px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c17\"><span class=\"c3 c1\">Student listens to teacher\u2019s comments during lecture or discussion<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c65\" style=\"height: 48px\">\n<td class=\"c23\" style=\"height: 48px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><strong><span class=\"c3 c1\">Reinforcement<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 48px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c41\"><span class=\"c3 c1\">Stimulus that increases likelihood of a behavior<\/span><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 48px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><span class=\"c3 c1\">Stimulus that motivates<\/span><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 48px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c17\"><span class=\"c3 c1\">Teacher praises student for listening<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c70\" style=\"height: 116px\">\n<td class=\"c23\" style=\"height: 116px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><strong><span class=\"c3 c1\">Positive reinforcement<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 116px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c22\"><span class=\"c1\">Stimulus that <\/span><span class=\"c1 c11\">increases <\/span><span class=\"c1\">likelihood of a behavior by being <\/span><span class=\"c1 c11\">introduced <\/span><span class=\"c1\">or <\/span><span class=\"c30 c1 c11\">added to a situation<\/span><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 116px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c53\"><span class=\"c1\">Stimulus that motivates by its <\/span><br \/>\n<span class=\"c1 c11\">presence<\/span><span class=\"c3 c1\">; an \u201cincentive\u201d<\/span><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 116px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c41\"><span class=\"c3 c1\">Teacher makes encouraging remarks about student\u2019s homework<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c14\" style=\"height: 99px\">\n<td class=\"c23\" style=\"height: 99px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><strong><span class=\"c3 c1\">Negative reinforcement<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 99px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c69\"><span class=\"c1\">Stimulus that <\/span><span class=\"c1 c11\">increases <\/span><span class=\"c1\">the likelihood of a behavior by being <\/span><span class=\"c1 c11\">removed <\/span><span class=\"c3 c1\">or taken away from a situation<\/span><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 99px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c59\"><span class=\"c1\">Stimulus that motivates by its <\/span><br \/>\n<span class=\"c1 c11\">absence <\/span><span class=\"c1\">or <\/span><span class=\"c1 c11 c30\">avoidance<\/span><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 99px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c17\"><span class=\"c3 c1\">Teacher stops nagging student about late homework<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c40\" style=\"height: 133px\">\n<td class=\"c23\" style=\"height: 133px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><strong><span class=\"c3 c1\">Punishment<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 133px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c41\"><span class=\"c1\">Stimulus that <\/span><span class=\"c1 c11\">decreases <\/span><span class=\"c1\">the likelihood of a behavior by being <\/span><span class=\"c1 c11\">introduced <\/span><span class=\"c1\">or <\/span><span class=\"c1 c11\">added <\/span><span class=\"c3 c1\">to a situation<\/span><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 133px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><span class=\"c3 c1\">Stimulus that <\/span><span class=\"c1 c11\">decreases <\/span><br \/>\n<span class=\"c3 c1\">motivation by its <\/span><span class=\"c30 c1 c11\">presence<\/span><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 133px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c17\"><span class=\"c3 c1\">Teacher deducts points for late homework<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c50\" style=\"height: 65px\">\n<td class=\"c23\" style=\"height: 65px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c27\"><strong><span class=\"c3 c1\">Extinction<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 65px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c68\"><span class=\"c3 c1\">Removal of reinforcement for a behavior<\/span><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 65px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c19\"><span class=\"c3 c1\">Removal of motivating stimulus that leads to decrease in motivation<\/span><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 65px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c41\"><span class=\"c3 c1\">Teacher stops commenting altogether about student\u2019s homework<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c40\" style=\"height: 65px\">\n<td class=\"c23\" style=\"height: 65px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c17\"><strong><span class=\"c3 c1\">Shaping successive approximations<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 65px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c17\"><span class=\"c3 c1\">Reinforcements for behaviors that gradually resemble (approximate) a final goal behavior<\/span><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 65px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c43\"><span class=\"c3 c1\">Stimuli that gradually shift motivation toward a final goal motivation<\/span><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 65px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c17\"><span class=\"c3 c1\">Teacher praises student for returning homework a bit closer to the deadline; gradually she praises for actually being on