Be used to solve. We brainstorm together with the children. Formulating the goal of solving the problem
At the introduction of a diploma or graduation qualifying work methods must be prescribed scientific research, used in work. If you are writing a diploma in pedagogy, speech therapy, psychology or another humanities science, then scientific research methods can be described as follows:
1. Research methods:
Theoretical: analysis of psychological-pedagogical, correctional-speech therapy and methodological literature; comparison; generalization.
Empirical: psychological and pedagogical experiment; quantitative and qualitative analysis of results.
Mathematical and statistical: Mann-Whitney U test.
2. Research methods: theoretical methods: analysis of psychological and pedagogical literature; comparative method; generalization; testing; pedagogical experiment; quantitative and qualitative analysis of results.
3. To solve the problems, a set of methods was used, including methods of theoretical analysis (analysis and synthesis, generalization, comparison, theoretical modeling, comparative historical analysis, etc.), empirical methods (observation, conversations, interviews, questionnaires), predictive (design), experimental (stating and teaching experiments).
4. To solve research problems, the following methods were used:
- Theoretical.
- Empirical.
- Research.
- Mathematical and statistical.
5. The main research methods were:
Study and analysis of psychological, pedagogical and special literature on the research problem;
Observation of educational activities students in class.
A pedagogical experiment designed to identify the effectiveness of the proposed interactive materials in the Russian language lesson.
6. When conducting the research, the following methods were used: analysis of psychological, pedagogical, sociological and philosophical literature; psychodiagnostic method; organizing and conducting empirical research; quantitative and qualitative analysis of test results; statistical data analysis.
7. Research methods:
Theoretical methods: analysis of psychological and pedagogical literature on the problem; comparison; generalization; synthesis.
Empirical methods: observation; testing; pedagogical experiment.
Mathematical and statistical methods: correlation analysis.
8. When writing the work, the following methods were used:
- literature analysis;
- testing;
- quantitative and qualitative analysis of diagnostic results;
- statistical analysis of diagnostic results.
9. Research methods:
- Analysis of theoretical sources on the research problem.
- Empirical methods: observation; testing; experiment.
- Methods of mathematical statistics: Mann-Whitney test.
10. To solve the problems and test the evidence of the hypothesis put forward, we used a complex of theoretical and empirical research methods.
Theoretical methods: analysis of publications; logical and comparative historical analysis, analysis of the content of definitions basic concepts; modeling method.
Empirical methods: questionnaire, survey, participant and non-participant observation; pedagogical experiment; comparative analysis; methods of processing and analysis of statistical data from the study.
Consider what research methods were used in your work and highlight them in the introduction of your thesis. For a diploma in economics, examples of research methods in the introduction can be found.
You can take the above examples of descriptions of research methods as a basis or describe them yourself.
Find out the cost of assistance for your work! For free!
Thomas Edison once said, “To have a great idea you need to have a lot of ideas.”
Despite the fact that children are prone to creativity and fantasy, they sometimes find it difficult to generate many ideas to solve a problem. They often grab onto the first thought that comes to their mind, a thought they borrowed from fairy tales or television. But for a creative approach to a problem, the first idea, as a rule, is not suitable, since in most cases it is associated with cliches and stereotypes.
Children, like adults, need help to unleash their creativity and thinking and come up with a range of ideas in response to a problem. It is for these purposes that the so-called “ brainstorming».
Brainstorming is a creative process. This is the most best way consider the problem from different angles. It can bring a lot of joy, pleasure and inspiration to participants. Here are some tips on how to brainstorm with children:
- Brainstorming with children is a team activity. As a parent, you take the lead by asking questions, accepting answers, encouraging enthusiasm, and stimulating imagination with probing questions like “What if?”
- To conduct a brainstorming session, it is advisable to have more participants than just you and the child. Try to involve other children in the process, and if this is not possible, then other family members.
- Get the children together in a positive environment and ask a question that describes the problem, for example: next week It's our grandmother's birthday. What can we think of to make it special for her?”
- Consider all ideas and encourage them as much as possible more responses with words such as “The more the merrier!”, “Good idea!”, “What if we try it differently?”, “Wow!”, “What else?” By accepting absolutely all ideas, you help creativity to blossom.
