PSY461 Skills In Psychology

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Jane is a primary school teacher who teaches Primary 5 students.

It’s difficult for her to manage the class.

They are not interested in the class discussions. Instead, they stare at her when she asks for questions. The majority of students don’t complete homework or assignments.

She would like to see them become more involved in class discussions, and help them complete their homework and assignments.

Operant conditioning can be used to assess the situation and recommend possible interventions.

Evaluate the suitability for Operant Condition as an approach to behavioral change in this scenario.

Include the following in your essay

* A range of behavior in the classroom that this age group is most likely to exhibit

* The use of Operant Condition in classroom management in order to correct the behavior listed in the scenario.

* The strengths and limitations of Operant Condition in comparison with other theories such as Erik on, Kohlberg, Piaget or Bandura.

* The final judgement on the suitability and effectiveness of Operant Conditioning in this case to effect behavioural change.


There are many behaviors that students display in class

Different behavior characteristics can be displayed by quiet children.

Jane would not find it entertaining or encouraging to sit in a quiet class.

Due to their different behavioral characteristics, the class can’t remain silent. However, many of them will be rowdy and few will be quiet (Cook Tankersley & Landrum (2012)).

This class may exhibit the following behaviors:

Communication apprehensiveness – The children are afraid to speak out because they fear communication. But, this can be overcome by practicing communication skills.

Social introversion: Although it is impossible to have the same behavior in all students, some introverts may choose to keep their mouths shut.

Social alienation- A classroom teacher cannot help a child with social alienation.

Counseling can be provided for the children.

While professional assistance may not prove successful, it is possible to provide support for your child.

Skill deficiency: Children feel incapable of communicating when they don’t have the required skills.

Jane the teacher may help to improve social communication skills (Beach, n.d.).

Low intellect.

Application of Various Techniques For Operant Condition In The Class

It’s learning to make a lasting behavioral change that involves specific stimuli, / or reactions. This can be the result of previous experience with those stimuli, responses, or with similar stimuli (Friedman and Silver 2007, 2007).

Execution and fatigue, maturation, sensory adaptation, and other learning activities are not considered learning.

All behavior modification techniques depend on the ability to learn from different types of people, especially in classrooms.

Behavior modification is exactly as the title suggests. It basically involves the systematic application techniques and principles of learning to alter or improve behavior (Brooks, Goldstein, & Brooks 2008).

There are two types that learn to modify behavior: associative and nonassociative.

Understanding the basics of these concepts is essential in order to fully grasp what lies ahead.

Stimulus refers to an external signal or internal signal capable triggering a response in your body.

Response: An event after the stimulus that takes place in response to the stimulus

Exposure: This is when you are in the presence of or scope the stimulus, and receive it (Jacobsen (2005)

This topic is applicable to virtually all aspects in life (sales strategies and education of children, training animals, modification behavior in adults, treatment for mental disorders, etc.).

Knowing the basics is essential before you proceed (Kauffman 2011).

This is not an easy matter.

This article will discuss the two main types that we use to describe behavior modification techniques.

In this instance, the behavior is altered by repeated exposure (always the exact same) to one stimulus.

Other stimuli are ineffective.

There are two types.

Habituation – This is the process whereby a response, such as waking up to loud noises, disappears after repeated exposure to that stimulus.

The brain can learn to reduce unnecessary responses and concentrate its efforts on other tasks once it realizes that the stimulus doesn’t imply any consequence.

Sensitization – This is the opposite of habituation.

It involves an increase in response to a stimulus presented in isolated form on repeated occasions (McLeod Fisher & Hoover 2003).

The stimulus does not have to be specific. It increases the response of any stimulus and not just the original.

It is important to determine the intensity of stimulus (strong, threatening or relevant).

This is particularly important when the stimulus is aversive, or potentially dangerous.

One example is that if we hear powerful shots one day, the awakened altered response will increase. It will also generalize to other sounds. The startling will wake us up and make it more intense if the shots are repeated again (Kopec 2012).

You will be sensitive to the sound.

By associating two or three stimuli, behavior can be modified.

These concepts will help you understand the nature of this type of learning.

EN: A neutral stimulus (or one that doesn’t cause a response similar to the IE, but is preceded by it) is a stimulus that does not trigger any reaction (Leslie, & Fields, n.d.).

A red light that is lit before we give food is a neutral stimulus. However, it is not associated with any specific R.

EC: An earlier neutral stimulus (it is still the same but has its name changed), but it was exposed to repeated times and associated with the EI, which has elicited a consistent response.

RI is the initial and natural response to the IE.

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