Hostname: page-component-586b7cd67f-2plfb Total loading time: 0 Render date: 2024-11-26T04:20:24.769Z Has data issue: false hasContentIssue false
  • English
  • Français

The Contribution of Behavioural Approaches to Children's Education and Development

Published online by Cambridge University Press:  29 October 2015

David J. Leach
David J. Leach*
Affiliation:
Murdoch University
*
Psychology Section, Murdoch University, Murdoch, W.A. 6150
Get access

Extract

Behavioural approaches to instructional consultation, problem-solving and teaching children have their base in operant psychology. In their modern forms they appear variously under labels such as Applied Behaviour Analysis (Sulzer-Azaroff & Mayer, 1986), Direct Instruction (Englemann & Carnine, 1982) and Precision Teaching (Haring, Lovitt, Eaton & Hansen, 1978). They involve the systematic application of scientifically-based processes and procedures which produce learning to a sequence of chosen facts and concepts (‘knowing about’) and behaviours and skills (‘knowing how’). Three illustrative intervention studies which highlight some key characteristics of behavioural approaches to working with children are presented. These permit useful comparisons between a behavioural approach and some current ‘developmental’ and ‘educational’ orientations.

Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 8 , Issue 1 , May 1991 , pp. 14 - 16
Copyright
Copyright © Australian Psychological Society 1991

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Baer, D.M. (1970), An age-irrelevant concept of development, Merrill-Palmer Quarterly, 21–29.Google Scholar
Becker, W.C. (1986), Applied psychology for teachers: A behaviour-cognitive approach. Chicago: Science Research Associates.Google Scholar
Bijou, S.W., and Ruiz, R. (Eds.) (1981), Behaviour modification: Contributions to education. New Jersey: Lawrence Erlbaum.Google Scholar
Blankenship, C, and Lilly, M.S. (1981), Mainstreaming students with learning and behaviour problems, New York: Holt, Rinehart & Winston.Google Scholar
Collette-Harris, M., and Minke, K.A. (1978). A behavioural experimental analysis of dyslexia, Behaviour Research and Therapy, 16, 291–295.CrossRefGoogle ScholarPubMed
Englemann, S., & Camine, D. (1982). Theory of instruction: Principles and applications. New York: Irvington.Google Scholar
Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L (1978). The fourth — R: Research in the classroom, Col. Ohio: Charles E. Merrill.Google Scholar
Jeffrey, W.E. (1958). Variables in early discrimination learning: I. Motor responses in the training of left-right discrimination. Child Development, 29, 269–275.Google ScholarPubMed
Lockery, M., and Maggs, A. (1982). Direct instruction research in Australia: A ten-year analysis. Educational Psychology, 2, 263–288.CrossRefGoogle Scholar
Ryan, W. (1971), Blaming the victim. New York: Random House.Google Scholar
Staats, A.W., Minke, K.A., and Butts, P. (1970). A token reinforcement remedial reading program administered by black therapy-technicians to problem black children. Behaviour Therapy, 1, 331–353.CrossRefGoogle Scholar
Staats, A.W., Minke, K.A., Goodwin, W., and Landeen, J. (1967). Cognitive behaviour modification: ‘Motivated learning’ reading treatment with sub-professional therapy technicians. Behaviour Research and Therapy, 5, 283–299.CrossRefGoogle Scholar
Sulzer-Azaroff, B. and Mayer, G.R. (1986). Achieving educational excellence: Using behavioural strategies. New York: Holt, Rinehart & Winston.Google Scholar
Vargas, J.S. (1977). Behavioural psychology for teachers. New York: Harper & Row.Google Scholar