1. Good evening, and welcome…

2. 2009 Behaviorism Awards Aaron Adler Asuman Engin Gina Yusypchuk
Jeffrey David Scott
Lennon Tan
Holly Peters
…to the 2009 Behaviorism Awards. Featuring special appearances by Aaron Adler, Asuman Engin, Gina Yusypchuk, Jeffrey David Scott, and Lennon Tan. I’m your host, Holly Peters.

3. Behaviorism Overview Discounts mental activities
Learning = Change in behavior
Response to stimulus
Reinforcement
Punishment
Constant repetition
Learning is predictable
As devoted fans of Behaviorism, you know that this learning method discounts unseen mental activities. Evidence of learning is observed by a change in behavior brought on by a response to a given stimulus and supported either by reinforcement or punishment. It takes constant repetition, but learning is predictable. You can count on a Behaviorist to get results.

4. Behaviorism Pioneers Pavlov Watson Thorndike Skinner
Classical Conditioning
Behaviorist Manifesto
Stimulus Response
“Little Albert” experiment
Pavlov
Watson
Thorndike
Skinner
We owe our success to men like Ivan Pavlol. Known for his work in what we now call classical conditioning, and his groundbreaking stimulus-response discoveries with dogs. Edward Lee Thorndike, who studied learning connections in the mind and tested his theories with animals and puzzle boxes. JB Watson, famous for the Behaviorist Manifesto and the “Little Abner” experiment. And BF Skinner, responsible for radical behaviorism and emphasizing positive reinforcement in education.
Radical Behaviorism
Connectionism
Positive Reinforcement
in Education
Animals & Puzzle Boxes 4

5. Types of Conditioning Classical Operant
Whether you’re a fan of classical conditioning, seen when a dog responds to the stimulus of food by salivating; a second stimulus of a bell is paired with the presentation of food, and eventually the sound of the bell, even without the food causes the dog to salivate. Or operant conditioning, the use of consequences to increase the chance of a certain behavior, seen when a lab rat responds by pushing a certain lever more frequently when rewarded by food.
Classical
Operant 5

6. 2009 Behaviorism Awards
Join us as we celebrate five lucky recipients of the coveted Behaviorism award, the Austin. 6

7. oh Behave! Behaviorist Instructional Methods
(Austin Powers theme music) (click)

8. Successive Approximations Positive Reinforcements
Shaping
By: Lennon Tan
Type of operant conditioning
Any behavior leading to the target behavior is progressively rewarded
Successive Approximations
Positive Reinforcements
What is it? Definition
Shaping is a type of operant conditioning.
Instead of waiting for a subject to exhibit a desired behavior, any behavior leading to the target behavior is rewarded.
It relies on the method of "successive approximations” by first reinforcing a behavior only vaguely similar to the one desired. Once that is established, reinforcement is further applied until the desired behavior is fully exhibited.
In shaping, only positive reinforcement is used in achieving the desired behavior.

9. Shaping
By: Lennon Tan
Easy to apply as long as subject values your reinforcement
Academic
Achievement
Why is it used? Applications
Shaping is easy to apply as long as the subject values your reinforcement.
It is commonly used in commercial animal training e.g. teaching a dog to rollover and widely used in therapeutic treatment such as for children who have selective mutism.
When applied in education, shaping can aid in setting goals or help students advance through small steps to attain the desired behavior. Hence, it should not be employed to manage inappropriate behavior.
However, it is argued that positive reinforcements, though act as an external source of motivation, may dilute an individual's intrinsic motivation in attaining the desired behavior.
Selective Mutism
Animal Training

10. For another example, I’ve got an interesting video to show you
For another example, I’ve got an interesting video to show you. It is about a tutor named Stan and his student, Meg.

11. Prompting By: Gina Yusypchuk And Holly Peters
Extra cues or hints to elicit behavior
Prompt is either permanent or gradually faded
Learners understand what is expected
“Nearly errorless learning" - Skinner
Takes time
What is it? Prompting is using an extra cue or hint to help a person perform a particular behavior or skill.
Can be permanent (stop signs) to gradually fading (reducing the amount of assistance).
Why is it used? So learners can understand what is expected of them. The result is “nearly errorless learning” (B.F. Skinner), prompting is faded according to the pace of the individual learner, but takes time.
Why it works - Skinner stated that by making the steps of learning small, the frequency of reinforcement can be increased and the frequency of being wrong is reduced.
Images:
Fading Prompt
Permanent Prompt