time<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c40\" style=\"height: 82px\">\n<td class=\"c23\" style=\"height: 82px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c63\"><strong><span class=\"c3 c1\">Continuous reinforcement<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 82px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c32\"><span class=\"c1\">Reinforcement that occurs <\/span><span class=\"c1 c11\">each <\/span><span class=\"c3 c1\">time that an operant behavior occurs<\/span><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 82px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c17\"><span class=\"c1\">Motivator that occurs <\/span><br \/>\n<span class=\"c1 c11\">each <\/span><span class=\"c3 c1\">time that a behavioral sign of motivation occurs<\/span><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 82px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c19\"><span class=\"c1\">Teacher praises highly active student for <\/span><br \/>\n<span class=\"c1 c11\">every <\/span><span class=\"c3 c1\">time he works for five minutes without interruption<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c40\" style=\"height: 99px\">\n<td class=\"c23\" style=\"height: 99px;width: 148.889px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c32\"><strong><span class=\"c3 c1\">Intermittent reinforcement<\/span><\/strong><\/p>\n<\/td>\n<td class=\"c45\" style=\"height: 99px;width: 286.635px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c32\"><span class=\"c1\">Reinforcement that <\/span><span class=\"c1 c11\">sometimes <\/span><span class=\"c3 c1\">occurs following an operant behavior, but not on every occasion<\/span><\/p>\n<\/td>\n<td class=\"c15\" style=\"height: 99px;width: 217.691px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c41\"><span class=\"c1\">Motivator that occurs <\/span><br \/>\n<span class=\"c1 c11\">sometimes <\/span><span class=\"c3 c1\">when a behavioral sign of motivation occurs, but not on every occasion<\/span><\/p>\n<\/td>\n<td class=\"c20\" style=\"height: 99px;width: 349.471px\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c71\"><span class=\"c1\">Teacher praises highly active student <\/span><span class=\"c1 c11\">sometimes <\/span><br \/>\n<span class=\"c3 c1\">when he works without interruption, but not every time<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 class=\"c28\"><span class=\"c52 c1 c58 c61\">Operant Conditioning Summary<\/span><\/h2>\n<p class=\"c5\"><strong><span class=\"c1 c7\">Contracts, Consequences, Reinforcement, and Extinction<\/span><\/strong><br \/>\n<span class=\"c3 c1\">\u00a0<\/span><span class=\"c3 c1\">Simple contracts can be effective in helping children focus on behavior change. The relevant behavior should be identified, and the child and teacher should decide the terms of the contract. Behavioral contracts can be used in school as well as at home. It is helpful if teachers and parents work together with the student to ensure that the contract is being fulfilled.<\/span><\/p>\n<p class=\"c5\"><em><span class=\"c3 c1\"><strong> EXAMPLE:<\/strong><br \/>\nVictor is falling behind in class. Mrs. O notices that he hasn&#8217;t done any homework lately. Regular practice with these math skills is important preparation for the upcoming quizzes. Victor is an immigrant and is not used to having homework count. Mrs. O decides to do a homework contract with Victor. Her bilingual aid contacts the parents so they are in the loop. Mrs. O offers rewards for the number of homework that are turned in. As a reward, Victor gets to choose his new job in class and he picks feeding the pet snake &#8220;Jake.&#8221;<\/span><\/em><\/p>\n<p class=\"c5\"><em><span class=\"c3 c1\"><strong>ANOTHER EXAMPLE:<\/strong><br \/>\nMadison is struggling to follow classroom behavioral expectations. Ms. B and Madison meet to talk about this and agree on a behavioral contract to minimize distractions. Provisions include that the student will sit in front of the teacher, will raise hand with questions\/comments, and will not leave her seat without permission. Madison will get a check mark after each lesson for doing each of these things. At the end of the week, if Madison has 90% of the check marks, she can choose a prize from the class treasure chest.<\/span><\/em><\/p>\n<p><span style=\"font-size: 1em;text-align: initial\">Consequences occur immediately after a behavior (Figure 1.3 below). Consequences may be positive or negative, expected or unexpected, immediate or long-term, extrinsic or intrinsic, material or symbolic (a failing grade), emotional\/interpersonal or even unconscious. Consequences occur after the &#8220;target&#8221; behavior occurs, when either positive or negative reinforcement may be given.<\/span><\/p>\n<p class=\"c5 c10\"><strong><span class=\"c1 c7\">Positive reinforcement<\/span><\/strong><span class=\"c3 c1\"><strong>\u00a0<\/strong>is presentation of a stimulus that increases the probability of a response. This type of reinforcement occurs frequently in the classroom. Teachers may provide positive reinforcement by:<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Smiling at students after a correct response;<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Commending students for their work;<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Selecting them for a special project; and<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Praising students&#8217; ability to parents.