Assessment 1: Conditioning and Learning Plan
Name
Capella University
PYSC_FPX 1000
Prof. Name
November, 2024
Conditioning and Learning Plan
| Part 1: Scenario | |
| Instructions | Scenario and Behavior |
| Alex’s behavior includes using time on such things as Facebook which leaves her to cram at the last minute to achieve poor performance. The negative behavior is procrastination, while the positive behavior is the creation of a study schedule. This paper subscribes to this habit arguing that for Alex to embrace it successfully, he will learn responsibility, time management, and self-discipline which is good for his academic and personal life (Ennis et al., 2019). | |
| Alex, a college student, always finds himself wasting time on social networks or watching TV instead of doing his assignments. By applying operant conditioning techniques, he intends to train his students to have improved study behaviors. | |
| The intervention plan is for the student Alex to devote not less than two hours to his studying activity daily without interruptions to enhance his time utilization as well as his academic achievement. | |
| A mentor will have to motivate Alex positively to follow the above schedule of studying and make it a natural habit he has to follow. | |
| Among the benefits of such an approach, it is necessary to mention that Alex will get not only better results in the classes but also important skills such as punctuality, responsibility, and proper time management. |
| Part 2: Plan | Conditioning Principles |
| Targeted Response: | The targeted response is to occasion the subjugation of the possibility of influencing Alex to study for two hours a day minimally without the usage of extraneous materials. This habit will enable him to save time, avoid the unnecessary pressure of cramming, and consequently have better results. It will also assist him to be confident in his studying and gain the self-discipline to excel well in his tests and life in general. Gradually, it will become a normal system with him, and he will pick up the habit too (Quickel et al., 2020). |
| Primary Reinforcer | Alex is given a small incentive in the form of his repeats, a snack, or coffee each time he finishes a study session. This form of reward has an instant effect and encourages Alex to relate studying with a pleasant event. The best reward makes sure that Alex does not have any other option but to adhere to his study timetable. |
| Secondary Reinforcer | Positive coming from the tutor or parents like ‘You are doing it correctly or’ I am proud that you are consistent’ enhance the expected behavior. This positive feedback aids in increasing Alex’s confidence because of the association between studying accomplishment and appreciation. In the long run, the parents learn to shower the child with positive spoken words to bolster the extrinsic motivation to read. |
| Schedules of Reinforcement | Firstly, Alex is given a treat for each comprehensive revision session allowing the occurrence of continuous reinforcement. Finally, as he becomes consistent, the frequency shifts to a variable ratio, in which the rewards are disking after several sessions. Finally, a variable-interval schedule is used, which implies that Alex is to be rewarded after some certain amount of time has passed irrespective of how long the period has been, this means that he will be able to maintain the right habits for a long time even if he is getting fewer rewards. |
| Shaping | Shaping is also applied by the mentor to help Alex slowly develop an independent study schedule (Quickel et al., 2020). At first, Alex is encouraged to study in such small intervals as, for instance, 30 minutes, and for this, he or she will be given some sort of reward. The moment he gets used to the study setting the period is raised to sixty minutes, ninety minutes, and two hours respectively. This is a simple way of preventing Alex from feeling pressured and makes him continue as he marks every progression he has made. |
| Optional follow-up: | The strategy then becomes moving away from external motivators After Alex has set up a study routine. This way the mentor focuses on the academic changes in the kid, for instance, improvement in grades and reduction in stress and anxiety to elicit self-motivation. Gradually, this factor of personal satisfaction from the achievements yields to make the study habit permanent, to Alex. He has to motivate himself to continue reaping the benefits of the routine in all that he does. |
PSYC FPX 1000 Assessment 1 References
Ennis, R. P., Royer, D. J., Lane, K. L., & Dunlap, K. D. (2019). Behavior-Specific praise in PK–12 settings: Mapping the 50-year knowledge base. Behavioral Disorders, 45(3), 019874291984307. https://doi.org/10.1177/0198742919843075
Quickel, E. J. W. (2020). Operant conditioning. Encyclopedia of Personality and Individual Differences, 3340–3342. https://doi.org/10.1007/978-3-319-24612-3_987
