Allison Yeend

Week 1 Summary Questions

1.

What are the differences between classical and operant conditioning?

Provide examples of each as observed in everyday situations.
a. There are a couple differences between classical and operant
conditioning. One difference is that classical conditioning deals with
respondent behaviors, which are involuntary, and operant deals
with a persons reaction to the environment around them. A real life
example of classical conditioning is when lights are turned on, a
person shields their eyes. An operant conditioning real life example
would be children learning to talk quietly when in their school
library.

2.

Discuss and give examples of how some of the treatment strategies in

behavior therapy are related to classical conditioning.
a. In the book they say that both behavior therapy and classical
conditioning are used with covert behaviors. One form of behavior
therapy is systematic desensitization, which is a form of classical
conditioning where a doctor builds on Pavlovs research, by using a
different animal and different variables.

3.

Discuss the treatment strategies frequently associated with behavior

therapy. Could any of the treatment strategies be applied to the
classroom setting? How?
a. A treatment strategy of behavior therapy that could be used in a
classroom is called modeling. Wherein a child can learn new
behaviors by watching another child. In a classroom a misbehaving
child could learn new positive ways to behave from a child who isnt
misbehaving. Although that could happen the other way around
with a negative result.

4.

List and give examples of the different types of prompts and cures that
may be used as antecedent stimuli to teach new behaviors.
a. Getting up in the morning- alarm clock
b. Going to school on time- clock or watch

c. Being quiet and listening- teacher or someone else beginning to

talk
5.

List and discuss 3 out of the 8 major assumptions of behavior

modification found in your text.
a. Most behaviors are learned.
i. The reading stated that behaviorists think that every
behavior is observed from another person. I tend to agree
with this statement because kids see everything. You may
not realize that they see what you are doing but they are.
Bad behaviors are punished, but if a child sees an adult
doing something, they believe that they also can do it. This is
why I strongly believe in lead by example.
b. Behavior change programs should be individualized.
i. Each individuals is different from the next, which assumes
that everyone reacts to different situations differently. The
text states what one child finds reinforcing, another child
may find in punishing. This would allow us to think that every
child learns differently, so they would need an individualized
plan to correct their behavior.
c. Behavior change goals should be specific and clearly defined.
i. Goals should clearly defined for everyone involved in the
process including the student. Adults working with a child
need to be aware of the specific goals that need to be
worked on, and every adult needs to be on the same page,
as to not confuse the child. I also think that the child needs
to know what his/her goals are so they can try and say on
task.

6.

Identify and describe the use of behavior management strategies you

have observed either in a school or community setting.
a. I volunteered in a 2nd grade classroom in Denver, Co. In that
classroom the behavior management was a process that both the
teacher and the student was involved in. There were three charts
on the board, and every students name was on a clothes pin. The
three different charts were for green-good behavior, yellow-in the
warning stage, and red-a call home would be made. Every time a
student acted out the teacher would tell them to go move their
name to the next color. Every morning each student would start a

green, so they had a new chance to be good that day. There was a
special blue card for students who went above and beyond, and at
the end of the week, students with blue cards got a special prize. I
liked seeing this process in person. I believe that it showed the kids
that they were in charge of how they behaved every day. For the
most part I think this system worked, other than the few students
who always had trouble with it.
7.

What are the due process protections for students? How can schools
ensure that due process protections are available to all students?
a. The due process protections for students are the procedural due
process, the fairness of methods and procedures used by the
schools, and substantive due process, which is the protection of
students rights from violation by school officials.

8.

What is a manifestation determination? When would you use one?

Who is involved in this process?
a. A manifestation determination is used in a situation where a student
with disabilities is being considered for expulsion. It is a group of
people knowledgeable about the student and their disability decide
if that students misbehavior is related to their disability.