PLE Post 8: Behaviorism and Constructivism

Consider your CSEL intervention case study. Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they?

Now, compare the interventions that you have identified above with what you think might work from a cognitive or constructivist viewpoint (you may need to Google for ideas but it's okay to just speculate based on your prior knowledge). How do they compare to behaviorist tools? What are the benefits of each theory, and what are the deficits? Which theory might play a larger role in how you determine classroom management?

The Elementary Education Case Study:
You engage your third grade students in cooperative learning activities at least twice a day, changing heterogeneous group members once every four weeks.  You have agreed upon routine procedures that your classroom community uses within their small groups, including the roles and responsibilities of group members.  Lately you have noticed that one small group always seems to have difficulty grasping material and completing their project in an acceptable manner.  You observe this group carefully and find that Lisa seems to be the catalyst for their problems.  She gets angry with others if she does not get the job she wants and refuses to do her part in contributing to the group's learning.  She constantly interrupts others in her group.  She does not pay attention when her group prepares for class presentations. 

To answer the first part of the prompt, yes.  The case study above describes a behavior problem.  If I were to take a behavioral approach to this behavior problem, I might implement Applied Behavior Analysis.  Applied Behavior Analysis is "a systematic application of behaviorist principles in education settings (Lecture)."  ABA operates under two assumptions: "behavior problems result from past and present environmental circumstances AND modifying a learner's present environment will promote more productive responses (Lecture)."  To utilize ABA in the Elementary Education Case Study, I would carefully observe and operationally define Lisa's problematic behaviors.  I would also carefully observe and note the instances in which Lisa exhibits appropriate behavior.  I would then determine one or more effective reinforcers.  These reinforcers might include verbal praise, discrete praise (passing Lisa a note), candy, stickers to go in an incentive chart, free time, computer time, eating lunch in the classroom, being line leader, etc.  In ABA, it is crucial to identify effective reinforcers.  What may be reinforcing to one student may not be reinforcing to another.  Implementing reinforcement strategies will increase Lisa's appropriate behaviors.  To address Lisa's inappropriate behavior, I might resort to punishment or extinction strategies.  When Lisa interrupts her group members, I might "punish" her by taking away 5 minutes of her recess time (negative punishment) or by having her complete an extra assignment (positive punishment).  In using ABA as Lisa's behavior intervention plan, I would also explicitly communicate desired behaviors to Lisa.  I would be sure to measure the frequency of undesired and desired behaviors before and after treatment to determine the effectiveness of my intervention strategies.  If my records indicate little or no progress, I would reevaluate and alter my reinforement and punishment methods.  If the behavior intervention plan proved successful, I would gradually "phase out treatment after desired behaviors are occurring regularly."  To learn more about ABA, visit Education.com.  This webpage breaks down ABA by focusing on the meaning of "Applied," "Behavior," and "Analysis." 

In constructivist learning theory, learners construct new knowledge by building on their previous knowledge and understanding.  In addressing Lisa's problematic behavior through a constructivist approach, I might try to better understand where Lisa is coming from.  How did Lisa learn to exhibit this problematic behaviors?  Experiences at home?  The need for attention?  The realization that disruptive behaviors sometimes allow her to escape classroom tasks?  In creating an intervention plan based on constructivism, I would attempt to help Lisa reconstruct some of her knowledge and assumptions.  I would want her to know that she can get what she wants, to a degree, without interrupting, displaying anger, pitching fits, etc.  Like my behaviorist approach, this constructivist approach involves replacing inappropriate behaviors with appropriate behaviors to achieve the desired outcome.  The ABA strategy provides detailed methods to acheive this goal.  The constructivist strategy is much more ambiguous in nature.  I really like that the constructivist approach respects the fact that Lisa is a complex individual who requires a complex, thoughtful intervention plan.  However, I think that ABA offers a more practical solution to Lisa's situation. 

In dealing with classroom management issues, I feel that the behaviorist approach will oftentimes prove most effective.  Problem behaviors are easily observable and identifiable.  I can quickly deliver reinforcement or punishment based on the type of behavior exhibited by the student.