- If someone develops his ideas on the basis of others, this should not be considered dishonest. For example, if one child expects to cut out a card from construction paper, and another wants to draw flowers on it, then you can combine these ideas and create beautiful postcard with the image of flowers - a wonderful gift for grandma.
- Even if an idea obviously won't work, write it down without rejecting it, as it may be a stepping stone to another, more useful and mature answer. Still, when working with children, you can remind them that when brainstorming, a team of participants is pursuing a specific goal that should be adhered to, without being particularly distracted by other topics. At the same time, the whole family, from 2 to 102 years old, has the opportunity to express their creative ideas and opinions.
- Visualize ideas. Children can focus on their thoughts better if they have a picture or text to help them do so. Children can use them as a mental starting point as their minds wander looking for new ideas. This could be a character's name on a piece of paper, or a note of ideas already expressed, or a sketch of the character being discussed.
- Use background music. For some children, music helps them concentrate. (Others may find it distracting.) Instrumental music can create an atmosphere that is appropriate to the topic being discussed without being distracting.
- Help children go beyond the obvious and banal. For example, if everyone is coming up with names for a superhero teddy bear gift, the first reaction will most often be the name: “Super Bear.” Accept this answer gratefully and say: “ Great idea! But what else could you call our hero? After all, you can come up with something more interesting!”
- After the reception of ideas is completed and they are all written down on paper, proceed to discuss them. Start with the most unsuitable ideas and cross them off one by one, respectfully arguing for this decision, until the most competitive ones remain on the list. Consider them from different angles, weigh them and think about their application.
- It is good for the children to see what progress they have achieved thanks to the event.
- Above all, remember that brainstorming should be fun. The amazing energy that is released in the group helps children open up and inspires them. Brainstorming, not only for children, but also for adults, should be associated with an explosion of freedom, inspiration, creativity and enthusiasm.
What benefits does brainstorming give to children?
- The child will discover the pleasure of looking at a problem from different points of view. Practicing this skill will give your child a valuable tool for
BRIEF-SVT can be varied and tailored depending on the patient's problem.
The psychotherapist flexibly determines the duration and treatment program depending on the patient’s current problem. A short-term form of therapy can be used as additional incentive for patients and psychotherapists for the effectiveness and efficiency of treatment. However, the exact duration of treatment will likely be determined by many factors.
The psychotherapist does not strictly adhere to a specific schedule for the progress of therapy; on the contrary, psychotherapy should be structured more flexibly and adaptively for the patient. For example, it is often useful to work within the framework limited sessions, where the patient undergoes 5-6 sessions active treatment , followed by one or more subsequent sessions, which are carried out at a long interval after the active phase of treatment (for example, once every 2 weeks, then once every 3-4 weeks).
Some patient problems are suitable for treatment within BRIEF-CBT. In Fig. 1, we present the problems of patients that can and cannot be solved with this type of therapy.
Rice. 1 Examples of suitable and unsuitable problems for BRIEF-CBT
These problems are amenable to BRIEF-CBT and include not only the treatment of anxiety and depressive disorders. It can be used to address specific symptoms (eg, depressive thinking) or lifestyle changes (eg, problem solving, relaxation).
BRIEF-CBT is particularly useful in primary care settings for patients with anxiety and depression associated with decreased quality of life. Patients often turn to a doctor with an acute mental health problem, and on the spot the doctor needs to develop strategies to overcome this problematic situation.
BRIEF-CBT can be used to enhance problem regulation by the patient himself.
Issues that may be addressed in primary care with this type of therapy include, but are not limited to, diet, exercise, medication compliance, and mental health issues. The main direction is a vector how to cope with discomfort and consequences of illness (chronic illness).
Borderline personality disorder and antisocial personality disorder are generally not suitable for BRIEF-CBT due to the common social, psychological and relationship problems experienced by the disorder. It is important to consider that the patient there may be comorbid disorders that may hinder progress in therapy.