<\/span><\/p>\n<p class=\"c5\"><strong><span class=\"c1 c7\">Negative reinforcement <\/span><\/strong><span class=\"c3 c1\">increases the probability of a response that removes or prevents an adverse condition. Many classroom teachers mistakenly believe that negative reinforcement is punishment administered to suppress behavior; however, negative reinforcement increases the likelihood of a behavior, as does positive reinforcement. Negative implies removing a consequence that a student finds unpleasant. Negative reinforcement might include:<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Obtaining a score of 80% or higher makes the final exam optional;<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Submitting all assignments on time results in the lowest grade being dropped; and<\/span><\/p>\n<p class=\"c5\"><span class=\"c1 c7\"><strong>Punishment<\/strong> <\/span><span class=\"c3 c1\">involves presenting a strong stimulus that decreases the frequency of a particular response. Punishment is effective in quickly eliminating undesirable behaviors. Examples of punishment include:<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Students who fight are immediately referred to the principal;<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Late assignments are given a grade of &#8220;0;&#8221;<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Three tardies results in a call to the parents; and<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u2022 Failure to do homework results in after-school detention (privilege of going home is removed). <\/span><\/p>\n<h6 class=\"c5\"><span style=\"color: #003366\"><span class=\"c3 c1\">Figure 1.3 Reinforcement and Punishment Comparison<\/span><a id=\"t.12fafa12b63da280cc2f529ca411c6a7aa902c93\" style=\"color: #003366\" href=\"\"><\/a><\/span><\/h6>\n<table class=\"grid\">\n<tbody>\n<tr class=\"c35\">\n<td class=\"c39\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c5 c10\"><span class=\"c3 c1\">\u00a0<\/span><\/p>\n<\/td>\n<td class=\"c54\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c5\"><strong><span class=\"c1 c7\">REINFORCEMENT<\/span><\/strong><br \/>\n<span class=\"c3 c1\">\u00a0(Behavior Increases)<\/span><\/p>\n<\/td>\n<td class=\"c54\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c5\"><strong><span class=\"c1 c7\">REINFORCEMENT<\/span><\/strong><br \/>\n<span class=\"c3 c1\">\u00a0(Behavior Increases)<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c46\">\n<td class=\"c34\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c5\"><strong><span class=\"c1 c7\">POSITIVE<\/span><\/strong><br \/>\n<span class=\"c3 c1\">(Something is added)<\/span><\/p>\n<\/td>\n<td class=\"c48\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c5\"><span class=\"c8 c1 c7\">Positive Reinforcement<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Something is added to increase desired <\/span><span class=\"c3 c1\">behavior.<\/span><\/p>\n<p class=\"c5\"><em><span class=\"c3 c1\">Ex: Smile and compliment student on good performance.<\/span><\/em><\/p>\n<\/td>\n<td class=\"c48\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c5\"><span class=\"c8 c1 c7\">Positive Punishment<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Something is added to decrease undesired behavior.<\/span><\/p>\n<p class=\"c5\"><em><span class=\"c3 c1\">Ex: Give student detention for failing to follow the class rules.<\/span><\/em><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c66\">\n<td class=\"c34\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c5\"><strong><span class=\"c1 c7\">NEGATIVE <\/span><\/strong><br \/>\n<span class=\"c3 c1\">(Something is removed)<\/span><\/p>\n<\/td>\n<td class=\"c48\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c5\"><span class=\"c1 c7 c8\">Negative Reinforcement<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Something is removed to increase desired <\/span><span class=\"c3 c1\">behavior.<\/span><\/p>\n<p class=\"c5\"><em><span class=\"c3 c1\">Ex: Give a free homework pass for turning in all assignments.<\/span><\/em><\/p>\n<\/td>\n<td class=\"c48\" colspan=\"1\" rowspan=\"1\">\n<p class=\"c5\"><span class=\"c8 c1 c7\">Negative Punishment<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Something is removed to decrease undesired behavior.<\/span><\/p>\n<p class=\"c5\"><em><span class=\"c3 c1\">Ex: Make student miss their time in recess for not following the class rules.<\/span><\/em><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"c5\"><strong><span class=\"c1 c7\">Extinction <\/span><\/strong><span class=\"c3 c1\">decreases the probability of a response by withdrawal of a previously reinforced stimulus.<\/span><\/p>\n<p class=\"c5\"><em><span class=\"c3 c1\"><strong>EXAMPLES OF EXTINCTION:<\/strong><br \/>\n\u2022Jane has developed the habit of saying the punctuation marks when reading aloud. Classmates reinforce the behavior by laughing when she does so. The teacher tells the students not to laugh, thus extinguishing the behavior.<br \/>\n\u2022 Mr. D gives partial credit for late assignments; other teachers think this is unfair, so Mr. D decides to then give zeros for the late work.<br \/>\n\u2022 Students are frequently late for Ms. Y\u2019s art class, and she does not require a late pass, contrary to school policy. Ms. Y changes her policy, the rule is subsequently enforced, and the students arrive on time.<\/span><\/em><\/p>\n<h2 class=\"c5\"><span class=\"c8 c1 c7\" style=\"color: #003366\">Modeling, Shaping, and Cueing<\/span><\/h2>\n<p class=\"c5\"><strong><span class=\"c1 c7\">Modeling <\/span><\/strong><span class=\"c3 c1\">is also known as observational learning. Albert Bandura, an influential social-cognitive psychologist, has suggested that modeling is the basis for a variety of child behavior. Children acquire many favorable and unfavorable responses by observing those around them. A child who kicks another child after seeing this on the playground, or a student who is always late for class because his friends are late is displaying the results of observational learning.<\/span><\/p>\n<blockquote>\n<h2 class=\"c5\"><span style=\"color: #000080\"><strong><span class=\"c30 c1 c11\">&#8220;Of the many cues that influence behavior, at any point in time, none is more common than the actions of others.