Behavioral theories

Can theories help to explain learning behavior in a school context?

This is an important question to ask and to answer. We will introduce four of the main behavioral theories that are used in English schools. Their importance and actual impact on learners and whole-school establishments will be examined. Many practitioners feel it is unnecessary to understand and know about behavior theories, saying that experience and common sense provide far more reliable day-to-day strategies for dealing with difficult or challenging behavior. Indeed, it must be acknowledged that in practice interventions for learners with behavior problems are usually chosen using this approach and not on any evaluated effectiveness (Olsen and Cooper, 2001). Those that respond in this way, though, frequently do not understand the reasons why and for what purpose they have acted in a certain way. Without this, educators’ methods of supporting behavior for learning may become inconsistent and unfair. This final statement alone does not match what the Handbook of Guidance on QTS Standards and ITT Requirements (TTA, 2002b) suggests assessors judging trainee teachers should look for as appropriate practice: ‘Can the trainee identify, with the pupils, clear classroom rules and routines and apply them fairly and consistently?. Thus, it is imperative that educators do understand why they select certain methods to help develop behaviors for learning.

The four behavioral theories to be examined are:

■ the behaviorist theory

■ the psychodynamic theory

■ the cognitive-behaviorist theory

■ the eco-systemic theory.

Discussion

Honestly examine how you choose interventions to help learners with behavior difficulties. Do you use any theoretical understanding to make your decisions, or do you just use school systems and personal experience?

مواضيع ذات صلة

Interventions Poor coordination

Mental health issues

Diagnosis

Causation

Incidence

How does an ASD affect the individual?

Supporting the inclusion and achievement of learners with Autistic Spectrum Disorders (ASD)

Gifted and talented education Key issues

Meeting the needs of gifted and talented pupils

Excellence

Value

Achievement