An Introduction.
While behavioural therapy has been regarded as one of the effective therapies for children with autism, there are many people who are still unsure of what it actually is or does. In this post, we will explain more about behavioural therapy. We will look into what behavioural therapy is and what are the main principles behind the methodology.
What is Behavioural Therapy?
Behavioural therapy refers to the changes and modification of behaviours that are observable. Behaviourists argue that all behaviours are observable and it is through the observation of external factors that undesirable and challenging behaviours can be modified through behavioural interventions. Internal factors such as thought processes and introspection are not taken into consideration when designing and implementing behavioural interventions as behaviourism argues that all behaviours are results of responses to external stimuli (environment). Thus no introspection (elaborate thought processes) is involved in the reaction to stimuli presented. Internal thought processes are also excluded from the theory of behaviourism because they are regarded as immeasurable. External factors on the other hand are measurable due to them being observable. For example, the number of times a child throws his book on the floor is measurable.
The Science of Behavioural Therapy.
Behavioural therapy is based on the principles of classical conditioning by Ivan Pavlov and of Operant conditioning by B.F Skinner.
Classical Conditioning
It is learning process that occurs through the association between an environmental stimulus and a naturally occuring stimulus. For example, A naturally occurring stimulus (food) is paired with a response (running towards the kitchen). Then, a previously neutral stimulus (bell) is paired with the naturally occurring stimulus (food. In this case, when the bell rings, food is being brought out). Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus (Whenever the bell rings, the subject will come running to the kitchen without having to see the food).
Another Example of Classical Conditioning:
Jane likes chocolates. Whenever she sees chocolates, she would laugh and clap her hands with joy. Her teacher always keeps the chocolates he distributes to his students in a green colour recyclable bag. Once every week, Jane sees her teacher takes out her favourite snack from the green bag. One day, Jane sees her teacher takes out the exact same green bag and immediately laughs and claps her hand in anticipation of receiving some chocolates without even seeing the sweets in the first place or being informed that there will be chocolates to be given out that afternoon.
The laughing and clapping is the unconditioned response. It is a response that comes naturally to the person displaying it in reaction to the natural stimulus (chocolate) presented.
The anticipation is the condition response. It is a response that is conditioned (learned) after being exposed to the previously neutral stimulus (green bag) which is associated with the image of the chocolates.
Operant Conditioning:
Operant conditioning is a learning method through rewards and punishments for behaviours. For example, when a child gets rewarded for washing the dishes after meal, he is more likely to carry out the responsibility again next time because he anticipates being rewarded.
While operant conditioning can be used to increase desirable behaviour, it is also used to decrease undesired behaviours. For example, a child when warned that her television previleges will be taken from her if she doesn't complete her homework on time in the future may result in decrease of tardiness.
There are mainly two components of Operant Conditioning. They are reinforcements and punishments.
Reinforcements
Reinforcements increase behaviours. There are two types of reinforcements, namely positive reinforcements and negative reinforcements.
Positive reinforcements - Favourable outcomes presented after the a behaviour. For example, as above, a child being rewarded for doing the household chore. It is positive because a behaviour is reinforced by the addition of something (reward).
Negative reinforcements - Removal of unfavourable outcomes after the display of undesirable behaviour. A A response is strengthed by the removal of something unpleasant. For example,in order to not get bad grades, a student studies hard. Thus the behaviour to work hard is strengthened a bad grades are removed.
Punishments
Punishments on the other hand decrease or weaken behaviours. Just as reinforcements, punishments have two components - positive punishment and negative punishment.
Positive punishments - Presentation of an unfavourable outcome to decrease an undesirable behaviour. For example, if a child touches a heated kettle and scalded his hand, he will be less likely to touch a hot kettle next time.
Negative punishments - A pleasant and desired outcome is taken away to decrease an undesirable behaviour. As above, when a child doen't complete her homework on time, she may get her television watching previleges taken away from her. This results in decrease of her tardiness.
So far, we have learned about the two main principles of behavioural therapy. Understanding the basics, we are then able to get into more in depth study of behavioural therapy and its role in providing interventions to children on the autism spectrum. Thus, our next post in the Learning and Motivation series will dig deeper into the workings of behavioural therapy and how it relates to special education.
