What is a “perspective”?

• What do you think???

A Perspective:
• is a conceptual framework to examine a given phenomenon.
• has a set of basic assumptions.
• Determines which methods (data collection, analysis) will be
used to study a given phenomenon.
• Can also be referred to as an “approach” in psychology
Behavioral Paradigm
 Overview

• Understanding Learning
• Early Explanations of Learning
• Contiguity and Classical Conditioning
• Operant Conditioning
• Applied Behavior Analysis
• Behavioral Approaches to Teaching Skills & Management
• Recent Approaches: Self-Regulated Learning & Cognitive
Behavior Modification
• Operationally defining
• Problems & Issues

Copyright 2001 by Allyn and Bacon

 Concept Map

Understanding Early Explanations

Problems Learning
& Issues of Learning

Self-Regulated Behavioral Views Contiguity and

of
Learning & Cognitive Classical
Learning
Behavior Modification Conditioning

Applied
Behaviorism, Behavior Operant
Teaching & Analysis Conditioning
Management
Copyright 2001 by Allyn and Bacon
Copyright 2001 by Allyn and Bacon
 Key Concepts of Behaviorism

1.Operationally Defining behavior

2.Observing and recording behavior
3.Functional analysis
4.ABC model
 Definition of Learning
• Permanent change
• Change in behavior or knowledge
• Learning is the result of experience
• Learning is not the result of maturation or
temporary conditions (illness)

Copyright 2001 by Allyn and Bacon

 Contiguity Learning
• Learning by simple associations:
Pairing
• Stimulus → Response

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 Pavlov: Classical Conditioning
• Pavlov’s dilemma
• Involuntary
responses:
Respondents
• Generalization
• Discrimination
• Extinction

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Classical Conditioning
Unconditioned Unconditioned
Stimulus Response

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 Classical Conditioning
Unconditioned Unconditioned
Stimulus Response

Unconditioned
Neutral
Neutral Unconditioned
Unconditioned
Stimulus
Stimulus
Stimulus Response
Response

Copyright 2001 by Allyn and Bacon

 Classical Conditioning
Unconditioned Unconditioned
Stimulus Response

Unconditioned
Neutral
Neutral Unconditioned
Unconditioned
Stimulus
Stimulus
Stimulus Response
Response

Repeat
Repeatpairing
pairingUS
USwith
withNS
NS

Copyright 2001 by Allyn and Bacon

 Classical Conditioning
Unconditioned Unconditioned
Stimulus Response

Unconditioned
Neutral
Neutral Unconditioned
Unconditioned
Stimulus
Stimulus
Stimulus Response
Response

Repeat
Repeatpairing
pairingUS
USwith
withNS
NS

Conditioned
Conditioned Conditioned
Conditioned
Stimulus
Stimulus Response
Response

Copyright 2001 by Allyn and Bacon

 Classical Classroom Examples
• A first grader feels ill when recess time approaches
because he was beat up on the playground the last 3
days in a row.
• Certain smells that can elicit nauseous sensations
(Hopefully NOT from the cafeteria!)
• Speech phobia : cold sweat, shaking knees and hands
• Phobias in general

Copyright 2001 by Allyn and Bacon

 Skinner: Operant Conditioning

• Operants : Deliberate
actions
• Thorndike’s Law of
Effect
• ABC’s
• Reinforcement
• Punishment

Copyright 2001 by Allyn and Bacon

Types of Consequences

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 Types of Reinforcement
• Positive reinforcement
• Examples:
– Praise
– Teacher attention
– Rewards
• Negative reinforcement
– Avoid the loss of privileges
– Take away an aversive stimulus

Copyright 2001 by Allyn and Bacon

 Types of Punishment
• Presentation Punishment
– Detention
– Extra work
• Removal Punishment
– Loss of recess
– Loss of privileges

Copyright 2001 by Allyn and Bacon

 Kinds of Reinforcement & Punishment
Behavior
Behaviorencouraged
encouraged Behavior
Behaviorsuppressed
suppressed

Positive Presentation
Reinforcement: Punishment:
Stimulus
Stimulus
presented Praise / reward Detention / extra
presented
work

Negative Removal
Reinforcement Punishment
Stimulus
Stimulusremoved
removed Avoid losing Loss of recess /
or
orwithheld
withheld points grounded!

See Woolfolk, Figure 6.1,2001

Copyright p. by208
Allynand Table 6.1, p. 209
and Bacon
 Reflection Questions

• What is the difference between

punishment and negative
reinforcement?
• What schedule of reinforcement is
best for building persistence? Why?
• What happens when all reinforcement
is withdrawn?

Copyright 2001 by Allyn and Bacon

Behavioral Approaches

Copyright 2001 by Allyn and Bacon

 Behavior Perspective

• Focuses on observable behaviors.

• Premise—abnormal behavior is learned!!

• Learning (classical & operant conditioning,

modeling)
Over view
 Therapeutic Interventions
1.Reinforcement
2.Chaining
3.Shaping
4.Prompting and Fading
5.Modeling
6.Extinctions
7.Punishment
8.Stimulus control
9.Discrimination
10.
Generalization
11.Activity schedule
12.
Mastery and pleasure
13.
Graded task Assignment
14.
Relaxation Exercises
15.
Thought Stopping
16.
Assertive training
17.
Systematic Desensitization
18.
Covert assertion
19.
Covert sensitization
20.
Exposure Therapy
21.
Controlling Antecedents
22.
Applied Behavior Analysis
23.
Coping undesirable
24.
Premack principle
25.
Self regulation
Controlling Antecedents

Copyright 2001 by Allyn and Bacon

 Antecedents
• Providing previous information about
expected behaviors
• Signaling when a behavior should be emitted
• Cueing: Lights off means “Be quiet!”
• Prompting: Verbal reminder after students do
not get quiet after lights were turned off : they
missed the cue.

