PSYC FPX 2200 Assessment 1 Applying the Behavioral Learning Theory

Student Name

Capella University

PSYC FPX 2200 Educational Psychology

Prof. Name:

Date

Applying Behavioral Learning Theory

According to the behavioral learning theory, learning results from associations formed between environmental stimuli and a person’s subsequent responses. This process of learning is relatively simple to understand. In the field of psychology, behavioral theory remains effective in providing medical treatment. Proponents of behavioral learning theory argue that learning occurs when observable behavioral changes take place (Kochuvilayil et al., 2021).

Perspective on Behavioral Learning Theory

The perspective offered by behavioral learning theory suggests that behaviorists view learning as a change in observable behavior that occurs when a trigger and response interact. One application of this theory is its influence on the psychological responses of students. Thorndike and Skinner’s concepts are examined and critiqued as part of this theoretical approach (Morrissey & Higgins, 2018). Unlike functionalists, cognitive psychologists believe that learning involves introspective activities, emphasizing reasoning, understanding, organization, and awareness. Functionalists assert that individuals should be equipped with inquiry and problem-solving skills to explore and understand the knowledge they seek to acquire (Hayden, 2022).

Learning Task

In alignment with Behavioral Learning Theory, nurses are trained to develop evidence-based strategies within a school setting. Given the availability of case studies, facts, and statistics, nurses should utilize their existing knowledge and patient-centered approaches to create a framework focused on evidence. This framework may incorporate the patient’s diagnosis, medical charts, prescribed treatments, and the patient’s behavioral and mental responses to various situations (De Sousa et al., 2022).

To evaluate the effectiveness of applying Behavioral Learning Theory in educational contexts, these strategies are assessed based on specific criteria. These may include lessons presented by instructors in a classroom setting, instructions provided to smaller groups, individualized education plans, visual aids, seminars with guided notes, and online or media presentations (Knittle et al., 2020).

Findings

The connection between evidence-based strategies in a psychological school setting and behavioral learning is crucial, as the instructor evaluates the effectiveness of the learning task based on expected outcomes. These outcomes are analyzed through three types of consequences, each graded to aid in the continuous improvement of the application (Rhodes et al., 2019). Re-contextualization serves as the foundation for this categorization.

Re-contextualization involves placing an activity within the context of its relevant history and the organizations that demonstrate its strong connections. Assessment occurs at various stages and levels to understand the cumulative re-contextualization of these organizations. These levels include the re-contextualization of the learner, the workplace, and the content (Rundle-Thiele et al., 2019). The understanding of each nurse is evaluated through information re-contextualization, considering the publications and resources each nurse consults to form an initial understanding.

Application of Learning Task through Theory

The preventive strategy known as School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is implemented in over 16,000 schools across the United States. This approach was developed internationally (Labrague et al., 2019). SWPBIS aims to reduce student behavior problems by modifying staff behavior and establishing processes and supports to meet children’s behavioral needs. The current research presents treatment effects on child behavior and development based on an SWPBIS efficacy trial. The findings indicate that SWPBIS training decreases behavioral problems, enhances positive behavior, and improves effective management. The SWPBIS model appears to be an effective approach for reducing problems and facilitating adaptation among primary education students (West & Michie, 2020).

Conclusion

Behavioral learning theory posits that learning results from connections formed between environmental stimuli and an individual’s subsequent response. Guided by Behavioral Learning Theory, nurses are trained to develop evidence-based strategies within an educational setting. The effectiveness of the assigned learning task is evaluated by the instructor based on desired outcomes. The SWPBIS model is an effective approach for reducing problems and supporting transitions among primary education students.

References

De Sousa, D., Fogel, A., Azevedo, J., & Padrão, P. (2022). The effectiveness of web-based interventions to promote health behavior change in adolescents: A systematic review. Nutrients, 14(6), 1258. https://doi.org/10.3390/nu14061258

Knittle, K., Heino, M., Marques, M. M., Stenius, M., Beattie, M., Ehbrecht, F., Hagger, M. S., Hardeman, W., & Hankonen, N. (2020). The compendium of self-enactable techniques to change and self-manage motivation and behavior v.1.0. Nature Human Behaviour, 4(2), 215–223. https://doi.org/10.1038/s41562-019-0798-9

Kochuvilayil, T., Fernandez, R. S., Moxham, L. J., Lord, H., Alomari, A., Hunt, L., Middleton, R., & Halcomb, E. J. (2021). COVID‐19: Knowledge, anxiety, academic concerns and preventative behaviors among Australian and Indian undergraduate nursing students: A cross‐sectional study. Journal of Clinical Nursing, 4(5). https://doi.org/10.1111/jocn.15634

Labrague, L. J., McEnroe‐Petitte, D. M., D’Souza, M. S., Hammad, K. S., & Hayudini, J. N. A. (2019). Nursing faculty teaching characteristics as perceived by nursing students: An integrative review. Scandinavian Journal of Caring Sciences, 34(1), 23–33. https://doi.org/10.1111/scs.12711

Morrissey, J., & Higgins, A. (2018). “Attenuating Anxieties”: A grounded theory study of mental health nurses’ responses to clients with suicidal behavior. Journal of Clinical Nursing, 28(6), 947–958. https://doi.org/10.1111/jocn.14717