Journal Entry 2

Description: The focus of study this week in EDAT 6115 was on behavioral and social learning theories and their implications in teaching and learning.  We learned about the work of Ivan Pavlov, B. F. Skinner, Albert Bandura, and Meichenbaum.  Their research helps us understand how children learn and what we can do to help them learn what we want them to learn.

Analysis: Learning happens all of the time.  We learn without even realizing it.  Even though children are constantly learning, it is up to teachers to ensure that they learn "information, skills, and concepts that will be useful in their lives" (Slavin, 2015).  We have learned valuable information from notable researchers that has shaped the way we view and address behaviors in the class room. 
     Pavlov's theory is referred to as classical conditioning.  His research and experiments revealed that a neutral stimulus can be joined with an unconditioned stimulus and after time, the neutral stimulus can become a conditioned stimulus.  The conditioned stimulus can then provoke responses as would an unconditioned stimulus.  Skinner focused on the correlation between behaviors and their consequences (Slavin, 2015).  He found that behaviors can be changed based on the use of consequences.  This idea is called operant conditioning.  Skinner's work "established a set of principles of behavior that have been supported in hundreds of studies" (Slavin, 2015).  Most notable is the concept that enjoyable consequences (reinforcers) increase the frequency of the behavior, while unenjoyable consequences (punishers) decrease the frequency of the behavior. 
     Another important behavioral principle is the Premack principle.  Described by David Premack, this principle promotes desired behaviors by having individuals participate in a less desirable activity followed by a preferred activity (Alberto & Troutman, 2006).  An activity that an individual participates in voluntarily can be used as the preferred activity.  This strategy is effective in getting children to participate in activities or tasks that they find difficult or uninteresting. 
    There are many reinforcers that can be used in the class room to increase positive behaviors.  Slavin (2015) lists several examples of reinforcers: "self-reinforcement, praise, attention, grades and recognition, call home, home-based reinforcement, privileges, activity reinforcers, tangible reinforcers, and food."  It is suggested to use the least tangible reinforcer that will produce the desired results.  On the other hand, there are several punishers that can be used in the class room as well.  Some effective punishers include verbal correction and "withdrawal of ... pleasant consequence[s]" such as "loss of privilege[s]," detention, and time out (Slavin, 2015). 
     In order to serve their purpose, it is important that consequences be immediate.  Providing feedback in a timely manner has a much larger impact on the behavior being addressed than would providing this feedback at a later time.  The two primary advantages to providing feedback immediately is that "it makes clear the connection between behavior and consequence" and "it increases the informational value of the feedback" (Slavin, 2015).  If feedback is given too late after the behavior, the impact simply isn't there. 
     Shaping is another behavior principle that makes a great impact on student behavior and learning.  The main idea with shaping is that individuals are reinforced for making steps towards the final goal.  This strategy guides students along as they learn within their abilities and are pushed towards more difficult tasks.  Shaping goes hand in hand with scaffolding.  Both strategies involve providing more then less guidance towards an end product or goal.
     Reinforcers can be provided with varying frequency.  The fixed ratio schedule of reinforcement describes a frequency of reinforcement based on a predetermined number of behaviors.  In the beginning, reinforcers may be provided for each behavior exhibited, but as time goes on, the number of behaviors required for a reinforcer may increase.  The variable ratio schedule of reinforcement is when reinforcers are given for an unpredictable number of behaviors.  Fixed interval schedules provide reinforcers at set increments of time.  Variable interval schedules provide reinforcers at unpredictable increments of time.  According to Alberto and Troutman (2006), a reinforcement system should be viewed as a temporary arrangement.  They further discuss the importance of schedule thinning to reduce the "dependence on artificial reinforcers" (Alberto & Troutman, 2006).  The ultimate goal is that students make positive choices for intrinsic motivation.
     Another important aspect of behavior modification is that of generalization.  We want students to be able to transfer their positive behaviors and learned skills into different settings.  In order to accomplish this, it may be necessary to teach the skills in a variety of settings or to reinforce the behaviors in various settings. 
     Social learning includes learning by observation and by self-regulation.  Bandura discussed the importance of modeling in order for students to learn.  There are four stages to observational learning: "paying attention, retaining the modeled behavior, reproducing the behavior, and being motivated to repeat the behavior" (Slavin, 2015).  Meichenbaum proposed that students can learn to self-regulate.  Self-talk and checklists are beneficial for students to learn to monitor their behavior and learning.

Reflection:  In my special education studies, I learned a great deal about behavior theories and how they impact teaching and learning.  In my experience with students, especially those with behavior disorders, I found that by being intentional and having a plan, I have been able to modify behaviors in a pretty effective manner.  We know how children learn, for the most part, and if we pay attention to what they want, we can generally come up with a plan to address their needs. 
     Most of the information in this chapter is common sense, but as teachers, we tend to overthink situations and do things the hard way first.  When attempting to increase or decrease behaviors, it is important to create a plan of action.  The worst thing a teacher can do is to go into this process blind.  If the teacher is not consistent and committed to the process, it will certainly fail.  Working with students with problem behaviors has been a challenge that I have whole heartedly accepted.  I enjoy getting to know these students and working through the puzzle to figure out why they do what they do and how I can help make a positive difference.

References:

Alberto, P. A. & Troutman, A. C. (2006). Applied Behavior Analysis for Teachers, (7th Ed.).

     Upper Saddle River, NJ: Pearson Education.

Slavin, R. E. (2015). Educational psychology: Theory and practice, (11th Ed.). Boston, MA:

     Pearson Education.