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Using The Behavioral Approach

Define and contrast the three types of behavioral learning theories (contiguity, classical conditioning, and operant conditioning), giving examples of how each can be used in the classroom.

Developed by W. Huitt & J. Hummel (1999)

Behavior Modification Techniques

There are five categories of activities that can be addressed with behavior modification techniques:

Adapted from: Krumboltz, J., & Krumboltz, H. (1972). Changing children's

behavior. New York: Prentice-Hall.

• Develop a new behavior

• Strengthen a behavior

• Maintain an established behavior

• Stop inappropriate behavior

• Modify emotional behavior


Develop a new behavior

Successive Approximatio

n Principle

To teach a child to act in a manner in which he has seldom or never before behaved, reward successive steps to the final behavior (also called shaping).



Continuous Reinforcement

Principle

To develop a new behavior that the child has not previously exhibited, arrange for an immediate reward after each correct performance.



Negative Reinforcement

Principle

To increase a child's performance in a particular way, arrange for him to avoid or escape a mild aversive situation by improving his behavior or by allowing him to avoid the aversive situation by behaving appropriately.



Cueing Principle

To teach a child to remember to act at a specific time, arrange for him to receive a cue for the correct performance just before the action is expected rather than after he has performed it incorrectly.


Strengthen a new behavior

Decreasing Reinforcement Principle

To encourage a child to continue performing an established behavior with few or no rewards, gradually require a longer time period or more correct responses before a correct behavior is rewarded.


Strengthen a new behavior

Variable Reinforcement Principle

To improve or increase a child's performance of a certain activity, provide the child with an intermittent reward.


Maintain an established behavior

Substitution Principle

To change reinforcers when a previously effective reward is no longer controlling behavior, present it just before (or as soon as possible to) the time you present the new, hopefully more effective reward.


Stop an inappropriate behavior

Satiation Principle

To stop a child from acting in a particular way, you may allow him to continue (or insist that he continue) performing the undesired act until he tires of it.



Extinction Principle

To stop a child from acting in a particular way, you may arrange conditions so that he receives no rewards following the undesired act.



Incompatible Alternative

Principle

To stop a child from acting in a particular way, you may reward an alternative action that is inconsistent with or cannot be performed at the same time as the undesired act.



Response Cost

Principle

To stop a child from acting in a certain way, remove a pleasant stimulus immediately after the action occurs. Since response cost results in increased hostility and aggression, it should only be used infrequently and in conjunction with reinforcement.


Modify emotional behavior

Avoidance Principle

To teach a child to avoid a certain type of situation, simultaneously present to the child the situation to be avoided (or some representation of it) and some aversive condition (or its representation).


Modify emotional behavior

Fear Reduction

Principle

To help a child overcome his fear of a particular situation, gradually increase his exposure to the feared situation while he is otherwise comfortable, relaxed, secure or rewarded.

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