&#8221; <\/span><span class=\"c3 c1\">(Bandura, 1986, p. 45)<\/span><\/strong><\/span><\/h2>\n<h6 class=\"c18\" style=\"text-align: right\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 300.00px;height: 183.40px\"><img decoding=\"async\" class=\"alignright\" style=\"width: 263px;height: 160px;margin-left: 0px;margin-top: 0px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image5.jpg\" alt=\"A policeman on a motorbike looking at a child who is sitting on a bicycle beside the policeman.\" \/><\/span><span class=\"c3 c1\"><span class=\"c1 c11\" style=\"color: #000000\"> Figure 1.4<\/span><\/span><\/h6>\n<\/blockquote>\n<p class=\"c18\"><span class=\"c3 c1\" style=\"color: #000000\">In this picture, the child is modeling the behavior of the adult. Children watch and imitate the adults around them; the result may be favorable or unfavorable behavior! <\/span><\/p>\n<p class=\"c5\"><span class=\"c1 c7\"><strong>Shaping<\/strong> <\/span><span class=\"c3 c1\">is the process of gradually changing the quality of a response. The desired behavior is broken down into discrete positive movements, each of which is reinforced as it progresses towards the overall behavioral goal.<\/span><\/p>\n<p class=\"c5\"><em><span class=\"c3 c1\"><span class=\"c1\"><strong>EXAMPLE OF SHAPING:<\/strong><br \/>\nMr. B would like his class to sit down quietly after entering the classroom, but they continue to talk after the bell rings. \u00a0Mr. B gives the class one point for improvement, in that all students are seated. Subsequently, the students must be seated and quiet to earn points, which may be accumulated and redeemed for rewards.<\/span><\/span><\/em><\/p>\n<p class=\"c5\"><strong><span class=\"c1 c7\">Cueing <\/span><\/strong><span class=\"c1\">is providing a student with a verbal or non-verbal cue as to the appropriateness of a behavior.<\/span><\/p>\n<p class=\"c5\"><em><span class=\"c1\"><strong>EXAMPLE OF CUEING:<\/strong><br \/>\nMrs. R \u00a0is working with Danny, who often answers aloud instead of raising his hand. At the end of asking a question, Mrs. R says to the class, \u201cI\u2019ll call on someone who is raising their hand,\u201d to help Danny remember to perform an action (hand raising) at a specific time (when a question is asked).<\/span><\/em><\/p>\n<p class=\"c5\"><strong><span class=\"c8 c1 c7\">Behavior Modification<\/span><\/strong><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Behavior modification is a method of eliciting better classroom performance from reluctant students. It has six basic components:<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">\u00a01. Specification of the desired outcome. In other words, what must be changed and how it will be evaluated? One example of a desired outcome is increased student participation in class discussions. <\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">2. Development of a positive, nurturing environment (by removing negative stimuli from the learning environment). In the above example, this would involve a student-teacher conference with a review of the relevant material, and calling on the student when it is evident that she knows the answer to the question posed. <\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">3. Identification and use of appropriate reinforcers (intrinsic and extrinsic rewards). A student receives an intrinsic reinforcer by correctly answering in the presence of peers, thus increasing self-esteem and confidence. <\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">4. Reinforcement of behavior patterns develop until the student has established a pattern of success in engaging in class discussions. <\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">5. Reduction in the frequency of rewards-a gradual decrease the amount of one-on-one review with the student before class discussion. <\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">6. Evaluation and assessment of the effectiveness of the approach based on teacher expectations and student results. Compare the frequency of student responses in class discussions to the amount of support provided, and determine whether the student is independently engaging in class discussions. (Brewer, Campbell, &amp; Petty, 2000) <\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Further suggestions for modifying behavior can be found at the mentalhealth.net web site. These include changing the environment, using models for learning new behavior, recording behavior, substituting new behavior to break bad habits, developing positive expectations, and increasing intrinsic satisfaction. <\/span><\/p>\n<h2 id=\"h.lruahoq2yfuq\" class=\"c5 c37\"><span class=\"c8 c1 c7\">Criticisms of Behaviorism<\/span><\/h2>\n<p class=\"c5\"><span class=\"c1 c7 c11 c31\">As you read the criticisms and limitations of behaviorism, consider how the pure use of behaviorism would impact Johnny, the student in Mr. M\u2019s class. <\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Behaviorism can be viewed as overly simplistic and not addressing the unique needs of individuals. These unique needs may not consider multiple aspects of humans such as, experiences and an individual\u2019s free will. In addition, humans all learn in different ways and may not consistently respond to stimulus. This leads individuals to believe that various external factors may impact behavior. \u201cImportant factors like emotions, expectations, higher-level motivation are not considered or explained\u201d (McLeod, 2017).<\/span><\/p>\n<p class=\"c5\" style=\"text-align: justify\"><span class=\"c3 c1 pullquote-right pullquote-left\">Individuals are unique and may not all respond the same to stimulus. Additional factors (see left) may need to be considered.