Using the guidelines below, analyze an example of punishment. Use an example based on your personal observations; choose an example in which punishment was used to control a student's (or a child's) behavior
What consequence was used in your "case"? Classify the consequence—what type of punishment was used? Explain any operant-conditioning terms used in your answer.
Explain why the punisher might have chosen the form of punishment used. Evaluate the effectiveness of the punishment, including any unintentional effects on the learner.
Suggest an alternative to punishment that could be used in a situation like the one in your example. Identify any consequences or techniques used in your alternate solution. Identify at least one drawback or pitfall that might be encountered in implementing your alternative.
What will be an ideal response?
Examples are classified as either removal punishment or presentation punishment. Effectiveness of the punishment may be limited by factors such as duration of effect, or side effects such as aggression and avoidance of the punishing setting. Immediacy of consequences, severity of punishment, ethical status of the punishment and availability of alternative methods are relevant variables.
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Which of the following is considered a behavioral verb?
A. think B. choose C. appreciate D. understand
Assistive listening devices may be worn separately by a student or in conjunction with the student's personal hearing aid. An amplification system is easy to use and is often more effective than a hearing aid in managing the acoustical problems inherent in most classrooms. What is an example of an amplification system?
What will be an ideal response?
. A researcher reports the following equation for a best-fitting straight line to a set of data points: Y ?= –1.01X+3.24. Which value is the y-intercept?
A. Y ? B. X C. –1.01 D. 3.24
An educator's decision about classroom management should be based on:
a. an "expert's" opinion of what works on effective classroom management practices for elementary and secondary schools. b. her or his philosophical beliefs about classroom management. c. practices they perceived as effective when they were in school - what traditionally works will work in contemporary schools. d. common sense practices of what works and does not work.