Normal behavior in children depends on the child’s age, personality and physical and emotional development. A child’s behavior may be a problem if it does not match the expectations of the family or it is disruptive. Behaviorism is an important type of learning theory. Behaviorism hypothesizes that personality is made up of habits formed by the environment. People are born neither good nor bad. They are a product of their environment. Behaviorism looks into two types of conditioning: classical and operant.
Classical conditioning (Pavlov) is a type of training in which two stimuli are connected, so that the subject learns to respond to the second stimuli in the same way that they respond to the first stimuli (Learning Theory, 1995-2009). In other words. classical conditioning focuses on what happens prior to a behavior and how that prior event becomes connected to a behavior. The behavior stops once the thing reinforcing the learned behavior is removed for a period of time. Even though the new learned behavior is stopped the prior learning has not been completely erased from the mind. If the connections that trained the new behavior are reestablished then the new behavior quickly starts again. This is known as spontaneous recovery.
Operant conditioning (B.F Skinner) is learning that occurs due to the consequences of our behavior. For example: if we receive a reward for our behavior, then it is more likely that the behavior will be repeated. The reward is anything (praise, food, games, money, clothes, etc) that increases the likelihood that a behavior will happen again (Introduction to operant conditioning, 2009).
Using continuous reinforcement is useful when teaching a new behavior, but impractical to use in long term for three main reasons. Fist, a person can’t always be around to reinforce. Secondly, if someone expects a reward to occur every time and the reward does not occur, the behavior quickly stops. Finally, the child may learn to do the behavior for the reward instead of learning the behavior because it is worth while or enjoyable.
Partial reinforcements are behaviors reinforced only once in a while. There are four types of partial reinforcement schedules. The fist one is a fixed interval schedule. The reward occurs at a specific time, for example, receiving weekly allowance. The child responds moderately and/or unevenly, and the extinction rate of the behavior stops quickly. Then, we have the variable interval schedule where the rein forcer occurs at an average time, in example, free time. The response to this reward is slow and steady and once taken away the behavior stops slowly. There is also a fixed ratio schedule, where the reward occurs at a specific number of behaviors performed, for example, an extra amount of allowance, longer free time, etc. The response to this reward is at a very high rate of behavior and this behavior stops quickly once removed. Finally we have a variable ratio schedule where the reinforcement occurs at an average number of behaviors performed, for example, nagging mom for candy at the check out line. The response rate is roughly high and the behavior extinct at a slow pace.
Another option for modifying a behavior using rewards is through a token economy. A token economy is a form of behavior modification designed to increase desirable behavior and decrease undesirable behavior with the use of tokens or rewarding with points such as Chuck E. Cheese tickets that can later be turned in or spent for other reinforcements, for example, toys (Token Economy System, 2007). There are many advantages to using a token economy. The child gets frequent rewards (tickets) without the child becoming satisfied and losing interest in the bigger reward, in this case, the toys and the child is able to choose their own reward.
Using a token economy is the best option because the best way to stop an unwanted behavior is by introducing a new behavior and reinforcing it by rewarding the child for the wanted behavior. For this the child’s guardian must come up with a behavioral modification plan.
Fist they choose rewards the child would enjoy, such as, stay up late by half an hour to an hour, a preferred snack, a special toy, and so on.
Then the parents or guardian should explain the desired behavior and the reward options to the child, as well as how it will be controlled or watched. One way to monitor the progress of the new behavior is by teaching the new behavior as if it were a game, making a chart with the good behavior on the top like “Picking up Toys.” Then list the days on the bottom as if it were a calendar and make boxes below each day. Every time the child picks up his toys place a sticker on the box according to that day, if the child fails to obey use a cross to let him know that his behavior is unacceptable. Every time the chart is full of stickers the child will be rewarded by being able to choose a reward from the options given.
The rewards will be changed over time according to the child’s new interests. If the child chooses not to behave as asked, the child will not be punished; he simply will not get a reward.
Contrary to rewarding good behaviors, a bad behavior can be punished or ignored, this way it is less likely that the behavior will be repeated (Introduction to Operant Conditioning, 2009). When punishment is used too much or too severely, by itself is unlikely to train correct behavior. It may also role model aggression, lower self esteem and the child might learn to avoid the punisher instead of stopping the behavior.
There are certain rules that need to be taken into consideration if decided to punish a child. The punishment should be immediate or as soon as possible after the unwanted behavior was performed. The parent or guardian must be consistent to be effective although they may take circumstances into account. The severity of the punishment should be from mild to moderate unless it a priority to stop the behavior, then the punishment can be severe.
Spanking is commonly the people’s favorite form of punishment. The majority of psychologists and child development specialists are opposed to spanking. The more often physical punishment is used, the higher the risk that the negative consequences of punishment will occur. Although spanking is highly opposed, there are some ground rules that should be followed if a parent chooses to use spanking. The parent or guardian should make spanking rare, only a few times in a life time. They must take in consideration the child’s age and use the hand not objects. The parent should not spank the child when angry, it is recommended to take some time to cool down and try to come up with an alternative consequence. Spank no more than three times, one swat is best and do not humiliate the child. Over all spanking should be the last option and left only for the most serious of offenses.
Children tend to continue a behavior when it is rewarded and stop a behavior when it is ignored. Consistency is the persons reaction to a behavior is important because rewarding and punishing the same behavior at different times can be confusing for the child. The child learns that a bad behavior is not tolerated and that good behavior is rewarded, and these are skills that last them a lifetime.
Bibliography
Learning Theories Knowledgebase (2009, April). Classical Conditioning (Pavlov) at Learning-Theories.com. Retrieved April 16th , 2009 from http://www.learning-theories.com/classical-conditioning-pavlov.html
Van Wagner, Kendra (2009) Introduction to Operant Conditioning at About.com. Retrieved April 16th, 2009 from http://psychology.about.com/od/behacioalpsychology/a/introopcond.htm
Dombeck Mark, PhD. Moran Wells Jolyn, PhD.(1995-2009). Learning Theory at MentalHelp.net. Retrieved April 16th, 2009 from http://www.mentalhelp.net/poc/view_doc.php?type=doc&id=9712&cn=353
Encyclopedia of Mental Disorders::Py-Z.(2007). Token Economy System at Minddisorders.com. Retrieved April 16th, 2009 from http://www.minddisorders.com/Py-Z/Token-economy-system.html
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