<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Additional factors may include (not a full list):<\/span><\/p>\n<ul class=\"c36 lst-kix_n4ju0zom5s98-0 start\">\n<li class=\"c5 c24 li-bullet-0\"><span class=\"c3 c1\">Learning differences <\/span><\/li>\n<li class=\"c5 c24 li-bullet-0\"><span class=\"c3 c1\">Socioeconomic status <\/span><\/li>\n<li class=\"c5 c24 li-bullet-0\"><span class=\"c3 c1\">Gender identity <\/span><\/li>\n<li class=\"c5 c24 li-bullet-0\"><span class=\"c3 c1 c2\">Cultural background \u00a0<\/span><\/li>\n<li class=\"c5 c24 li-bullet-0\"><span class=\"c3 c1\">Disabilities<\/span><\/li>\n<li class=\"c5 c24 li-bullet-0\"><span class=\"c3 c1\">Psychological or social emotional <\/span><\/li>\n<\/ul>\n<p class=\"c18\" style=\"text-align: left\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 557.50px;height: 279.64px\"><br \/>\n<img decoding=\"async\" class=\"alignleft\" style=\"width: 557.50px;height: 279.64px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image2-1.png\" alt=\"\" \/><br \/>\n<\/span><br \/>\n<em><span class=\"c3 c1\">Image 1.6<\/span><\/em><\/p>\n<table class=\"c29\" style=\"width: 758px\">\n<tbody>\n<tr class=\"c12\">\n<td class=\"c21\" style=\"width: 742.265px\" colspan=\"1\" rowspan=\"1\">\n<h2 class=\"c5\"><span class=\"c8 c1 c7\" style=\"color: #000080\">Reflection Questions:<\/span><\/h2>\n<h5 class=\"c5\"><span class=\"c8 c1 c7\" style=\"color: #000000\">What other factors do you think impact an individual\u2019s behavior? <\/span><\/h5>\n<h5 class=\"c5\"><span class=\"c8 c1 c7\" style=\"color: #000000\">How would you integrate these behaviors with the use of behaviorism? <\/span><\/h5>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2 id=\"h.v4r0tv8k2lup\" class=\"c5 c37\"><span class=\"c8 c1 c7\" style=\"color: #000000\">Educational Implications<\/span><\/h2>\n<p class=\"c5\"><span class=\"c3 c1\">Using behaviorist theory in the classroom can be rewarding for both students and teachers. Behavioral change occurs for a reason; students work for things that bring them positive feelings, and for approval from people they admire.<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1 pullquote-left\">Individuals make changes in behavior for many different reasons.<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">They change behaviors to satisfy the desires they have learned to value. They generally avoid behaviors they associate with unpleasantness and develop habitual behaviors from those that are repeated often (Parkay &amp; Hass, 2000). The entire rationale of behavior modification is that most behavior is learned. If behaviors can be learned, then they can also be unlearned or relearned. <span class=\"pullquote-right\">Behavior is learned and can be modified.<\/span><\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">A behavior that goes unrewarded will be extinguished. Consistently ignoring an undesirable behavior will go far toward eliminating it. When the teacher does not respond angrily, the problem is forced back to its source-the student. Other successful classroom strategies are contracts, consequences, punishment and others that have been described in detail earlier. Behaviorist learning theory is not only important in achieving desired behavior in mainstream education. Special education teachers have classroom behavior modification plans to implement for their students. These plans assure success for these students in and out of school.<\/span><\/p>\n<p class=\"c18\"><span style=\"overflow: hidden;margin: 0.00px 0.00px;border: 0.00px solid #000000;width: 355.00px;height: 259.83px\"><br \/>\n<img decoding=\"async\" style=\"width: 355.00px;height: 259.83px;margin-left: 0.00px;margin-top: 0.00px\" title=\"\" src=\"https:\/\/pressbooks.hccfl.edu\/wp-content\/uploads\/sites\/56\/2024\/01\/image3-1.png\" alt=\"\" \/><br \/>\n<\/span><\/p>\n<h6 class=\"c18\"><span class=\"c3 c1\" style=\"color: #000000\">Image 1.7<\/span><\/h6>\n<table class=\"c29\">\n<tbody>\n<tr class=\"c12\">\n<td class=\"c21\" colspan=\"1\" rowspan=\"1\">\n<h2 class=\"c5\"><span style=\"color: #003366\"><span class=\"c8 c1 c7\">Reflection Question: <\/span><\/span><\/h2>\n<h5 class=\"c5\"><span class=\"c8 c1 c7\" style=\"color: #000000\">Explain some effective ways to change behaviors. What else should you consider when attempting to modify behavior? <\/span><\/h5>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"c5\"><strong><span class=\"c8 c1 c7\">Chapter Discussion Questions:<\/span><\/strong><\/p>\n<ul>\n<li class=\"c5\"><span class=\"c8 c1 c7\">What are the key elements of behaviorism?<\/span><\/li>\n<li class=\"c5\"><span class=\"c8 c1 c7\">Can you explain the benefits and drawbacks of behaviorism? <\/span><\/li>\n<li class=\"c5\"><span class=\"c8 c1 c7\">How would you summarize the ways to implement behaviorism? <\/span><\/li>\n<li class=\"c5\"><span class=\"c8 c1 c7\">What approach would you use to support our student (Johnny in Mr. M\u2019s class)? <\/span><\/li>\n<li class=\"c5\"><span class=\"c8 c1 c7\">What is the relationship between equity and behaviorism? <\/span><\/li>\n<li class=\"c5\"><span class=\"c1 c7\">What information would you use to support or not support the use of behaviorism in a diverse classroom<\/span><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p class=\"c5\"><span class=\"c8 c1 c7\">For additional information on behaviorism:<\/span><\/p>\n<p><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/kstatelibraries.pressbooks.pub\/seifertsutton\/chapter\/the-learning-process\/&amp;sa=D&amp;source=editors&amp;ust=1668981531040774&amp;usg=AOvVaw0IK5FrDgxu_vdCo6LjNmBj\">https:\/\/kstatelibraries.pressbooks.pub\/seifertsutton\/chapter\/the-learning-process\/<\/a><\/p>\n<p>&nbsp;<\/p>\n<h2 class=\"c5 c10\"><strong><span class=\"c8 c1 c7\">ATTRIBUTIONS<\/span><\/strong><\/h2>\n<p class=\"c5\"><span class=\"c3 c1\">Image 1.1 <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/upload.wikimedia.org\/wikipedia\/commons\/5\/5d\/Kids_Jumping_off_Dune_in_Great_Sand_Dunes_National_Park.jpg&amp;sa=D&amp;source=editors&amp;ust=1668981531041728&amp;usg=AOvVaw24Bfhf6Sn5YGxr3ORW4DVv\">&#8220;Kids Jumping off Dune &#8220;<\/a><\/span><span class=\"c1 c2\">by <\/span><span class=\"c0\">Great Sand Dunes National Park and Reserve <\/span><span class=\"c1 c2\">is licensed under <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668981531042022&amp;usg=AOvVaw1Ex37dkQCaTWy0qXtLY9kf\">CC BY 4.0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Image 1.2 <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.flickr.com\/photos\/andreajoseph\/496853654&amp;sa=D&amp;source=editors&amp;ust=1668981531042417&amp;usg=AOvVaw3hn-RDeAprs8yRhS_Gt2TY\">&#8220;B. F. Skinner&#8221; <\/a><\/span><span class=\"c1 c2\">by <\/span><span class=\"c0\">Andrea Joseph <\/span><span class=\"c1 c2\">is licensed under <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668981531042650&amp;usg=AOvVaw2ZLA89wjyS0Raewb3KEqfc\">CC BY 4.0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Image 1. 