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94 Cards in this Set
- Front
- Back
- 3rd side (hint)
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What is a value?
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A quality of something that's thought of as more or less desirable, useful or important
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Values are not right or wrong
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Values?
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The social principles, goals or standards held or accepted by a person, a class or society
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When teaching values what should be taught? Who should be taught?
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Consider science v. religion
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What changes values?
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1st court cases
2nd legislation via congress (e.g., PL-92-142) |
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Where should child be taught?
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See Miles and Beattie
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Are values infused in teaching?
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They shouldn't be now - but were during various older teaching philosophies
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Theories of Human Development - OVERVIEW
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Preformation
Predeterminism Tabula Rosa Interactionism |
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Preformationism - thesis
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* Everything you are is determined at conception
*child = mini-adult *All traits are present @ birth *Children were born bad (original sin) *Education reserved for the few from families of good ancestry |
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Preformationism - effect of environment
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No effect
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Preformation - when?
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Cir. 1400-1500
Post-Dark Ages; continued into 17th Century (1800s) |
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Predeterminism - words associated with this thesis
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Latent talent
Inner capacity innate potential |
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Predeterminism - thesis
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*All decided at conception - but environment does factor in as a release or trigger
*child NOT born sinful - but not a blank slate - child had innate awareness of right/wrong *Genetic master plan *Civilization corrupts the natural course *Adult training can only harm child |
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Predeterminism - followers
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* Rousseau (1712-1778)
Father of Predeterminism Noble savage (born good) Child has innate awareness of right/wrong Civilization corrupts - look to natural processes Parents told to lay off - provide child with free and permissive surroundings then their capacities will emerge in undistorted free expression Roots of permissiveness *Adult training will harm child • Dr. Spock child has innate capacity to be nurtured by environment works well with typical child - but what about handicapped child? |
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Predeterminism - view of environment
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Does not cause talents - but positive environment needed to act as trigger, release
Advocated free/permissive environment |
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Tabula Rosa - thesis
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Cir. 17th century
"Blank Slate" AKA environmentalism training 1st time philosophical emphasis on human dignity and respect *child not born with sin, not mini-adult *Mind is blank at birth *No innate talents - everything developed thru exposure to environment |
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Tabula Rosa - view of environment
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*Little to no biological involvement
Child developed talents thru exposure to environment |
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Tabula Rosa - followers
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John Locke
Montessori (structure - education thru senses) Edward Seguin (sensory approach) Itard (known for wild child, beleived child could be civilized, ultimately a failure, but never abandoned his thesis) John Watson (Father of behaviorism - most extreme - felt any child could be made into anything - child with disorder meant mother was at fault due to environment) |
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Tabula Rosa - view of teaching child
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With right teaching materials, to get into the senses, can help child to develop
Create activities that get into children's senses |
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Tabula Rosa - with regard to behaviorists
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John Watson - blamed mother (environment)
With regard to disorders - cannot account for them (to date, this remains the case) |
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Interactionism - thesis
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Cir. 20th Century
Genotype - born with genetic sub straight that will predetermine many traits However - from conception heredity interacts with the environment resulting in new organism - phenotype 2nd interaction - then creating new individual, which is continually occurring Science proves this correct |
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Interaction - Milwaukee study
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Late 1950s
Rick Heber - big in Sp Ed Went to low SES area, chose 88 pregnant mothers for extensive intervention prior to child's birth Results - prenatal care, infant stimulation and parent training led to increase in average IQ (from @85 to 115) Demonstrated that mild retardation could be eliminated by extensive stimulation Resulted in Head Start program Showed that changing environment could change phenotype |
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Interactionism - Jeannie
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Normally developed to age 1.5
Severe environmental deprivation followed Discovered at age 9 - no speech, severe spacticity, other physical problems not seen at age 1.5 Thus - showed that environment affected her neurologically Had some receptive language Was 1st example of instance where medical info proved typical to age 1.5 Thus -- brain chemistry changed via environment |
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Educational Philosophy in U.S. - overview
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Non-secular (cir. bef. 1800s)
Traditional (early 1800s) Progressive (1900s - 1920s) Social Reconstructionist (1950-1970/80s) Neo-traditional (current) |
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Non-secular - thesis
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AKA religious
Most schools run by church |
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Non-secular - What taught?
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Religion - bible study
Latin - Greek Religious Philosophy Religious History Small amount of math and science Reading - via religious texts |
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Non-secular - How taught?
