Causes of Behavior Historical Models in Five Groups
|
Model |
Theory |
Diagnosis |
Goals of Intervention |
Intervention Techniques |
Key Terms |
Notable Names |
|
Behavioral and Cognitive- Behavioral |
Behavior, thoughts, feelings, and emotions are learned according to principles of reinforcement and punishment. |
Problem identification Identify target behavior Identify antecedents & consequences Identify new behaviors Gather baseline data Identify self-dialogue Identify reinforcements |
Decrease undesirable behavior Decrease dysfunctional thinking Replace targeted undesirable behaviors with acceptable behaviors |
Reinforcement Group contingencies Self-control intervention Contingency contracting Reinforcement schedules Graph baseline and treatment schedules Use punishment sparingly Use relaxation techniques |
Reinforcement DRO, DRI, DRA Punishment Modeling Shaping Ignoring Time out Overcorrection Isolation Token economy Irrational thoughts |
Elias Clabby Ellis O’leary Pavlov Premack Shure Skinner Watson Bandura? |
|
Psychodynamic Interpersonal |
Behavior and personality are a function of internal, inherent drives and motivations in interaction with significant others, developmental stages, and individual life experiences. |
Analyze student records Obtain history of child & child-rearing practices Interview parents & previous teachers Develop anecdotal records Determine crucial stages Obtain psychoeducational assessment |
Help student gain insight Strengthen ego functions Enhance self-image Help student develop socially appropriate impulse expression Help staff understand student’s dynamics |
Psychotherapy (play, self, family, individual, peer, group, bibliotherapy) Self-esteem activities Psychodrama Counseling (teacher, peer) Staff changes Choice theory Reality theory |
Psychosexual stages (id, ego, superego) Defense mechanism Unconscious Psychosocial stages Counseling Life space interview Defense mechanisms, projection, repression, displacement, regression, sublimation, |
Adler Albert Berne Dreikurs Erickson Freud Ginott Piaget |
|
Humanistic |
All people are born with a Tabula Rasa with an inherent capacity for empathy, goodness, & strivings for competence & self-actualization. |
Determine unmet needs Determine demands for conformity Determine factors that diminish worth Identify punitive nondemocratic practices |
Provide for realization of student’s strivings Organize for creativity, individuality, & curiosity Provide prosocial models Provide moral education |
Open education Participatory democracy Empowerment Alternative schools Role-playing Rap sessions Cooperation vs. competition |
Self-actualization Self-sufficiency Individual rights Alienation Cooperation Democratic |
Allport Goodman Herdon Hoit Maslow Rogers Rosseau Bandura? |
|
Biophysical |
Behavior is greatly influenced by brain structure: nerve connections, chemistry, genetics and health status (nutrition and physical). |
Gather information on health status and health history Observe affect, energy, & appearance Obtain eating, sleeping. medication history Engage family physician Refer for evaluation MRI and other medical data |
Maintain optimum health state for each student Provide appropriate medical, nutritional, educational. physical, & psychological interventions |
Medication Rehabilitation Glasses, hearing aids, prosthetic devices... Biofeedback, hypnosis Therapy: gene, allergy radiation, vitamin, speech, physical, nutrition, stress |
Brain damage Attention deficit disorder PKU Cerebral Palsy Diabetes Asthma Autism Temperament ADD, ADHD |
Bender Chess Cruickshank Delacato Fernald Frostig Kephart |
|
Environmental or Ecological Systems |
Personality & behavior are a function of the interaction of all ecological and interpersonal forces that impact on individuals. |
Identify consistency of behavior in a system Identify student’s norms Identify self-fulfilling prophecies Identify class ecology (physical, climate) Identify teacher behavior & style |
Restructure classroom, school, home, or community physical, social, and emotional environment. Change community attitudes Influence legislature to make new laws Provide positive climate |
Needs assessment, task forces, empowerment from top, data-based decisions, and model building theory Conflict resolution Social skills Class meetings Residential programs, halfway houses, community living Appropriate instructional strategies Architectural |
Class & school climate Classroom management Organize settings (temporal, spatial, interpersonal) Birth order Family system theory Learning styles (teacher & student) Communication systems |
Barker Canter Curwin & Mendler Duke Glasser Gump Jones Kounin Lewin Redl |