3: <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/en.wikipedia.org\/wiki\/File:Skinner_box_scheme_01.svg&amp;sa=D&amp;source=editors&amp;ust=1668981531043091&amp;usg=AOvVaw2dfvKpiEJXnEPkCV7m7y4Q\">&#8220;Skinner Box&#8221; <\/a><\/span><span class=\"c1 c2\">by <\/span><span class=\"c0\">AndreasJS <\/span><span class=\"c1 c2\">is licensed under <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668981531043363&amp;usg=AOvVaw1KUdI8DF37o9uoGYVJF-9-\">CC BY 4.0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Image 1.4 <\/span><span class=\"c0 c25\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/slideplayer.com\/slide\/5763897\/&amp;sa=D&amp;source=editors&amp;ust=1668981531043688&amp;usg=AOvVaw3ZeWbT5f2A5egwO-rKD8Ct\">&#8220;Behaviorism: Key Theorists&#8221; <\/a><\/span><span class=\"c1 c2\">by <\/span><span class=\"c0\">Jocelyn Ferguson <\/span><span class=\"c1 c2\">is licensed under <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668981531043921&amp;usg=AOvVaw1AQWSeHFrOgq4msiO_FTJl\">CC BY 4.0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Image 1.5 <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/commons.wikimedia.org\/wiki\/File:Ivan_Pavlov_research_on_dog%2527s_reflex_setup.jpg&amp;sa=D&amp;source=editors&amp;ust=1668981531044277&amp;usg=AOvVaw32AhEQL32AmFxCH8zbzseg\">&#8220;The setup for Ivan Pavlov research on dog&#8217;s reflex&#8221; <\/a><\/span><span class=\"c1 c2\">by <\/span><span class=\"c0\">Yerkes, R. M., &amp; Morgulis, S. <\/span><span class=\"c1 c2\">is licensed under <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668981531044509&amp;usg=AOvVaw1i66qUvnQOSuFKssy_fUqo\">CC BY 4.0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Image 1.6 <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.flickr.com\/photos\/182229932@N07\/48479969727&amp;sa=D&amp;source=editors&amp;ust=1668981531044831&amp;usg=AOvVaw1DZ4E3wa3rC2T6fDEmjKQT\">&#8220;Intersectionality&#8221; <\/a><\/span><span class=\"c1 c2\">by <\/span><span class=\"c0\">Top 10 website <\/span><span class=\"c1 c2\">\u00a0is licensed under <\/span><span class=\"c25 c0\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/creativecommons.org\/licenses\/by\/4.0&amp;sa=D&amp;source=editors&amp;ust=1668981531045053&amp;usg=AOvVaw3WJPF8nDz-635eSL3UqOta\">CC BY 4.0<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Image 1.7 <\/span><span class=\"c3 c1\">Attribution not required:<\/span><span class=\"c25 c1 c26\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/pxhere.com\/en\/photo\/1452325?utm_content%3DshareClip%26utm_medium%3Dreferral%26utm_source%3Dpxhere&amp;sa=D&amp;source=editors&amp;ust=1668981531045477&amp;usg=AOvVaw1UMhluUcMaQrhFqTpi9A8F\">https:\/\/pxhere.com\/en\/photo\/1452325utm_content=shareClip&amp;utm_medium=referral&amp;utm_source=pxhere<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5 c10\"><span class=\"c8 c1 c7\">Video 1.1\u00a0 <\/span><span class=\"c25 c38 c2\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/www.youtube.com\/watch?v%3DxvVaTy8mQrg&amp;sa=D&amp;source=editors&amp;ust=1668981531046172&amp;usg=AOvVaw2_a9D0EGq_r2zE6BFDfcAo\">&#8220;Behaviorism: Pavlov, Watson, and Skinner&#8221; <\/a><\/span><span class=\"c57 c2\">by <\/span><span class=\"c2 c38\">youtube <\/span><span class=\"c2 c57\">is in the <\/span><span class=\"c25 c38 c2\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/wiki.creativecommons.org\/Public_domain&amp;sa=D&amp;source=editors&amp;ust=1668981531046587&amp;usg=AOvVaw2H_sdTQNEHZGbcdonNhegn\">Public Domain<\/a><br \/>\n<\/span><\/p>\n<p>&nbsp;<\/p>\n<h2 id=\"h.w9jismhs098j\" class=\"c6 c51\"><strong><span class=\"c8 c1 c7\">REFERENCES<\/span><\/strong><\/h2>\n<p class=\"c6 c51\"><span class=\"c1\">Bandura, A. (1986). <\/span><em><span class=\"c1 c11\">Social foundation of thought and action: A social cognitive theory. <\/span><\/em><span class=\"c3 c1\">Englewood Cliffs, NJ: Prentice <\/span><span class=\"c3 c1\">Hall.<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Brewer, E. W., Campbell, A. C., &amp; Petty, G. C. (2000). <\/span><span class=\"c1 c11\"><em>Foundations of workforce education<\/em>. <\/span><span class=\"c3 c1\">Dubuque, IA: Kendall\/Hunt Publishing Company.<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Huitt, W., &amp; Hummel, J. (1998). The behavioral system. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/behavior\/behovr.html&amp;sa=D&amp;source=editors&amp;ust=1668981531048359&amp;usg=AOvVaw3Xsizm6VOP7VvQyPbpXnER\">http:\/\/www.edpsycinteractive.org\/topics\/behavior\/behovr.html<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">McLeod, S. A. (2017, February 05). <\/span><span class=\"c1 c11\"><em>Behaviorist approach<\/em>. <\/span><span class=\"c3 c1\">Simply Psychology. www.simplypsychology.org\/behaviorism.html<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Parkay, F. W., &amp; Hass, G. (2000). <\/span><em><span class=\"c1 c11\">Curriculum planning <\/span><\/em><span class=\"c3 c1\">(7th ed.). Needham Heights, MA: Allyn &amp; Bacon.<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Shaffer, D. (2000). <\/span><em><span class=\"c1 c11\">Social and personality development <\/span><\/em><span class=\"c3 c1\">(4th ed.). Belmont, CA: Wadsworth\/Thompson Learning.<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Skinner, B. (1972). Utopia through the control of human behavior. In John Martin Rich (Ed.), <\/span><span class=\"c1 c11\"><em>Readings in the philosophy of education<\/em>. <\/span><span class=\"c3 c1\">Belmont, CA: Wadsworth.