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By people from church
Severe standards for behavior All free-time spent studying Emphasis on recitation and memorization |
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Traditional stage - thesis
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Public schools begin emerging
One room schoolhouse Taught by unmarried women Chaotic atmosphere |
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Traditional Stage - What taught?
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Basics - read, write, some social studies from Bible
For many years, religious studies remained in school Latin Bible study |
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Traditional stage - How taught?
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Drill & repetition
Not attention to motivation - thought was that interest would follow effort (called Essentialism) All children = similar goals - no individualisation Lots of punishment for deviating from norms Dunce cap, e.g. |
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Neo-traditional - thesis
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In late 1970/early 1980s - disillusioned with Social reconstructionist -- reading scores were down, child not learning enough - thus
Shift back to more basics Outgrowth - tests are culturally biased Emphasis on reading, writing, math No music, art or PE Not much choice offered Re-use of drill procedures People relied on less science (?) Emphasis is on tests |
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Educational philosophies - Newer trends
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Technological stage - emphasis on computers
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All educational philosophies differ on . . .
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What is taught
How it's taught |
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Scientific Stage
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Not focused on what or how taught
Education is more science than art Can always measure what is learned Other prior stages came from values of their time - but not scientific stage All educational behavior can be explained by 4 laws of science |
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First law of Science
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Empirism - all behavior can be objectively studied and analyzed
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How is all behavior measured?
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1) Observation - same results each time (must be accurate and precise)
2) Operational Definitions (creates language that defs terms by specific behaviors - then it can be measured) |
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2nd Law of Science
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Parsimony "stingy"
Want all behavior to be explained in simplest way Focus on those that can be observed (avoid inference) |
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What famous Dr. violated law of parsimony?
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Dr. Freud - psychoanalysis is not easily defined by observable behaviors - concept of id, ego and superego
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3rd Law of Science
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Determinism - all behavior occurs in predictable ways/laws
Absent this - all other laws thrown off Where you know the laws, can make predictions |
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4th Law of Science
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Scientific Manipulation - Once we know the predictable laws of behavior, can manipulate the environment to change behavior and to discover the causes of behavior
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What conclusion follows when one knows the four laws of science?
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Can teach anything
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Respondent behavior
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Unlearned Reflexive Occurs automatically in response to stimulus
Not under voluntary control Born with it |
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Behavior
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Any activity on the part of a human
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Operant behavior
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Learned behavior
Tends to be under voluntary control Effected, influence and controlled by the events THAT FOLLOW its occurrence e.g., crying baby |
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2 types of learning
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Respondent conditioning
Operant conditioning |
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Respondent conditioning
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AKA classical conditioning
Must be paired with reflexive behavior no learning on 1st event Not often used in SLP |
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Progressive
How taught? |
Drills & repetition
Included an attempt to motivate - peak interest Here, interest follows effort Beginning of indiviudalizaiton Montessori led emphasis on experience |
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Progressive
What taught? |
Basics, AND
New subjects: art, music, natural science, PE Religious training diminished --stopped in 1950s |
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Progressive
Followers |
Piaget
Montessori John Dewey (father of progressive education) |
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Progressive
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1900-1920s
More to learing that mere memorization How child things & uses facts important Cognitive factors incorporated, for the first time, as well as psychological factors |
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Social Reconstructionist (SR)Movement
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Cir. 1950-1970/1980s
Never fully part of Educational System in U.S. Predeterminist Basic belief: child if left alone to explore with a bit of guidance would learn necessary material |
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SR
What taught? |
Teachers had books around the classroom for exploring
Thought was that educational system stifled learning Thus, set up environment to trigger interest - imputus had to come from child Used in some public schools & speech Tx too Teaching was based on only what child wanted to be taught |
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SR
How taught? |
All child initiated
No tests Children came up with rules |
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SR movement
Followers |
Summerhill school in England
Some public schools in U.S. |
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Operant learning/conditioning
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Almost everything we learn is thru operant conditioning
E.g., speech & language (moreso with speech) - ff. that almost every culture has bilabial word for mom/dad - because such behavior on part of baby is reinforced by parent(s) |
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Operant Model
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SRC
Stimulus Response Consequences On occasion during which the reward was consequated |
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SRC
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A given responsd followed by a stimulus will be affected by its consequences
child cries, will be affectd by what follows |
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Notes on anaylyzing behavior
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Cannot know what affect reward will have on behavior (don't assume the child will think of sweets as a positive consequence)
Tendency is to use gut feeling to predict what is going to happen, but cannot do so - must study it When analyzing behavior done't put own feelings into it - not on what you think will happen |
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What occurs when behavior analysis is conducted?
