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Slavin: Chapter 5

    Overview: This chapter looks at some behavioral learning theorists such as Pavlov and Skinner. It also breaks down some of the principles of behavioral learning such as reinforcers, consequences, punishers, etc... The chapter ends by taking a look at the practical understanding of the theories in the classroom. 

Analysis:

    According to Slavin (97), behavioral learning "focus on the ways that pleasurable or unpleasant consequences of behavior change individuals' behavior over time and the ways individuals model their behavior on that of others." Salvin (98) also goes on to define learning as "a change in an individual caused by experience."

    Pavlov's dog is probably of the most well known examples of behavioral theory. Whether you are a psychologist of not, you've heard of this experiment. Pavlov researched the concept of conditioned and unconditioned stimuli and responses (99). 
    
    Skinner introduced operant conditioning which was based on the nature of the experience with the environment and pleasurable consequences. 

    Consequences serve as a pleasant or unpleasant behaviors that follow an experience and effect the frequency of future behaviors (101). A reinforcer is a consequence that strengthens a behavior, making it more frequent. There are positive and negative reinforcers as well as primary and secondary reinforcers (101). There are also intrinsic and extrinsic reinforcers present for each individual (103). All of these reinforcers serve as a means to effectively strengthen a behavior. Consequences that weaken behavior are called punishers (105). 

    The chapter goes on to note the role consequences play in behavior development. The timing and immediacy of consequences, how consequences affect a child through shaping and extinction of behaviors (107). Slavin also goes on to describe the value in scheduling reinforcement and maintaining reinforcement to accomplish behavior goals (110).

Reflection:

    After reading this chapter, all of my behavior SST's come flooding in. So often I get so frustrated with behavior charts, stickers, stars, positive reinforcement for awful behavior. Occasionally these charts work. Sometimes they don't and the behaviors either remain the same in frequency and intensity or they get worse. 

    But I have a better understanding now of why these charts are in place. Finding a student's motivation, whether it's intrinsic or extrinsic, whether a student responds to positive or negative reinforcement, the scheduling and maintaining of these behavior plans are essential in addressing behavioral concerns. While I may still get frustrated with the process, I can clearly see the research and behavioral theory that has gone into creating such behavior plans. This makes me feel better about my role as a teacher as I implement these plans. And quite honestly, I'll now be more apt to devote more time and effort to implementing them with fidelity. 

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