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Behaviorism Study Guide Objectives: ● Identify when the use of behaviorist strategies is most appropriate ● Describe a system of reinforcers and punishers you might use in your future classroom ● Discuss the differences between classical and operant conditioning Key Terms: Pages 272-283 Learning (Behaviorist definition) Contiguity Stimulus Response Classical conditioning Neutral stimulus Unconditioned stimulus (US) Unconditioned response (UR) Conditioned stimulus (CS) Conditioned response (CR) Generalization (not in text) Discrimination (not in text) Operant conditioning Antecedents Consequences Reinforcement/Reinforcer Positive reinforcement Negative reinforcement Punishment Presentation punishment Removal punishment Continuous reinforcement schedule Intermittent reinforcement schedule Extinction Cueing Prompt Pages 284-305 Applied behavior analysis (ABA) Notes from Guidelines: Using Praise Appropriately (pg. 285): Premack Principle Shaping Successive approximations Task analysis Positive practice Notes from Guidelines: Encouraging Positive Behaviors (pg. 288): Response cost Group consequences Contingency contract Token Economy (token reinforcement system) Fading (not in text) Self-management Self-reinforcement Criticisms of Behavioral Methods Lessons for Teachers Summary: Application Questions: 1. Explain how the brain’s natural tendency to make associations (classical conditioning), particularly with regard to emotion, might play a role in your students’ learning and attitudes. 2. Describe an instance of each of the following from your own life: positive reinforcement, negative reinforcement, presentation punishment, removal punishment. 3. Explain how you might use shaping to help students learn a difficult concept or skill.