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Find out what's helping to MAINTAIN the behavior
Can then develop a logical HP on how to CHANGE behavior |
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Everything done in Tx can be reduced to
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1) Strengthen behavior
2) Weaken behavior 3) Develop new behavior |
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Can only do one of 3 things in Tx
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1) Manipulate stimulus
2) Manipulate consequence, or 3) Change expectations for response All Tx techniques follow: SRC |
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How to strengthen or weaken behavior?
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Manipulate the consequence
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How to develop new behavior?
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Either manipulate the stimulus OR change our response demands
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Which do you spend most time with in Spch/Lang Tx?
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Strengthen or Weaken behavior
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Does it take more time to develop or perfect/strengthen a behavior?
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More time to strenghten a behavior
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What will consequence always do?
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Either strenghten a response OR
Weaken a response |
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Two ways to STRENGTHEN a behavior
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1) Positive Reinforcement (PR)
2) Negative Reinforcement (NR) |
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Positive Reinforcement
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Strengthening or increasing a behavior by following the behavior with a positive event
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PR not as easy at it sounds
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Must analyze the situation carefully to determine if PR is present
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Types of rewards
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Edibles (primary)
Liquids (primary) Objects Physical activities Social praise Non-verbal messages (hug) Self-reward |
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What will type of reward do?
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Affect the effectiveness
No way to know what will be rewarding |
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Self-rewards
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Strongest type of reinforcer
Weak in changing behaviorDifficult to build commitment on part of someone else If rely self-reward alone, will likely be disappointed |
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First choice of reward
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Social praise
Why? Is closest to what happens in real world, and valuable as such Alone, doesn't work |
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Most effective type of reward
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Primary (edibles and liquids)
Work well with low-functioning children |
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Least desireable type of reward
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Unlike what get in real world
Won't help with future learning Doesn't help generalize Takes away time from Tx |
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What is the most important thing in learning?
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Time to practice
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Are edibles or liquids better?
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Liquids are better but can be messy
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What to keep in mind with primaries
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Health limitations
May choose wrong kind (salt v. sweet) |
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What is key to picking a primary reinforcer?
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What does client need to go forward
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Satiation
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Danger with primary reinforcers
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Physical activities
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Very good reinforcer BUT takes away time and is disruptive
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Objects
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Includes games
Dr. Klien's fav reinforcer Can take too much time - but if you break it up into 3-5 mins of play, then return to task Can also incorp into Tx session Allow play in small doses Avoid messy |
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Reward guidelines
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1) stick as close to social praise as possible - be as little intrusive
2) use primary only where you cannot find other forms of reward 3) Play in small doses 4) don't decide alone - involve child/parents/other clinicians |
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How determine which rewards to use?
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By observation - go with several and see what works
Can ask child Can have reward menu Involve the child |
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What is the most important thing about rewards?
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Make sure there is something rewarding going on
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Reward schedules - overview
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Intermittent v. continous
Fixed v. Variable Ratio v. Interval |
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Why not give a reward continually?
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Client may lose interest
Satiation Have found that if a reward is given continually, the behavior rapidly decreases or disappears if reward is removed |
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Learn better with rewards that are . . .
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Intermittant for longer
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What to start with in clinic
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continuous and move to intermittent
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Fixed Ratio
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Reward after peformed fixed number of target behaviors
Piece work at factory FR 3 - reward every 3 targets Caveats: don't make too high or client will stop responding (e.g., for grades) |
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Variable Interval
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# of correct responses rquired before reward rec'd varies
VR 3 rewarded ON AVERAGE after every 3 responses |
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Interval schedule
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here, reinforcement not based on # of responses by on PASSAGE OF TIME
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Fixed Interval
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Reward after a fixed interval of time has passed but ONLY IF TARGET BEHAVIOR has been performed
E.g., FI one minute Why not use FI? client tends to slow down until time for next reward grows near difficult for client to know exactly what they're being rewarded for E.g., get paid for being there (time-oriented behavior) |
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Variable Interval
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Person receives reward after a variable amount of time
VI 3 mins - rewarded every 3 mins on average Better than FI because client cannot expect the reward instead appears to be random E.g., fishing |
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Which reward schedule is most resistant to extinction?
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Variable Interval
Explains why people continue to do things in face of failure - like staying in a bad relationship |
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