DOCUMENT RESUME

ED 064 815 EC 042 346

AUTHOR Pedrini, Bonnie C.; Pedrini, D. T.
TrTLE Operant Conditioning for Special Educators.
INSTITUTION Nebraska Univ., Omaha.
PUB DATE 72
NOTE 8p.

EDRS PRICE MF-$0.65 HC-$3.29

DESCRIPTORS *Behavior Change; Computer Assisted Instruction;
*Disadvantaged Youth; *Exceptional Child Education;
Low Income Groups; *Operant Conditioning; Programed
Instruction
ABSTRACT
The paper briefly explains operant conditioning as it
pertains to special educators. Operant conditioning is thought to be
an efficient method for modifying student behavior. Using the B. F.
Skinner frame of reference, operant conditioning is said to include
behavior modification and therapy, programed instruction, and
computer assisted and computer managed instruction, each of which is
briefly defined in outline form. A life experiences approach to
operant conditioning is advocated for the low income groups and the
disadvantaged. Three source materials in programed instruction and
computer assisted instruction are then noted. (ut)

a"".
 OPERANT CONDITIONING FOR SPECIAL EDUCATORS

Bonnie C. Pedrini and D. T. Pedrini

University of Nebraska at Omaha, Omaha, Nebraska 68101

Abstract

Operant conditioning (at one time called instrumental conditioning,

as opposed to Classical or Pavlovian conditioning) is an efficient method

for modifying the behavior of students. Operant conditioning (the B. F.

Skinner frame of reference) can include behavior modification and therapy,

programmed instruction, and computer-assisted and computer-managed instruc-

tion. Some teaching methodologies are based upon operant conditioning,

e.g., the engineered classroom, precision teaching, and the token

economy classroom. Psychologically sound materials ought to be considered,

not just methods. A life-experiences approach is advocated, especially

for the poor (the so-called lower-lower class, the so-called disadvan-

taged). Otherwise, operant conditioning will not be as successful as it

Jj ought to be. This paper focuses upon operant conditioning for educators,

special educators. Source materials in programmed instruction and in

computer-assisted instruction are included.

110

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 OPERANT CONDITIONING FOR SPECIAL EDUCATORS

William James (Talks to Teachers on Psychology. New York: Holt,

Rinehart, 6 Winston, Inc., 1899, as cited in Rosenblith, Judy 6 Allensmith,

Wesley, The Causes of Behavior II: Readings in Child Development and

Educational Psychology. Boston: Allyn & Bacon, Inc., 1966.) said,

"Psychology is .1 science, and teaching is an art; and sciences never

generate arts directly out of themselves. An intermediary inventive

mind must make the application, by using its originality." The purpose

of this paper is to consider special programs in education. The focus

will be on new methods for effectively modifying students' behavior.

Cogent terms are "operant conditioning," "behavior modification,"

"behavior therapy," "programmed instruction," "computer-assisted instruc-

tion," and "computer-managed instruction." The behavioral revolution

in America began with E. L. Thorndike and J. B. Watson. Impetus was

given to the behavioral approach, when B. F. Skinner began to describe

in precise terms the factors that control an organism's behavior.

Skinner's initial work and scientific principles came from his work with

Infra-human animals. Of utmost importance when trying to shape an

animal's behavior, is to describe in very concrete, mechanical terms

just what it is you want the animal to accomplish. McConnell ("psycho-

analysis must go." Esquire, 1968, Oct., 25.) said "One of the reasons

that our education of human beings has been such a dull and ineffectual

process is that we never got around to describing in...detail just what

terminal behavior patterns an educated person should show....the laws of

learning, and of behavioral change, apply to people just as they do to

animals."
 3

Students who fall under the auspices of special education are those

who, for one reason or another, have not been able to learn adequately,

efficiently or effectively in the regular classroom setting. These stu-

dents have special problems and require special

techniques and programs

development and progress.

if there is to be educational and psychological

Special education should consider operant conditioning techniques

for groups of students.

when devising programs for individual students and
of Skinner
Operant conditioning, derived from the descriptive behaviorism
development of adap-
is a technique that can be applied directly to the

tive behavior. The teacher provides a favorable learning environment

increase or
and at the same time arranges environmental factors to

decrease the frequency of certain responses. Behavior can be modified--

One can gain

."shaped" by applying principles of operant conditioning.

development and control over relatively complex behavioral sequences,

as well as, control over simple responses.