For example, a patient (41 years old, male) with drug addiction who has severe vital depression with a predominance of panic attacks; he requires a more comprehensive and team approach to treatment than the short form. Required high level and therapy regulations. However, BRIEF-CBT can be used with patients to address specific problems (negative behavior) or combined with more intensive treatment.
Notes for administering BRIEF-CBT
1. Having strong motivation for change and treatment goals.2. Planning time and commitment to completing tasks (the patient is willing to devote time and effort to therapy and homework)
3. Understanding that stress leads to a disruption in the quality of life (too many stressors can lead to disorganization in life and therefore you need to develop crisis coping skills).
4. Cognitive functioning and level of education (secondary specialized - higher) in order to complete homework, the ability to work independently of therapy.
5. The severity of psychopathological syndromes. Patients with comorbid psychopathology may be more difficult to treat in short-term therapy. Additionally, some conditions, such as substance abuse or serious mental illness, require targeted and more intensive treatment. Long-term interpersonal problems often require longer-term treatment involving a team approach.
What is problem solving and why is it important in therapy?
Problem-solving techniques typically involve a process by which the patient works with the therapist to identify effective means of coping with problems in daily life. These techniques often involve a set of sequential steps to analyze a problem, identify options to overcome it, evaluate options, develop a plan and strategies for implementing that plan.Problem solving strategies can be used in wide range problems:
- depressive spectrum
- anxiety conditions and disorders
- anger and aggression (at yourself and others)
- stress management (coping with irritability, fatigue)
- coping with somatic diseases and their consequences (for example, pain component, asthenic component, scheduling pharmacotherapy and monitoring side effects)
- drug addiction and other forms of addiction (development of relapse plans)
- relationships with other people/family difficulties
When to use? (indications/contraindications)
These interventions should be used when the patient’s thoughts and beliefs have a disorganizing or poorly adaptive vector, and are questioned by the patient himself. When a negative automatic thought or belief is not true and the situation remains unchanged and appears in the form of distress. Additionally, problem solving can be used as a root line in changing one's perspective and automatic thoughts. Analysis of a problem situation is especially well used in working with negative automatic thoughts associated with “harmful” stressful situations.Problem solving can be especially effective when the patient has a specific problem (problem highlighted) and it can be addressed and implemented directly in real action (reality check).
The principle of concreteness in action allows you to identify and change the patient's problem, offering different ways to solve it. Problem solving works best when there is a series of practical, step-by-step solutions.
For example, the patient complains of social isolation, most likely here we have a potential range of solutions to this problem (for example, call a friend, write to a friend, join a group, participate in social societies). However, it is worth considering whether this problem is relevant for the patient. In this regard, you can use a thermometer of the patient's problematic reactions, as shown in Fig. 2
Rice. 2 Problem Reaction Thermometer
Examples of problems suitable for problem solving include:
1) How to communicate with a partner (close person) about difficult issues;
2) How to best cope with functional limitations in health conditions. For example, after a previous operation or an upcoming operation;
3) How to reduce socio-economic difficulties;
4) How to start writing a diploma without putting it off until later (issues of procrastination and perfectionism).
It is important for a psychotherapist to understand that you are not responsible for these problematic questions for the patient, but you help him find his own answers. The psychotherapist is a mediator who has problem-solving technologies, but only in joint work with the patient can we develop forms of solving the problem that is relevant to the patient.
Problem-solving interventions may be difficult for the following patients:
1) With serious mental illness (psychotic disorders (paranoid disorder), bipolar disorder)
2) With severe depression (especially with melancholy affect and the desire to develop suffering), who may require more targeted psychotherapeutic work or pharmacotherapy.
3) Patients have cognitive and social difficulties (eg, those with neurocognitive deficits)
4) With problems that are largely emotional in nature. For example, a patient who feels incompetent at work and often feels that others may be overly critical of him.
Problem Solving Therapy (PST)
In problem solving therapy, it is important that the therapist first trains the patient to identify the problem and strategies for solving those problems.The ability to identify and develop a solution plan will be used throughout subsequent therapy sessions. To engage the patient in the use of problem-solving strategies, one must first teach the patient to carefully examine the problem, create a list of solutions, and make decisions about which strategies are appropriate for various problems.
General guidelines for using problem solving strategies are as follows:
- Training must be tailored and specific to each patient.