Till then, if you have any concerns or suggestions, please do not hesitate to email me at davensim@triumphantkids.com.
www.triumphantkids.com
While behavioural therapy has been regarded as one of the effective therapies for children with autism, there are many people who are still unsure of what it actually is or does. In this post, we will explain more about behavioural therapy. We will look into what behavioural therapy is and what are the main principles behind the methodology.
What is Behavioural Therapy?
Behavioural therapy refers to the changes and modification of behaviours that are observable. Behaviourists argue that all behaviours are observable and it is through the observation of external factors that undesirable and challenging behaviours can be modified through behavioural interventions. Internal factors such as thought processes and introspection are not taken into consideration when designing and implementing behavioural interventions as behaviourism argues that all behaviours are results of responses to external stimuli (environment). Thus no introspection (elaborate thought processes) is involved in the reaction to stimuli presented. Internal thought processes are also excluded from the theory of behaviourism because they are regarded as immeasurable. External factors on the other hand are measurable due to them being observable. For example, the number of times a child throws his book on the floor is measurable.
The Science of Behavioural Therapy.
Behavioural therapy is based on the principles of classical conditioning by Ivan Pavlov and of Operant conditioning by B.F Skinner.
Classical Conditioning
It is learning process that occurs through the association between an environmental stimulus and a naturally occuring stimulus. For example, A naturally occurring stimulus (food) is paired with a response (running towards the kitchen). Then, a previously neutral stimulus (bell) is paired with the naturally occurring stimulus (food. In this case, when the bell rings, food is being brought out). Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus (Whenever the bell rings, the subject will come running to the kitchen without having to see the food).
Another Example of Classical Conditioning:
Jane likes chocolates. Whenever she sees chocolates, she would laugh and clap her hands with joy. Her teacher always keeps the chocolates he distributes to his students in a green colour recyclable bag. Once every week, Jane sees her teacher takes out her favourite snack from the green bag. One day, Jane sees her teacher takes out the exact same green bag and immediately laughs and claps her hand in anticipation of receiving some chocolates without even seeing the sweets in the first place or being informed that there will be chocolates to be given out that afternoon.
The laughing and clapping is the unconditioned response. It is a response that comes naturally to the person displaying it in reaction to the natural stimulus (chocolate) presented.
The anticipation is the condition response. It is a response that is conditioned (learned) after being exposed to the previously neutral stimulus (green bag) which is associated with the image of the chocolates.
Operant Conditioning:
Operant conditioning is a learning method through rewards and punishments for behaviours. For example, when a child gets rewarded for washing the dishes after meal, he is more likely to carry out the responsibility again next time because he anticipates being rewarded.
While operant conditioning can be used to increase desirable behaviour, it is also used to decrease undesired behaviours. For example, a child when warned that her television previleges will be taken from her if she doesn't complete her homework on time in the future may result in decrease of tardiness.
There are mainly two components of Operant Conditioning. They are reinforcements and punishments.
Reinforcements
Reinforcements increase behaviours. There are two types of reinforcements, namely positive reinforcements and negative reinforcements.
Positive reinforcements - Favourable outcomes presented after the a behaviour. For example, as above, a child being rewarded for doing the household chore. It is positive because a behaviour is reinforced by the addition of something (reward).
Negative reinforcements - Removal of unfavourable outcomes after the display of undesirable behaviour. A A response is strengthed by the removal of something unpleasant. For example,in order to not get bad grades, a student studies hard. Thus the behaviour to work hard is strengthened a bad grades are removed.
Punishments
Punishments on the other hand decrease or weaken behaviours. Just as reinforcements, punishments have two components - positive punishment and negative punishment.
Positive punishments - Presentation of an unfavourable outcome to decrease an undesirable behaviour. For example, if a child touches a heated kettle and scalded his hand, he will be less likely to touch a hot kettle next time.
Negative punishments - A pleasant and desired outcome is taken away to decrease an undesirable behaviour. As above, when a child doen't complete her homework on time, she may get her television watching previleges taken away from her. This results in decrease of her tardiness.
So far, we have learned about the two main principles of behavioural therapy. Understanding the basics, we are then able to get into more in depth study of behavioural therapy and its role in providing interventions to children on the autism spectrum. Thus, our next post in the Learning and Motivation series will dig deeper into the workings of behavioural therapy and how it relates to special education.
Till then, if you have any concerns or suggestions, please do not hesitate to email me at davensim@triumphantkids.com.
www.triumphantkids.com
No comments:
Post a Comment