Term
| What is an inherent problem in traditional western education, according to B.F. Skinner? |
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Definition
| Teachers must teach skills that will be useful to students in the future rather than in the present. |
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Term
| What are some bogus complaints for using reinforcement and punishment in the classroom? |
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Definition
1. Reinforcement is bribery, on the contrary appropriate use of reinforcement can facilitate the attainment of educational objectives.
2. Reinforcement leads to dependence on concrete rewards, but reinforcement does not always have to be materialistic.
3. Reinforcing one student for being good teaches other students to be bad.
4. Punishment reduces self-esteem.
5. Eliminating a problem behavior doesn't eliminate the underlying cause of the behavior. |
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Term
| What are some genuine concerns for using reinforcement and punishment in the classroom? |
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Definition
1. When cognitives deficiencies interfere with the acquisition of a new skill reinforcement alone may not be effective.
2. Reinforcement of some behaviors may interfere with maximal learning and performance over the long run.
3. Extrinsic reinforcement of a personally enjoyable behavior can undermine the intrinsically reinforcing value of the behavior.
4. Students ultimately need to learn how to fail.
5. Punishment suppresses a response.
6. Punishment can elicit fear and anxiety.
7. Improving behavior in one context may lead to more frequent behavior in another. |
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Term
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Definition
| when reinforcement or punishment is consistently used in one situation, overall behavior may improve in that situation but decline in others. |
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Term
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Definition
| the desired end result, which should be described at the very beginning in concrete, observable terms. |
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Term
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Definition
| an agreement that specifies certain expectations for the student (the terminal behavior) and the consequences of meeting those expectations (the reinforcer). |
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Term
| How can we use reinforcement to increase desired behavior? |
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Definition
1. Use extrinsic reinforcers ONLY when desired behaviors aren't occurring on their own.
2. Identify consequences that are truly reinforcing for each learner.
3. Gradually shape complex behavior.
4. Administer reinforcement consistently. |
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Term
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Definition
| the frequency of a behavior reinforcement begins here and by comparing the baseline frequency to its frequency after reinforcement begins, can teachers determine whether their use of reinforcement is yielding results. |
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Term
| Why isn't extinction dependable? |
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Definition
1. It isn't always possible to identify the specific consequence actually reinforcing a response.
2. Several reinforcers may be maintaining a response.
3. The behavior may show extinction burst. |
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Term
| What is the best strategy for reinforcing desirable alternatives to an undesirable behavior? |
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Definition
1. Identifying a response that's incompatible with the response to be eliminated - a response that can't be performed at the same time as the undesirable response.
2. That incompatible behavior is then reinforced with the response whenever it occurs. |
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Term
| Punishment is advised when a behavior might harm either oneself, what are some proper ways to administer punishment? |
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Definition
1. Choose a punishment that is truly punishing without being overly severe.
2. Inform learners ahead of time about what behaviors will be punished.
3. Describe unacceptable behaviors in clear, concrete terms.
4. Explain why the behavior is unacceptable.
5. Be consistent in imposing punishment for inappropriate behavior. |
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Term
| What are the advantages of explaining why the behavior is unacceptable and is being punished? |
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Definition
1. The immediacy of punishment is less critical factor in its effectiveness.
2. Reasoning increases the likelihood that other, similar misbehaviors are also suppressed.
3. Misbehaviors are likely to be suppressed even when the punisher is absent.
4. Older children apparently expect to be told why certain behaviors are prohibited. |
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Term
| Applied behavior analysis (ABA) |
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Definition
| is based on the assumption that serious problem behaviors are the result of past and present response-consequence contingencies → it involves the application of a variety of behaviorist concepts to create an environment more conducive to productive behaviors. |
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Term
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Definition
| specific, concrete response. |
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Term
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Definition
| the agreement between the recordings of two observers. |
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Term
| What are some environmental conditions that are encouraging problem behaviors? |
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Definition
1. Antecedents: stimuli and events that the individual encounters.
2. Behaviors: responses that the individual subsequently makes.
3. Consequences: stimuli and events that immediately follow the behaviors. |
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Term
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Definition
| the teacher or therapist looks for patterns in the data collected and identifies specific events that may be triggering or reinforcing a target behavior. |
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Term
| Positive behavior support (PBS) |
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Definition
changing the environment in ways that encourage productive behaviors.