12. Prompting By: Gina Yusypchuk And Holly Peters Types of Prompts
Physical: Full or partial physical manipulation
Modeling: Demonstration and imitation
Visual: Photograph, drawing, object
Audio: Sound or vocalization
Gestural: Physical visual cues
Positional: Target item is placed closer to the individual
Types of Prompts (Strongest or most intrusive to weakest or least intrusive):
Physical – Full (hand over hand; physically manipulating to produce the desire response) to Partial (touching elbow, wrist, shoulder, slight tap, etc. to prompt movement)
Modeling – demonstrating the action or skill desired; learner uses imitation skills
Visual – photograph, drawing or real object
Audio –using vocalization to indicate desired response or sounds (tone, alarm, etc.)
Gestural – pointing, nodding, or gazing at an item to provide a cue as to the action wanted
Positional – the target item is placed closer to the individual
Let’s see verbal prompting in action (click on the spelling bee kid to see YouTube video)

13. Premack Principle By: aaron adler
Uses a high-frequency behavior to bolster a low-frequency behavior
Example: If you put away your clothes (low frequency), you can go outside and play in the pool (high frequency)
Used to control your own behavior or someone else's behavior
What? - Using a high frequency behavior to bolster a low frequency behavior. Usually used in an if-then statement; “If you put away your clothes (low frequency) you can go outside and play in the pool (high frequency).” (Premack, 1959, 1963)
Why? – To control your own behavior or someone else’s behavior.

14. Premack Principle By: aaron adler Also known as "Grandma's Law"
Example: Grandma saying, "You can't go outside and play football until you make your bed."
Most examples found online are used for Dog Obedience Training
Also known as Grandma’s Law
Ex.) Grandma saying: "You can't go outside and play football until you make your bed.“
Most examples found online are used for dog obedience.
YouTube: Dog Training

15. Computer games and Behaviorism By: Asuman engin
New, complex and dynamic phenomenon, with influence and potential value in education
Researchers and companies are trying to leverage this potential in formal and informal educational settings using a behaviorist approach
Comparisons between the games and classroom instruction have shown academic performance using computer games to be equal to or greater than performance using traditional instructional techniques
As artifacts, games inherit the design and research methodologies of programming, multimedia, and interface design. Many of these fields have strong behaviorist roots.
Computer games are a new, complex, dynamic phenomenon, with influence and potential value in education.
Many researchers and companies are trying to leverage this potential in formal and informal educational settings using behaviorist approach.
In many cases, comparisons between the games and classroom instruction have shown academic performance using computer games to be equal to or greater than performance using traditional instructional techniques.
As artifacts, games inherit the design and research methodologies of programming, multimedia, and interface design. Many of these fields have strong behaviorist roots. (P. Mishra and M. Koehler, personal communication, September 12, 2003)

16. Computer games and cognitive disabilities By: Asuman engin
It seems natural that video games and computer games could also be used to teach more basic social skills to students with cognitive disabilities, such as:
Autism spectrum disorders
Attention deficit (hyperactivity) disorder
Non-verbal learning disabilities
Examples
It seems natural that video games and computer games could also be used to teach more basic social skills to students with cognitive disabilities, such as those with autism spectrum disorders, attention deficit (hyperactivity) disorder, and non-verbal learning disabilities. Appropriate social skills training must maintain the student’s motivation and produce intrinsic self-monitoring behavior (Morris, 2002)
Examples

17. Flashcards By: Jeffrey Scott
Cards used as learning aid, with a question on one side and the answer on the other
May be used for instructor-led drill or self-study
Good for memorization of facts, vocabulary, historical dates, formulas, etc.
“Leitner system” uses spaced repetition
Many electronic versions exist, including:
Anki
Mnemosyne
SuperMemo
Winflash
Flashcards are index cards used as a learning aid, with a question on one side and the answer on the other. They are useful for instructor-led frills or self-study. They are an effective tool for memorization of facts, vocabulary, historical dates, formulas, etc.
The “Leitner system” makes use of the theory of spaced repetition, that is, when you study something br

18. Custom-made flashcards for instructor-led drill
Flashcard examples
By: Jeffrey Scott
Ready-made
Japanese
Kanji
Flashcard
Electronic
Flashcards
Custom-made flashcards for instructor-led drill

19. Instructional methods: definitions and examples
Oh Behave!
Job aid
Easy to use reference guide
Contains all important information presented today
Yours to keep!
Behaviorism
defined
Instructional methods: definitions and examples

20. oh Behave!
The
End!
(Austin Powers theme music) (click)