- Obtain a thorough assessment of the problem before beginning problem-solving therapy.
- Encourage the patient to try to formulate as many solutions as possible without critical evaluation.
- Decide whether the patient requires more problem-oriented work or more emotional work in order to increase the effectiveness of the therapeutic process.
Strategies for Effective Problem Solving
Instructions for the patient: When we are depressed or anxious, we may feel increased discomfort, especially when there is no way out of this state. “Problem solving” techniques will help you distance yourself from problems and find: various shapes practical solutions. Most problem solving techniques consist of 5-7 steps.For example: 1) determine what the problem is; 2) identify solutions; 3) analyze strengths and weaknesses; 4) choose a solution and how it will be implemented; 5) planning; 6) implementation; 7) review.
Formulating the goal of solving the problem
- The goal (literally).
- Action to achieve the goal (the patient is offered the following scale):
Protocols for dealing with problematic situations
a) Protocol of P. Falland| Step 1 “Problem identification” Write the problem (literally) that you want to solve. |
| Step 2 “Finding solutions” What solutions to the problem do you have? Don’t reject or criticize anything, write down all the options for solving the problem. |
| Step 3 “Strengths and weaknesses of solutions” What are the strengths and weaknesses for each solution? Use the table. 1 to analyze the highlighted solutions. |
| Step 4 "Overview is strong and weaknesses problem solving and solution selection" |
| Step 5 “Develop a plan” What steps will you take to apply the solution? |
| Step 6 “Implementation” What were you doing? Describe the steps literally. |
| Step 7 “Feedback” How was it? Analyze how well your solution works. |
Table 1 Analysis of the strengths and weaknesses of problem solving
b) SOLVED protocol
This protocol helps the therapist and patient take steps to effectively identify and resolve problematic situations.
S (problem selection) ...what the patient would like to solve...
Instructions: State the problem as clearly as possible. Try to be objective and specific. Describe the problem in terms of what you can observe, not in terms of subjective feelings.The therapist teaches that the patient should ask himself the following questions before using problem-solving interventions:
- Is there actually a problem that needs solving?
- Is this a real problem and is it bothering me?
- Is the problem still relevant today? (principle here and now)
- Do I have control over this problem?
If this is a real problem in the here-and-now, the psychotherapist asks questions about what you can do to solve this problem, what ways the patient has to solve this problem. It is important for the patient to ask what will happen to him if he solves the problem or what will happen if he leaves the problem.
Benefits and costs of solving a problem
Table 2Ask the patient to think about situations in which he or she feels uncomfortable, restless, has difficulty solving problems, or feels completely overwhelmed in solving problems. If planning and focusing is not possible with the patient, a number of other interventions within cognitive behavioral therapy (eg, monitoring and changing negative automatic thoughts) can be offered. The patient can be offered different options for solving his problem, but the choice and direction of ridding himself of discomfort depends on the patient himself.
O (Open your mind to highlight all solutions)
Instructions: Make a list of solutions without evaluating them. Eliminate less desirable or unreasonable solutions after all solutions have been listed. List the remaining solutions in order of preference
Here it is important to tell the patient to be as broad as possible in his horizons for choosing solutions to problems. The patient is asked to brainstorm in order to develop all possible solutions. It is better to do this in writing in specially developed protocols. Note that identifying ideas and problem-solving strategies should be done without judgment. Ideas that seem funny and stupid at first can create resources and ideas to generate realistic and actionable solutions.
L (sheet of pros and cons of each possible solution)
Instructions: Evaluate 3-4 possible solutions in terms of their pros and cons.
Table 3
Table 5
Highlighting the pros and cons can be helpful when considering possible options solving the problem. Writing arguments allows you to complement the thought, as well as visualize the image of possible options. Psychotherapists recommend that patients consider solving problems in a logical order, thereby reducing the time spent thinking. Reasoning also helps identify additional thoughts that can benefit from state changes. In some cases, a “second opinion” or “confidant” may be required to determine the pros and cons (pros or cons) to obtain additional information.
