Behaviorism is a learning theory that focuses on observable and measurable behaviors. It assumes that learning occurs through stimulus-response associations, reinforcement, and punishment. Behaviorism can be applied to teach special needs students by using the following strategies:
The first step is to identify the specific and measurable learning goals for each student, based on their individual needs and abilities. Learning goals should be realistic, attainable, and aligned with the curriculum standards. For example, a learning goal for a student with autism spectrum disorder (ASD) might be to use appropriate social skills in different situations.
To apply behaviorist learning theory to teach special needs students, focus on positive reinforcement for desired behaviors. Use clear, consistent instructions and provide immediate feedback. Break tasks into smaller steps, gradually increasing complexity. Utilize visual aids, repetition, and structured routines to facilitate learning. Implement individualized behavior intervention plans to address specific needs and challenges. Additionally, consider incorporating prompting techniques, such as verbal, visual, or physical cues, to support skill acquisition. Celebrate successes and maintain a supportive, inclusive learning environment to foster growth and development.
Positive reinforcement is a behaviorist technique that involves rewarding desired behaviors with praise, tokens, or other incentives. Positive reinforcement can increase the motivation and self-esteem of special needs students, as well as reduce challenging behaviors. For example, a teacher can use a token system to reward a student with attention deficit hyperactivity disorder (ADHD) for staying on task, completing assignments, and following directions.
In our brain we have a reward system that processes information related to the feeling of pleasure or satisfaction. Researches has shown us that some changes in dopamine level end up influencing sensitivity to rewards, so realizing that there is more advantage in choosing some long-term rewards instead of choosing immediate rewards is a challenge for people with special needs or dopaminergic mental disorders. Therefore, using positive reinforcement strategies activates these brain areas and makes learning process more attractive.
One thing I have promoted as an educator of teachers and as a mental health clinicians is students learn best when concepts are modeled. So when we talk about positive behavioral change; we want to acknowledge these moments while ignoring the undesired behavior. Even the smallest positive change should be acknowledged and rewarded! As a teacher, I encourage “teacher first the day.” At first only my A and B students requested to lead the class in a learning activity. Soon many of my C and below students desired to lead. They studied and prepared for the lesson with me and grades climbed!
Negative reinforcement is a behaviorist technique that involves removing an unpleasant stimulus when a desired behavior occurs. Negative reinforcement can help special needs students avoid or escape from aversive situations, such as loud noises, bright lights, or social pressure. For example, a teacher can use a timer to signal the end of a difficult activity for a student with sensory processing disorder (SPD), and allow them to choose a preferred activity afterwards.
Shaping and chaining are behaviorist techniques that involve breaking down complex skills into smaller and simpler steps, and reinforcing each step until the whole skill is mastered. Shaping and chaining can help special needs students learn new skills gradually and systematically, without overwhelming them. For example, a teacher can use shaping and chaining to teach a student with intellectual disability (ID) how to read by starting with letter recognition, then blending sounds, then reading words, then sentences, and so on.
Modeling and imitation are behaviorist techniques that involve demonstrating a desired behavior and encouraging the student to copy it. Modeling and imitation can help special needs students learn from others, especially their peers, and improve their social and communication skills. For example, a teacher can use modeling and imitation to teach a student with speech and language impairment (SLI) how to pronounce words correctly by showing them how to move their mouth and tongue, and asking them to repeat after them.
Feedback and correction are behaviorist techniques that involve providing information and guidance to the student about their performance and progress. Feedback and correction can help special needs students monitor their own learning, identify their strengths and weaknesses, and adjust their behaviors accordingly. For example, a teacher can use feedback and correction to teach a student with dyslexia how to spell words correctly by highlighting their errors, explaining the rules, and giving them practice exercises.