<\/span><\/p>\n<p>&nbsp;<\/p>\n<h2 class=\"c5 c37\"><strong><span class=\"c8 c1 c7\">ADDITIONAL READING<\/span><\/strong><\/h2>\n<p class=\"c5\"><strong><span class=\"c8 c1 c7\">Credible Articles on the Internet<\/span><\/strong><\/p>\n<p class=\"c5\"><span class=\"c3 c1\">Classroom management theories and theorists. (2013). Retrieved from<\/span><\/p>\n<p class=\"c5\"><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/en.wikibooks.org\/wiki\/Classroom_Management_Theorists_and_Theories\/Burrhus_Frederic_Skinner%2523References&amp;sa=D&amp;source=editors&amp;ust=1668981531049611&amp;usg=AOvVaw3ZAdTM1EkuKaUvF2vGQVM-\">http:\/\/en.wikibooks.org\/wiki\/Classroom_Management_Theorists_and_Theories\/Burrhus_Frederic_Skinner#References<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Cunia, E. (2005). Behavioral learning theory. <\/span><em><span class=\"c1 c11\">Principles of Instruction and Learning: A Web Quest<\/span><\/em><span class=\"c1 c11\">. <\/span><span class=\"c1\">Retrieved from <\/span><br \/>\n<span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/erincunia.com\/portfolio\/MSportfolio\/ide621\/ide621f03production\/behavior.htm&amp;sa=D&amp;source=editors&amp;ust=1668981531049990&amp;usg=AOvVaw2g_th4jJzSd98_QiIp0nOa\">http:\/\/erincunia.com\/portfolio\/MSportfolio\/ide621\/ide621f03production\/behavior.htm<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Graham, G. (2002). Behaviorism. In E. Zalta (Ed.), <\/span><span class=\"c1 c11\"><em>The Stanford encyclopedia of philosophy<\/em>. <\/span><span class=\"c1\">Stanford, CA: The Metaphysics Research Lab, Stanford University. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/plato.stanford.edu\/archives\/fall2002\/entries\/behaviorism\/&amp;sa=D&amp;source=editors&amp;ust=1668981531050354&amp;usg=AOvVaw1rYyKe6GH7UlpxdUksmTvn\">http:\/\/plato.stanford.edu\/archives\/fall2002\/entries\/behaviorism\/<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Hauser, L. (2006). Behaviorism. <\/span><span class=\"c1 c11\"><em>The Internet Encyclopedia of Philosophy<\/em>. <\/span><span class=\"c1\">Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.utm.edu\/research\/iep\/b\/behavior.htm&amp;sa=D&amp;source=editors&amp;ust=1668981531050687&amp;usg=AOvVaw02Qjfe2qoicXtFBXcQHegh\">http:\/\/www.utm.edu\/research\/iep\/b\/behavior.htm<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Huitt, W., &amp; Hummel, J. (2006). An overview of the behavioral perspective. <\/span><span class=\"c1 c11\">Educational Psychology Interactive. <\/span><br \/>\n<span class=\"c1\">Valdosta, GA: Valdosta State University. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/behavior\/behovr.html&amp;sa=D&amp;source=editors&amp;ust=1668981531051040&amp;usg=AOvVaw3EQ7CN7ii0fLSWB9i3zljm\">http:\/\/www.edpsycinteractive.org\/topics\/behavior\/behovr.html<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Huitt, W. (1996). Classroom management: A behavioral approach. <\/span><span class=\"c1 c11\"><em>Educational Psychology Interactive<\/em>. <\/span><span class=\"c1\">Valdosta, GA: Valdosta State University. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/manage\/behmgt.html&amp;sa=D&amp;source=editors&amp;ust=1668981531051624&amp;usg=AOvVaw0fzzFijx4ujbsrlrw2_bp-\">\u00a0http:\/\/www.edpsycinteractive.org\/topics\/manage\/behmgt.html<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Huitt, W. (1994). Principles for using behavior modification. <\/span><em><span class=\"c1 c11\">Educational Psychology Interactive<\/span><\/em><span class=\"c1\">. Valdosta, GA: Valdosta State University. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/behavior\/behmod.html&amp;sa=D&amp;source=editors&amp;ust=1668981531052011&amp;usg=AOvVaw2ix_MMMcAbn_bKjq4XuoXv\">\u00a0http:\/\/www.edpsycinteractive.org\/topics\/behavior\/behmod.html<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Huitt, W., &amp; Hummel, J. (1997). An introduction to classical (respondent) conditioning. <\/span><span class=\"c1 c11\"><em>Educational Psychology Interactive<\/em>. <\/span><span class=\"c1\">Valdosta, GA: Valdosta State University. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.edpsycinteractive.org\/topics\/behavior\/classcnd.html&amp;sa=D&amp;source=editors&amp;ust=1668981531052378&amp;usg=AOvVaw1q6eBEZ2EuSub8yoD92LF0\">http:\/\/www.edpsycinteractive.org\/topics\/behavior\/classcnd.html<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Wozniak, R. (1997). <\/span><span class=\"c1 c11\"><em>Behaviorism: The early years<\/em>. <\/span><span class=\"c1\">Bryn Mawr, PA: Bryn Mawr College. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.brynmawr.edu\/Acads\/Psych\/rwozniak\/behaviorism.html&amp;sa=D&amp;source=editors&amp;ust=1668981531052724&amp;usg=AOvVaw2ZXVh0WIiD44bBy9wGOV7C\">http:\/\/www.brynmawr.edu\/Acads\/Psych\/rwozniak\/behaviorism.html<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><strong><span class=\"c8 c1 c7\">Peer-Reviewed Journal Articles<\/span><\/strong><\/p>\n<p class=\"c5\"><span class=\"c1\">Bush, G. (2006). Learning about learning: From theories to trends. <\/span><span class=\"c1 c11\"><em>Teacher Librarian<\/em>, <\/span><span class=\"c1\">34(2), 14-18. Retrieved from <\/span><br \/>\n<span class=\"c1 c13\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/proxygsu-dal1.galileo.usg.edu\/login?url%3Dhttp:\/\/search.proquest.com\/docview\/224878283?accountid%3D10403&amp;sa=D&amp;source=editors&amp;ust=1668981531053210&amp;usg=AOvVaw0NkX6lHOUr7F-a2eAHv3iu\">http:\/\/proxygsu-dal1.galileo.usg.edu\/login?url=http:\/\/search.proquest.com\/docview\/224878283?accountid=1040<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Delprato, D. J., &amp; Midgley, B. D. (1992). Some fundamentals of B. F. skinner&#8217;s behaviorism. <\/span><span class=\"c1 c11\"><em>The American Psychologist<\/em>, <\/span><br \/>\n<span class=\"c1\">47(11), 1507. