Sharons Behavior Issues, and Solutions through Behaviorist Approach - Essay Example

CASE STUDY IN THE PERSPECTIVE OF BEHAVIORIST APPROACH Case Study in the Perspective of Behaviorist Approach Behaviorists regard all behavior as a response to a stimulus. They assume that what we do is determined by our environment, which provides the stimuli to which we respond, and the environment we have been in the past ,which caused us to learn to respond to stimuli in particular ways. In the case study involving Sharon, a six year old pupil in year two, attending a mainstream primary school is exposed to situations of class setting likely to spark her negative behavior. She finds it hard sitting still and concentrating without having to move around the class. In this scenario the environment is perfect to induce stimuli that will encourage a negative response. Consequently, the classroom provides the environment. The stimulus is the sitting still and the response is loosing concentration and moving around the classroom. In as much as conflict is inevitable in an active classroom where free social interaction occurs (DEVRIES, 1994.p.79), learning is an interacting process involving activities of group participation, in Sharon’s case her participation in group activities in class actes as an impetus, contrariwise plunging her into displaying totally different set of behavior from what was expected. Another interesting setting sparking negative behavior is that she is averse to challenge. Whenever challenged she reacts by exhibiting a negative behavior and therefore displays an unexpected reaction. Time-outs given to her also elicits a different behavior from what is expected. Therefore it constitutes a negative class setting, since fails to fulfill the intended purpose of preventing her from negative behavior. Walking around with the supervisor and refusing to join with other children during play time is another scenario likely to spark and encourage negative behavior. Play time is the moment when children have fun , unwinding their systems and renewing their minds before returning back to class. Not having her in school at lunch-time like the other students may escalate her negative behavior even more thereby continuing to spark the negative behavior. Though her family is secure, but the fact that it is large may act as an impetus for negative behavior. As a young child, she could be suffering neglect and lack of affection which she interprets as rejection. How Sharo would be assessed from a behaviourist approach and the Solutions In behavioral approach attempts are centered to deliberately change behavior by influencing learning by controlling conditions in order to assess their effect on a particular set of target behaviors. Sharon’s behavior issues,and solutions through behaviorist approach Since sitting still and concentrating for any length of time is difficult leading her to move around classroom; Classical conditioning is applied. The naturally occurring stimulus is, difficulty in sitting still and concentrating. Learning process can be made to be more fun by actively engaging her into learning activities such as choosing her to distribute to other pupils learning materials like papers, books, crayons and gauging her concentration by eliciting for answers from her about specific questions asked. Consequently, her obvious propensity in participation in group and class activities can be enhanced by circumventing the stimuli by choosing her to the group leader, and encouraging her to lead her group in discussing relevant topics of choice. The aim is to maximize the number of true positives and true negatives (FREDERICKSON, 2009.p.128). If her response of throwing things and making silly noises continues, she could either be punished as a deterrent(operant conditioning). Operant conditioning could be applied to stem her negative behavior of withdrawal and getting into mood swings by punishing her whenever she exhibits the undesired behavior but rewarding her whenever she reacts positively as expected in accordance to the challenge. This will make her react desirably whenever confronted with similar stimuli. The teacher whenever giving her a time-out as a punishment; could instead, as a measure of heightening her reading interest give her a story book in place of a picture book. Alternatively, she could give her a drawing book and ask her to draw a picture of interest thereby drawing out reading and writting responses. This is because excellent teaching give children life changes that they need (FREDERICKSON,2009:542). Since she naturally enjoys using the computer, especially the painting program, it can be employed as a stimulus to elicit good behavior from her through allowing her access to the computer whenever she behaves well say in class, and denying her if her negative behavior is shown or continued. At play-time the supervisor chooses her to lead others in a fun game. The supervisor encourages her to continue playing till play-time is over, later on rewards her. This will reinforce a positive reaction towards mingling and associating with other children at play time. At lunch time, she stays in school but spends her lunch time with her teacher in class. If her behavior improves she is rewarded with a snack, say a fruit (operant conditioning).Afterwards she is left free to join other pupils during lunch time but her behavior is closely monitored to evaluate the level of her response in terms of improvement or deterioration. Operant conditioning should effectively be applied by appropriately rewarding her whenever she shows interest in reading and writing by both her teacher and family members. More attention and affection should be given her especially by members of her immediate family. Encouraging her and offering an appropriate reward scheme to this effect. Her mother could use the computer which she likes very much as a stimuli to make her go to school and even further reinforce the response by promising a suitable reward when she comes back from school. In the process she could take the opportunity to engage her with her school-work, do revision, and even help her with home-work. In spite of a behaviorist attempts at correcting behavior, there are contexts more likely to spark difficult behavior. This is because behaviorism is a one dimensional approach to understanding human behavior, besides theories do not control free will and internal influences such as moods, thoughts and feelings. Case in point; Her difficulty in staying still and concentrating in class could be a symptom of a congenital condition requiring special attention and special learning environment. Because behavioral science is concerned with the external aspects of behavior, internal aspects of behavior becomes a conundrum to the behaviorist. Another context of the study that could present difficulty is Sharon’s habit of choosing to hang around with the supervisor during play time instead if joining other pupils in games. If this behavior stems out of feelings of neglect and lack of affection from her family then it could be hard helping her. Perhaps the supervisor, to her, is like a father figure, therefore occupies a void in her heart that nothing else could (SHIVES, 2008.p.202). Intervention Strategies Teaching the student to follow a task list. The task list could have pictures geared towards completing a specific activity. This should be accompanied by other interventions including reinforcement. In addition having low student to teacher ratio in different settings including home, school and community can go along way in giving help. Moreover, natural teaching strategies where a stimulating environment is provided, modeling play, choices, encouraging conversations and rewarding reasonable attempts. Lastly, Modification of situations and events that follow the target behavior. Motivation to engage in meaningful social interactions with other pupils. Conclusion Children such as Sharon suffer from behavioral, emotional and social difficulties.More often that not,they appear Withdrawn or isolated, disruptive and disturbing, hyperactive and lack concentration; those with immature social skills; and those presenting challenging behaviors arising from other complex special needs. It can also include children and young people who present less obvious behaviors such as anxiety, depression and school phobia, Ayers, et al (2000). In the case study above I adopted a behaviorist and aspects of psychodynamic approach. Sharon’s cease presented a delicate scenario,considering her younger age coupled witht the possibility of anticipated physical behavior in the form of resistance and non cooperation. Learning at first may be challenging but once the right cord is struck,and theconfidence of the child won in becomes a fun filled activity. Bibliography FREDERICKSON, N., & CLINE, T. (2009). Special educational needs, inclusion and diversity. Maidenhead, Berkshire, England, McGraw Hill/Open University Press. DEVRIES, R., & ZAN, B. (1994). Moral classrooms, moral children: creating a constructivist atmosphere in early education. New York, Teachers College Press KALAT, J. W. (2011). Introduction to psychology. Belmont, CA, Wadsworth Cengage Learning SHIVES, L. R. (2008). Basic concepts of psychiatric-mental health nursing. Philadelphia, Wolters Kluwer / Lippincott Williams & Wilkins KARPOV, Y. V. (2006). The neo-Vygotskian approach to child development. Cambridge [u.a.], Cambridge Univ. Press Ayers, H., Clarke, D. and Murray, A. (2000) Perspectives on Behaviour: A Practical Guide to Effective Interventions for Teachers. 2nd ed. London: David Fulton. Crisp, J. and Soan, S. (2003) ‘Managing Behaviour for Learning’ in Alfrey, C. (ed) Understanding Children’s Learning. London: David Fulton. Read More