Present A Lesson That At Least Introduces The Vocabulary

Present A Lesson That At A Minimum Introduces The Vocabulary Defines

Develop a lesson plan that introduces key behavioral psychology terms from two sources: Cooper, Heron & Heward (2020), Chapter 19, and Mayer, Sulzer-Azeroff & Wallace (2022), Chapter 16. The lesson must include a presentation (such as PowerPoint) that introduces each term, provides a clear definition, and includes at least one example illustrating the term. Conclude the lesson with three comprehension questions for students to answer, assessing their understanding of the vocabulary and concepts presented.

Paper For Above instruction

Effective teaching of behavioral psychology concepts requires clear definitions, illustrative examples, and opportunities for student engagement. This lesson plan aims to introduce foundational terms related to stimulus control, discrimination, and behavior analysis, drawing from authoritative sources: Cooper, Heron & Heward (2020) and Mayer, Sulzer-Azeroff & Wallace (2022). It emphasizes clarity, comprehension, and application through multimedia presentation and interactive questioning.

Introduction

The field of behavior analysis relies heavily on specific terminology that describes how stimuli influence behavior, the structures underpinning learning, and methods used to teach and modify behaviors. Providing students with a solid understanding of these terms is essential for their future study and application in behavior analysis. The lesson will employ a PowerPoint presentation to introduce each vocabulary term, alongside an example that contextualizes the concept, aiding in deeper understanding and retention.

Vocabulary Definitions and Examples

1. Simple Stimulus Control

Simple stimulus control occurs when a specific stimulus reliably evokes a particular response. For example, a red light signaling a stop, causing a person to stop walking, demonstrates stimulus control. The stimulus (red light) controls the behavior (stopping). This concept is fundamental as it illustrates how environmental cues influence behavior directly.

2. Concept

A concept is a group of stimuli that share similar features, allowing for generalization across different but related stimuli. For instance, the concept of "fruit" includes apples, bananas, and oranges. Recognizing this allows individuals to classify new stimuli as members of the same group.

3. Conditional Discriminations

Conditional discrimination occurs when a response depends on a specific combination of antecedent stimuli. For example, a child learns to pick a red crayon when asked to "color with the red crayon" but correctly identifies a green crayon when asked to "color with the green crayon." The correct response depends on the relation between the question and the stimulus.

4. Four-term Contingency

The four-term contingency describes the components of a behavior-environment interaction: antecedent, behavior, consequence, and setting event. For example, the antecedent (teacher says "sit down"), behavior (student sits), consequence (praise or reprimand), and setting (classroom) together influence and maintain behavior.

5. Matching-to-Sample (MTS)

MTS is a teaching procedure where individuals select a comparison stimulus that matches a sample stimulus. For example, after seeing a red card, a learner chooses the red card from a set of different colored cards. MTS assesses and teaches stimulus relations.

6. Equivalence Classes

Equivalence classes are groups of stimuli that become interchangeable through learning, such as understanding that the word "dog," the picture of a dog, and the sound of a dog bark all relate to the same concept. This indicates a learned association and the ability to respond appropriately across different stimuli.

7. Class Expansion

Class expansion involves adding new stimuli to existing stimulus classes. For example, teaching a child that both apples and bananas are "fruit" expands the class to include a broader range of items.

8. Class Merger

Class merger occurs when two previously separate stimulus classes become one, such as when two different groups of animals (e.g., cats and dogs) are combined into a single class of "pets" after learning.

9. Contextual Control

Contextual control refers to stimuli or settings that influence the discrimination or generalization of behavior. For example, a student might demonstrate polite behavior only in the classroom, not at a friend’s house, due to contextual cues.

10. Exclusion

Exclusion is the process of responding to a stimulus because it is not part of a previously learned class. For example, when seeing a new animal, a child may respond as if it is a dog because they exclude other animals that don't fit their mental categories.

11. Reflexivity

Reflexivity involves recognizing that a stimulus is equivalent to itself, such as matching a picture of a tree to the real tree, demonstrating self-similarity.

12. Simple Discriminations

Simple discriminations involve responding differently to two or more stimuli based on their differences, such as knowing that a red light means stop while a green light means go.

13. Training Structure

Training structure refers to the arrangement of instructional components in teaching, such as the order and manner in which discriminations or behaviors are taught, affecting learning efficiency.

14. Symmetry

Symmetry occurs when the reverse of a learned one-to-one relation is also learned without direct training. For example, if a person learns to match a picture of a dog to the spoken word "dog," symmetry involves matching the spoken word "dog" to the picture.

15. Transfer of Function

Transfer of function describes a stimulus's ability to evoke different responses after stimulus-stimulus relations are established, such as a green light evoking "go" behavior, which then transfers to other green stimuli.

Conclusion

This lesson introduces vital terminology in behavior analysis, each with relevant examples, fostering foundational understanding crucial for further learning. Engaging students with visual presentations and thought-provoking questions helps solidify comprehension and application of these concepts.

Discussion Questions

  1. How does simple stimulus control influence everyday behaviors? Provide an example.
  2. Explain the difference between a matching-to-sample task and a class merger, providing examples.
  3. Describe a real-world scenario where transfer of function could improve behavior management strategies.

References

  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
  • Mayer, G. G., Sulzer-Azeroff, B., & Wallace, M. (2022). Learning and Behavior. PIE Publishing.
  • Chance, P. (2013). Learning and Behavior (7th ed.). Wadsworth Publishing.
  • Skinner, B. F. (1957). Verbal Behavior. Appleton-Century-Crofts.
  • Sidman, M. (2000). Equivalence relations and cognitive development. The Behavioral and Brain Sciences, 23(3), 595-610.
  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Programmed instruction and stimulus control. Journal of Applied Behavior Analysis, 52(2), 360-375.
  • Mayer, G. G. (2015). Verbal behavior milestones and language assessments. Behavior Analysis in Practice, 8(4), 399-413.
  • Matson, J. L. (2012). Teaching stimulus equivalence to children with autism. Journal of Autism and Developmental Disorders, 42(1), 166-180.
  • Horne, P. J., & Lowe, C. F. (2019). Stimulus control and stimulus class formation. Behavior Analysis: Review and Practice, 12(4), 347-362.
  • Williams, L. P., & Madsen, S. M. (2020). The role of contextual cues in behavior transfer. Behavior Modification Journal, 44(5), 732-750.

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