V (Check the best solution)
Patients, together with the psychotherapist, having studied the pros and cons in the list of solutions, begin to sort the solutions according to the “descending” principle, i.e., answering the question “which solution is the most practical and desirable”
E (Develop a plan to solve the problem)
Instructions: choose one or three solutions. Determine the action, how and when the solution will be implemented. Practical steps (“What will I do...”).
The measures necessary to implement a solution to the selected problem are determined. Patients experience difficulties in constructing a plan, but the main principle is to break down actions into small stages with the obligatory encouragement of the patient.
D (Decision if the plan worked)
A follow-up analysis is carried out with the patient to see how well the chosen solution works. If the decision was effective, the patient is given positive reinforcement. If the solution was not effective, go back to the first step in the above technique to indicate new problem or go to “O” or “L” to identify other goals or possible solutions for the same problem. The decision to go back and what step to take largely depends on the patient. However, it is important to consider additional information about the benefits and costs (pros and cons) of this type of solution to the problem.
Tips for generating possible solutions to a problem:
- Ask the patient to think about how he would consult someone with a particular problem (or his own) and try this technique in practice.
- Ask the patient to analyze similar situations in his life.
- Ask the patient to consult a trusted loved one about this problem.
Self-management of problematic situations
a) Check what’s wrong with your mood- List 3-4 emotions that you feel right now and rate their intensity from 0 to 100%
- List three emotions you felt in the past week and also rate their intensity from 0 to 100%
b) Analyze the previous week
- Did I use techniques this week that I learned in therapy?
- If I didn’t do these techniques, what could help me use them in problematic situations?
- What good things happened this week?
- How did I do these good things?
c) Current and future problem situations
- What are my current problems?
- How can I think about these problems differently?
- What can I do to change the feelings associated with this problem?
- What problems may arise before my next self-therapy work for problems?
- What skills can I use to solve these problems?
- What negative environmental factors does cleaning inside a computer reduce?
- dust*
- Which component can be easily damaged by a direct blast of compressed air when cleaning the inside of a computer case?
- fan*
- heat sink
- nutrition
- CPU
- cable connectors
- At the production site, the furniture factory has laptops for process control and reporting. The industrial floor environment is approximately 80 degrees Fahrenheit (27 degrees Celsius). The humidity level is quite high around 70 percent. Fans are mounted in the ceiling to circulate air. Wood dust predominates. Which condition is most likely to negatively affect a laptop that is used in this environment?
- temperature
- humidity
- air flow
- dust *
- A vegetable cannery uses laptops to monitor assembly lines. The production environment and ambient temperature are approximately 75 degrees Fahrenheit (24 degrees Celsius). The humidity level is around 30 percent. The noise level is high due to canning machines. Laptops are in a wooden box that tightly surrounds the laptop on three sides. Which factor is most likely to adversely affect a laptop that is used in this environment?
- room temperature
- humidity
- laptop container *
- Scientific expedition using laptops for work. Temperatures where scientists work range from -13 degrees Fahrenheit (-25 degrees Celsius) to 80 degrees Fahrenheit (27 degrees Celsius). The humidity level is around 40 percent. Noise levels are low, but the terrain is rough and wind speeds can reach 45 mph (72 kilometers per hour). If necessary, scientists stop and enter data using a laptop. Which condition is most likely to negatively affect a laptop that is used in this environment?
- temperatures*
- humidity
- rough terrain
- wind
- What is an integral part of creating a preventive maintenance plan?
- documenting the details and frequency of each maintenance task*
- performing equipment modernization
- discarding all replaced parts
- performing forensic examination of security violations
- A specialist repairing PC hardware at a construction site. What task should a technician perform as part of a preventative maintenance plan?
- Remove dust from suction fans.*
- Data backup, format hard drive and reinstall the data.
- Develop and install forensic tracking software.
- Review all installed programs.
- What tasks should be part of equipment scheduled maintenance?
- Security update overview.
- Virus definition file updates.
- Adjust your monitor for optimal resolution.
- Remove dust from inside hard drive.
- Check and secure any loose cables. *
- In the process of testing a theory, there are several likely causes of the problem, which should come first?