Copyright 2001 by Allyn and Bacon

 Applied Behavior Analysis
• Baseline behavior
• Target behavior
• Classroom application:
1 - Specify the desired behavior
2 - Plan a specific intervention
3 - Keep track of the results

Copyright 2001 by Allyn and Bacon

 Interventions: Encouraging Positive
Behavior

• Teacher attention
• Premack principle
• Shaping
• Positive practice

Copyright 2001 by Allyn and Bacon

The Premack principle was derived from a study of Cebus monkeys by
Professor David Premack, but it has explanatory and predictive power when
applied to humans, and it has been used by therapists practicing 
applied behavior analysis. Premack's principle suggests that if a person wants
to perform a given activity, the person will perform a less desirable activity to
get at the more desirable activity; that is, activities may themselves be
reinforcers. An individual will be more motivated to perform a particular
activity if he knows that he will partake in a more desirable activity as a
consequence. Stated objectively, if high-probability behaviors (more desirable
behaviors) are made contingent upon lower-probability behaviors (less
desirable behaviors), then the lower-probability behaviors are more likely to
occur. More desirable behaviors are those that individuals spend more time
doing if permitted; less desirable behaviors are those that individuals spend
less time doing when free to act.
 Coping with Undesirable Behaviors

• Negative reinforcement: ‘No recess until…’

• Satiation: ‘I would like 1000 of those perfect spit
wads, please!’
• Reprimands: soft & private
• Response cost
• Social isolation
• Punishment

Copyright 2001 by Allyn and Bacon

Coping with Undesirable Behaviors
• Cautions: Use a two pronged
approach:
– Punishment for undesired behavior
– Clarify and reinforce desired behavior

Copyright 2001 by Allyn and Bacon

 Teaching : Mastery Learning

• Students must
demonstrate
competence before
moving to next unit
• Mastery means 80 –
90% correct
• Focuses on basic skills

Copyright 2001 by Allyn and Bacon

 Behavioral Management

• Group
consequences
• Token
reinforcement

Copyright 2001 by Allyn and Bacon

 Recent Approaches: Self-Regulation &
Cognitive Behavior Modification

The object of teaching a child is to enable him to

get along without his teacher.
Elbert Hubbard Copyright 2001 by Allyn and Bacon
 Self-Regulated Learning
• Self management
– Set goals and make the goals public
– Note: Standards and effect on performance
– Evaluate & record performance
– Promote self-reinforcement
– See Family & Community Partnerships,

Copyright 2001 by Allyn and Bacon

 Cognitive Behavior Modification & Self-
Instruction
• Similar to self-
regulated learning
• Adds thinking and
self-talk
• More cognitive
than behavioral
approach

Copyright 2001 by Allyn and Bacon

 Cognitive Behavior Modification & Self-
Instruction
• Teaching self-talk:
– Demonstrate & supervise
– Talk out loud while practicing,
student imitates
– Whisper while practicing, student imitates
– Work toward private speech while
practicing

Copyright 2001 by Allyn and Bacon

 Reflection Question
• What is a habit you would like to change? How
would you implement the steps of cognitive
behavior modification to change your habit?
• Make a graphic organizer or flow chart to
illustrate your goal and steps toward meeting
that goal.

Copyright 2001 by Allyn and Bacon

 Covert Assertion,
Behavioral treatment consisting of covert assertion, a
combination of thought stopping with positive self-talk, 
 Covert Sensitization 
Covert sensitization is a form of behavior therapy in which
an undesirable behavior is paired with an unpleasant image
in order to eliminate that behavior.
 Systematic desensitization is a behavioral technique commonly
used to treat fear, anxiety disorders and phobias. Using this
method, the person is engaged in some type of relaxation
exercise and gradually exposed to an anxiety-producing stimulus,
like an object or place.
 Review Questions

Define learning.
How does a neutral stimulus become a
conditioned stimulus?
Discriminate between generalization and
discrimination.
What defines a consequence as a reinforcer?
As a punisher?
How are negative reinforcement and
punishment different?
Copyright 2001 by Allyn and Bacon
 Review Questions

• How can you encourage persistence in a

behavior?
• What is the difference between a prompt
and a cue?
• What are the steps in applied behavior
analysis?
• How can the Premack principle help you
identify reinforcers?
• When is shaping an appropriate approach?
Copyright 2001 by Allyn and Bacon
 Review Questions
• What are some cautions in using punishment?
• What is mastery learning?
• Describe group consequences, token
programs, and contracts.
• What are the steps in self-management?
• What are the main criticisms of behavioral
approaches?

Copyright 2001 by Allyn and Bacon

 Criticisms of Behavior:
• 1. Abnormal behavior not connected to particular
learning experiences (schizophrenia).

• 2. Simplistic circular reasoning (Description as

explanation).

• 3. Useful for treatment, but not as cause for most

mental disorders.