1. Teach behaviors that can serve the same purpose as inappropriate behaviors.
2. Minimize conditions that might trigger inappropriate behaviors.
3. Establish a predictable daily routine. |
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Term
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Definition
an entire group must perform a desired behavior in order for reinforcement to occur.
i.e. the good behavior game |
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Term
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Definition
| switching from reinforcement to nonreinforcement and then back again. |
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Term
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Definition
individuals who behave appropriately are reinforced with token.
1. A set of rules describing the responses that will be reinforced.
2. Token reinforcers.
3. A variety of backup reinforcer.
4. A store at which the back up reinforcers can be purchased. |
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Term
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Definition
| items that can later be traded for backup reinforcers. |
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Term
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Definition
| which are objects or privileges of each individual's choice. |
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Term
| What are some advantages of the token economy? |
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Definition
1. Teachers and therapists can easily use the tokens to provide immediate reinforcement.
2. The availability of many different backup reinforcers increases the odds that everyone in the program can work for a desired consequence. |
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Term
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Definition
| whereby the teacher or therapist verbally instructs and guides the learner in the practice of appropriate behaviors. |
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Term
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Definition
| precise, observable terms before conditioning begins. |
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Term
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Definition
| a priori specification of the terminal behavior in observable measurable terms has been applied to classroom instruction. |
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Term
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Definition
instructional objectives had predominantly behaviorist flavor.
1. The outcome is stated in terms of an observable and measurable behavior.
2. A behavioral objective identifies the conditions under which the behavior should be exhibited.
3. A behavioral objective includes a criterion for judging the acceptable performance of the desired behavior. |
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Term
| Lower-level skills vs. Higher-level skills |
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Definition
| they emphasize behaviors that depend on knowledge of facts rather than on behaviors that emphasize more complex and sophisticated thinking. |
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Term
| What functions do instructional objectives serve? |
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Definition
1. Specification of a lesson's objective in precise terms helps a teacher choose the most effective method of teaching the lesson.
2. Easily communicated from one teacher to another.
3. They facilitate the evaluation of both students and instructional programs. |
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Term
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Definition
descriptions of various behaviors we might want to see students demonstrate.
i.e. Bloom's taxonomy and (inter)national standards. |
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Term
| Programmed instruction (PI): Teaching machine |
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Definition
a box enclosing a long roll of printed material that a student could advance past a display window, exposing small portions of information successively and systematically.
- Advantages:
1. Active responding
2. Shaping
3. Immediate reinforcement
4. Individual difference in learning rate |
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Term
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Definition
| a series of discrete segments. |
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Term
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Definition
| proceeded through exactly the same sequence of frames in the exact same order. |
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Term
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Definition
| introduced by Crowder and Martin, the program typically progresses in larger steps than a linear program, so that error rates in responding are somewhat higher. |
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Term
| Computer-assisted instruction |
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Definition
a branching programs administered through computer technology.
- Advantages:
1. The computer automatically presents appropriate follow-up frames for various students responses.
2. The computer can record and maintain ongoing data for each students. |
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Term
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Definition
| an approach to instruction in which students must learn the material in one lesson to a high level of proficiency before proceeding to the next subject. |
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Term
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Definition
| the process through which component parts of the subject matter are identified and sequences, going from simple to more more complex. |
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Term
| Personalized System of Instruction (PSI) |
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Definition
created by Fred Keller.
1. Emphasis on individual study.
2. Unit exams.
3. Supplementary instructional techniques.
4. Use of proctors. |
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