Assignment 1: Let’s Get Radical
Overview of Radical Behaviorist Approach
According to (Morris, 2019), radical behaviorism delves into how environmental factors impact people’s mental state. Founded by B.F. Skinner, the radical behaviorism approach emphasizes the significance of reinforcement and its relationship to behavior. Today, the practices and beliefs of radical behaviorism are being used to benefit people’s lives, from K-12 learners to superstar athletes. In this perspective, radical behaviorism remains among the widely used educational learning theories for classroom instruction. The theory posits that an individual’s behavior and the environmental factors influencing this behavior are fundamental to the understanding of that individual’s state of mind. The main objective of this educational model is to predict and control a person’s behavior by first identifying the variables that control the individual’s behavior. This paper will explain how an instructor can apply the radical behaviorist theory to achieve the desired behavioral goals with a fictitious client named Rad.
Scenario Study: Rad’s Behavioral Problems
Rad is an eighth (8th) grade student who presents with classroom incivilities. Recently, the instructor has noticed that Rad is disregarding assignment deadlines, failing a writing test, having side conversations during lessons, and seems disinterested with all class activities. The instructor considers these behaviors irritating, immature, and thoughtless. Last term results indicate that Rad’s grades are falling from A’s to B’s, and Rad does not feel bothered. At first, the instructor cited lack of interest and laziness as the reasons behind Rad’s falling performance and truancy. However, the instructor has resorted to call Rad to find out the exact reasons for this trend; whether Rad is jangling multiple extracurricular commitments or abusing drugs and thus struggling to complete assignments and find energy to stay committed with classwork. The instructor might assist Rad address these negative behavior factors, for example, by collaborating together to come up with a cohesive schedule for activities in order to facilitate Rad’s classwork success (Barth & Michelsen, 2013). However, before using radical behaviorism concepts, the instructor should consider the school’s policy regarding communication and interaction with learners.
Rad’s Behavioral Change Plan
In reference to the school’s radical behaviorism use guidelines and policy, Rad’s behavioral change plan will be presented in this section. The change plan will include setting of behavioral goals, determination of appropriate resources, selection of procedures of changing behavior, implementation and results recording, and evaluation and/or revision:
Setting Behavioral Goals: In reference to Rad’s scenario, Rad has developed inappropriate classroom behavior, i.e., failing a writing test, disregarding deadlines, and side conversations. This clearly shows that Rad is disinterested with entire classroom activities. While Rad’s grades have fallen from A’s to B’s, Rad feels okay and does not worry about this trend of dropping his performance. His truancy levels are also alarming. Thus, it is important to set behavior goals that will help Rad address these negative behavior factors and regain usual classroom behavior (Alexander & Winne, 2012). The relevant and appropriate behavioral goals for Rad include:
- Following instructions, i.e., timely submission of assignments, attendance of all classes, and writing test as required by the instructors
- Getting the instructor’s attention, i.e., consulting the teacher, waiting to be acknowledged, raising his hand, and raising questions to understand a concept.
- On-task behavior improvement, i.e., honesty, maintaining silence while in class, and respecting the teacher and classmates.
- Group-work, i.e., fully participating in group assignments, show preparation to do group tests, and interact with other learners.
These behavioral goals are appropriate in Rad’s case. Their proper implementation will help Rad improve his class behavior considerably, hence raising his grades, transforming his discipline, and boosting his overall class performance.
Determining Appropriate Resources
To help Rad achieve these behavioral goals, the instructor needs to determine the appropriate resources. First is the use of positive reinforcements. For example, the instructor giving Rad praise for completing and submitting homework before the given deadline. Another example is giving Rad ten (10) extra credits if he completes homework. Another appropriate resource the instructor can apply in Rad’s case is by being an inspirational teacher (Alexander & Winne, 2012). For example, motivating Rad to become hardworking, respectful, and disciplined. Third, the use of group works is another appropriate resource the instructor can consider to help Rad achieve the behavioral goals. For example, giving group assignments whereby each group member should participate. Besides, growing a community of learners in the classroom would also be an appropriate resource to utilize. To reinforce learning, use of rewards such as toys, hugs, praise, and pizza party would motivate Rad to improve performance.
Selecting Procedures for Changing Behavior
To reap the desired behavior in Rad, the procedures to implement include collaboration to create a cohesive schedule that facilitates Rad’s classwork success. Rad’s poor performance results from his disregard of deadlines and inability to finish assignments. By collaborating with Rad, the instructor will assist Rad create a cohesive coursework schedule that creates enough time for classwork completion (Barth & Michelsen, 2013). The other appropriate procedure is the prompt and fading procedure. In Rad’s case, prompting will encompass the utilization of approaches that encourage positive response. On the other hand, fading procedures will focus on lowering the prompt as Rad will get accustomed to giving desired responses. Last but not least is the use of positive reinforcement procedures such as awards, praises, hugs, and more.
Implementing Procedures and Recording Results
The three procedures for changing Rad’s behavior selected in step three (3) include: collaboration, prompt and fading, and the use of positive reinforcement (Morris, 2019). The collaboration procedures will be implemented through group approach whereby the instructor delegate tasks to Rad’s group based on the personality of each group member. The instructor will accord support that will make Rad feel effective in creating a suitable classwork schedule. On the prompt and fading approach, the implementation will follow the prompt, reinforce, and fade approach. This will be implemented using intrusive prompts to help produce best results. For Rad’s case, the prompt procedure will be embraced when Rad submits assignments late. Positive reinforcement will be implemented through class pizza parties and giving Rad hugs and praises for good performance.
Evaluating and Revising
Rad’s behavioral change patterns will be recorded in his school file and diary. The instructor will create a diary, list Rad’s behavioral goals against his responses, and evaluate the achieved results weekly for one-term. This will form Rad’s individualized educational plan. After every one (1) week, Rad’s progress will be reviewed against each goal to inform any further course of action. Also, a grading guide will be used to monitor Rad’s performance to help inform positive reinforcements. Upon accomplishment of the set goals, Rad will be rewarded and actions taken to help him maintain top performance and discipline both in school and at home.
Conclusion
This paper applied the radical behaviorist theory into Rad’s behavioral change plan. The theory helped understand Rad’s mental state and develop a change plan to help him recover and improve his school performance. In the classroom, instructors should apply the radical behaviorism theory to understand how to motivate and help learners achieve their set behavioral goals.
References
Alexander, P. A., & Winne, P. H. (2012). Handbook of educational psychology. Routledge.
Barth, M., & Michelsen, G. (2013). Learning for change: an educational contribution to sustainability science. Sustainability Science, 8(1), 103-119.
Morris, E. K. (2019). Conceptual Foundations of the Behavior Analysis of Child Development. The Encyclopedia of Child and Adolescent Development, 1-14.