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.galileo.usg.edu&amp;sa=D&amp;source=editors&amp;ust=1668981531053535&amp;usg=AOvVaw0ZJdvHCq0hMPPRPdSUgGzK\">http:\/\/www.galileo.usg.edu<\/a><br \/>\n<\/span><br \/>\n<span class=\"c1\">Ledoux, S. F. (2012). Behaviorism at 100. <\/span><span class=\"c1 c11\"><em>American Scientist<\/em>, <\/span><span class=\"c1\">100(1), 60-65. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/proxygsu-dal1.galileo.usg.edu\/login?url%3Dhttp:\/\/search.proquest.com\/docview\/1009904053?accountid%3D10403&amp;sa=D&amp;source=editors&amp;ust=1668981531053920&amp;usg=AOvVaw2Y7AGI3kCsFnOYSceS9rwZ\">\u00a0http:\/\/proxygsu-dal1.galileo.usg.edu\/login?url=http:\/\/search.proquest.com\/docview\/1009904053?accountid=10403 <\/a><br \/>\n<\/span><br \/>\n<span class=\"c1\">Moore, J. (2011). Behaviorism. <\/span><span class=\"c1 c11\"><em>The Psychological Record<\/em>, <\/span><span class=\"c1\">61(3), 449-463. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/www.galileo.usg.edu&amp;sa=D&amp;source=editors&amp;ust=1668981531054137&amp;usg=AOvVaw0I9wWB-ZHtyr-7YsW7ZOao\">http:\/\/www.galileo.usg.edu<\/a><br \/>\n<\/span><br \/>\n<span class=\"c1\">Ruiz, M. R. (1995). B. F. skinner&#8217;s radical behaviorism. <\/span><span class=\"c1 c11\"><em>Psychology of Women Quarterly<\/em>, <\/span><span class=\"c1\">19(2), 161. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/proxygsu-dal1.galileo.usg.edu\/login?url%3Dhttp:\/\/search.ebscohost.com\/login.aspx?direct%3Dtrue%26db%3Dslh%26AN%3D9506232514%26site%3Dehost-live&amp;sa=D&amp;source=editors&amp;ust=1668981531054515&amp;usg=AOvVaw3x5CzsBlMZzQaDvc-pWpgO\">http:\/\/proxygsu-<\/a><\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/proxygsu-dal1.galileo.usg.edu\/login?url%3Dhttp:\/\/search.ebscohost.com\/login.aspx?direct%3Dtrue%26db%3Dslh%26AN%3D9506232514%26site%3Dehost-live&amp;sa=D&amp;source=editors&amp;ust=1668981531054907&amp;usg=AOvVaw1iiM9oZRG_Aosf5TyeWJhH\">dal1.galileo.usg.edu\/login?url=http:\/\/search.ebscohost.com\/login.aspx?direct=true&amp;db=slh&amp;AN=9506232514&amp;site=ehost -live<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Ulman, J. (1998). Applying behaviorological principles in the classroom: Creating responsive learning environments. <\/span><br \/>\n<span class=\"c1 c11\"><em>The Teacher Education<\/em>, <\/span><span class=\"c3 c1\">34(2), 144-156.<\/span><\/p>\n<p class=\"c5\"><strong><span class=\"c8 c1 c7\">Books in Dalton State College Library<\/span><\/strong><\/p>\n<p class=\"c5\"><span class=\"c1\">Bjork, D. W. (1997). <\/span><span class=\"c1 c11\"><em>B.F. Skinner: A life<\/em>. <\/span><span class=\"c3 c1\">Washington, DC: American Psychological Association.<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Skinner, B. F. (1974). <\/span><em><span class=\"c1 c11\">About behaviorism <\/span><\/em><span class=\"c1\">(1st ed.). New York, NY: Random House. Retrieved from <\/span><br \/>\n<span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/books.google.com\/books?id%3DNdx7awW_1OcC%26lpg%3DPP1%26pg%3DPP1%2523v%3Donepage%26q%26f%3Dfalse&amp;sa=D&amp;source=editors&amp;ust=1668981531055667&amp;usg=AOvVaw3kCAofp1cGoiIJA5vR_Ab0\">http:\/\/books.google.com\/books?id=Ndx7awW_1OcC&amp;lpg=PP1&amp;pg=PP1#v=onepage&amp;q&amp;f=false<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Smith, L. D., &amp; Woodward, W. R. (1996). <\/span><span class=\"c1 c11\"><em>B.F. Skinner and behaviorism in American culture<\/em>. <\/span><br \/>\n<span class=\"c3 c1\">Bethlehem, London; Cranbury, NJ: Lehigh University Press.<\/span><\/p>\n<p class=\"c5\"><span class=\"c1\">Todd, J. T., &amp; Morris, E. K. (1995). <\/span><span class=\"c1 c11\"><em>Modern perspectives on B.F. Skinner and contemporary behaviorism<\/em>. <\/span><br \/>\n<span class=\"c3 c1\">Westport, CT: Greenwood Press.<\/span><\/p>\n<p class=\"c5\"><strong><span class=\"c8 c1 c7\">Interactive Tutorials<\/span><\/strong><\/p>\n<p class=\"c5\"><span class=\"c1\">Psychology Department. (2017). <\/span><span class=\"c1 c11\"><em>Positive reinforcement tutorial<\/em>. <\/span><span class=\"c1\">Athabasca, Alberta, Canade: Athabasca University. Retrieved from <\/span><span class=\"c13 c1\"><a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=https:\/\/psych.athabascau.ca\/open\/prtut\/index.php&amp;sa=D&amp;source=editors&amp;ust=1668981531056619&amp;usg=AOvVaw3axpatpi444cunyn7flgmD\">https:\/\/psych.athabascau.ca\/open\/prtut\/index.php<\/a><br \/>\n<\/span><\/p>\n<p class=\"c5\"><strong><span class=\"c8 c1 c7\">Video(s)<\/span><\/strong><\/p>\n<p class=\"c5\"><span class=\"c1\">B. F. Skinner: A fresh appraisal. (1999). Retrieved from<\/span><span class=\"c13 c1\"><br \/>\n<a class=\"c4\" href=\"https:\/\/www.google.com\/url?q=http:\/\/digital.films.com\/PortalPlaylists.aspx?aid%3D8691%26xtid%3D44905&amp;sa=D&amp;source=editors&amp;ust=1668981531057029&amp;usg=AOvVaw03LKPu5shT-NB8V-NxmV62\">http:\/\/digital.films.com\/PortalPlaylists.aspx?aid=8691&amp;xtid=44905<\/a><\/span><\/p>\n","protected":false},"author":29,"menu_order":7,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-39","chapter","type-chapter","status-publish","hentry"],"part":19,"_links":{"self":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/39","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/users\/29"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/39\/revisions"}],"predecessor-version":[{"id":40,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/39\/revisions\/40"}],"part":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/parts\/19"}],"metadata":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapters\/39\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/media?parent=39"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/pressbooks\/v2\/chapter-type?post=39"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/contributor?post=39"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.hccfl.edu\/learningtheory\/wp-json\/wp\/v2\/license?post=39"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}