"Operant conditioning" is the generic term for all the other cogent

terms mentioned above: "behavior modification," 'behavior therapy,"

It programmed instruction," "computer-assisted instruction," and "computer-

At times other terms are used also. Operant con-

managed instruction."
of special
ditioning has been successfully applied to all categories

education: speech hnpaired, emotionally disturbed, mentally retarded,

learning disabled, hard of hearing, deaf, crippled or health impaired,

visually impaired, muitihandicapped.

and
The following summary statements consider operant conditioning

its representations in outline form. The statements are cumulative,

i.e., all statements under "Behavior Modification; Behavior Therapy"

hold true for "Programmed Instruction." All statements under "Behavior

Modification; Behavior Therapy" and "Proglammed Instruction" hold true

for "Computer-Assisted Instruction, Computer-Managed Instruction."

Behavior Modification, Behavior Therapy:

A. In operant conditioning, behavior is controlled by consequences and

follows a Skinnerian model.

B. Adaptive beflavior can be controlled by operant conditioning.

1. Shaping behavior is one method of modifying behavior.

2. Behavior can be accelerated, i.e., a desired behavior is increased.

3. Behavior can be decelerated, i.e.; a non-desired behavior is

decreased.

C. Positive reinforcement, negative reinforcement, and punishment

techniques

1. Positive reinforcement

a. is often cailed reward

b. can be a motivation for learning

c. ought to be selective (given only when the correct or desired

response is emitted)

d. ought to be emphasized

2..Negative reinforcement

a. generally occurs before or during the behavior

b. Is aversive

c. enhances behavior

d. may lead to rigidity of response

 5

3. Punishment

a. generally occurs during or after the behavior

b. is aversive

c. negates behavior

d. may lead to deceptive behavior

4. Positive reinforcement

a. generally occurs during or after the behavior

b. is positive

c. enhances behavior

d. leads to desired behavior

Programmed Instruction:

A. Learning in small steps

1. Positive reinforcement is effective wnen given for right responses

after each step in the learning process.

2. Learning is usually inefficient if each successive step is not

mastered in turn. The material may become confusing and aversive.

3. Small steps lead the stut:ent from the simple toward the complex

and require him to lean more and more on what he has learned.

B. Active participation in learning

I. Active participation is more effective than passive reception.

2. If the student is personally responding in the step-by-step

process and is receiving positive reinforcement for right responses

he will learn faster and remember longer.

C. Learning with fea or no errors

1. We learn better if we make fea errors.

5.
 6

2. Making mistakes is time consuming and often frustrating.

3. Many errors may make the learning situation become aversive for

the student, which may result in a decline of natural motivation

to learn.

4. When many mistakes are made it means

a. one step may not lead logically to the next step and/or

b. the steps in the process may be too large.

D. Learning at one's own pace

1. Learning is usually best when the student proceeds at his own b-ate.

2. Lessons proceed only if the student has completed a step and has

understood it.

E. Various formats

1. Programmed books

a. Linear--each student follows the same progrqam

b. Branching--students follow a program which is determined by their

response (students are sent to alternative items depending on

their responses to the particular item)

2. Film strips can present programmed material.

3. Tapes can present programmed material.

4. Teaching machines--mechanical or electronic devices--can present

programmed material.

Computer-Assisted Instruction, Computer-Managed instruction:.

A. Computers can present programmed material. Computers can function as

highly technical, highly advanced teaching machines.

B. There is a newer phrase being used, "computer-managed instruction,"

6
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which refers to general systems rather than to specific teaching-

learning situations.

References to operant conditioning (in all its aspectf) occur in many

interpersonal journals. Those that summarize the research and writings

may be especially valuable. For example, we have Psychological Abstracts

in psychology and similar summaries in education, mental retardation,

psychiatry, reading, and speech and hearing. For more specific references

to programmed instruction materials and computer-assisted instruction

materials, consider the following:

CAI/CMI information Exchan,es: omputer-Asslsted/Computer-

Managed Instruction. Newburyport, Massachusetts: Entelek.

This reference contains abstracts of CAI/CMI research reports,

specifications of CAI programs, and descripticns of CAI

facilities. This book is kept up to date annually. Per-

sons participating in the exchange receive monthly newsletters,

working papers, conference reports,and microfiche copies of

all research abstracts.

ERIC (Educational Resources Information Center). Clearing-

hours on Educational Media and Technology. Stanford, Calif.:

Eric at Stanford, Institute for Communication Research,

Stanford University. This Clearinghouse continually collects

and disseminates information on programmed instruction,

computer-assisted instruction, television teaching, instruc-

tional films, audiovisual techniques, etc.

hr
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Hendershot, C. H. (Editor and Compiler) Programmed Learning: A

Bibliography of Programmed and Presentation Devices. Bay City,

Michigan: C. H. H., 4114 Ridgewood Drive. This reference is

kept up to date with new additinns and supplements.