- the simplest and most obvious*
- those the client considers most important
- the most complex and difficult to diagnose
- those chosen by random sampling
- Which two points can be used to help create a plan of action when solving computer problems? (Choose two.)
- multimeter
- loop connector
- computer instruction manual*
- computer repair magazine*
- BIOS diagnostics
- What are two types of data that must be supported before troubleshooting a client's computer problem? (Choose two.)
- System BIOS file
- hard drive driver files
- Internet Explorer files favorites*
- Files operating system Windows
- documents created by the client *
- The client reports that lately some files may not be accessible. The service department decides to check the condition of the hard drive and file structure systems. The technician asks the client if the backup was made to disk and the client replies that backup was done a week ago on another logical disk partition. What should a specialist do before performing diagnostic procedures on the disc?
- Run utility program chkdsk.
- Back up user data to a removable drive.*
- Recover a file from backup copy to a logical partition.
- Install new hard disk as the master disk, then the current disk as the slave.
- Which next step After possible solutions are implemented in the troubleshooting process?
- Test is another possible solution.
- Identify others possible reasons this problem.
- Document the cause and solution of the problem.
- Verify full functionality of the system and apply maintenance procedures. *
- Informs the employee that the antivirus software is unable to receive updates. Specialist technical support notices that the license for the program has expired. The technician adds a new software license and completes the updates. What should the specialist do next?
- Write it down new number licenses in the magazine.
- Download advanced antivirus software from another vendor.
- Run a full virus scan on your computer.*
- Overview of viewing events by date and time last update software was completed.
- What task must be completed before the problem is escalated to a higher level of specialist?
- Document each test that was tested.*
- Ask the customer to open a new support ticket.
- Repeat each test to ensure accurate results.
- Replace all hardware components with components that are known to work.
- Which step in the six-step troubleshooting process will occur when a technician asks a computer user to print a document to a newly installed printer?
- Theory tests to determine the cause.
- Identify the problem.
- Create a theory of probable cause.
- Document conclusions, actions and results.
- Develop an action plan to solve the problem and implement the solution.
- Check the full functionality of the system and, if necessary, apply preventive measures. *
- After a specialist, tests of probability theory lead to the fact that two actions should the laboratory assistant take if testing has not revealed the exact cause? (Choose two.)
- Creation of a new theory of probable causes.*
- Randomly replace components one at a time until the problem is resolved.
- The document tried every test to not fix the problem.*
- Check the full functionality of the system.
- Check all remaining possible causes, starting with the most difficult ones.
- What is the preferred method to remove a disc from an optical drive that fails to eject the disc?
- Insert your finger into the small hole on the front of the drive.
- Use a small screwdriver and pry the door opener.
- Remove the top of the drive housing.
- Send the disc to an authorized repair depot.
- A technician called the office where the computer randomly rebooted. Which of the following components would be the most likely cause of this problem?
- CMOS batteries
- Optical drive
- Power supply *
- What happens if a computer containing a power supply that is not automatically set to input voltage up to 230 volts is plugged into a US outlet?
- The power supply may explode.
- The PC does not turn on.*
- The PC will display an error code.
- The computer will beep several times.
- When troubleshooting a computer that won't boot, you suspect there is a problem with the modules. RAM. Remove the memory modules and insert them into another PC, which will turn on successfully. The RAM modules are then placed back into the original computer and it is now successfully empowered as well. What is the most likely cause of the problem?
- RAM modules have bad blocks.
- The RAM modules were not seated tightly.*
- The RAM modules do not meet PC specifications.
- The RAM modules were inserted back into the DIMM slots.
- After adding a new PCIe video card, the computer appears to boot successfully, but it will not display any videos. The computer was working properly before new video card has been installed. What is the most likely cause of the problem?
- The monitor cable is faulty.
- The new video card is not compatible with the processor in the computer.
- Saved CMOS settings are configured to use the built-in video adapter.*
- The PC does not have enough RAM to support the new video card.
- The user has opened a ticket which indicates that the computer clock continues to lose the correct time. What is the most likely cause of the problem?
- Motherboard clock crystal is damaged.
- The operating system must be patched.
- CMOS battery, is it free or not.*
- The processor must be overclocked.
- Informs the employee that every time workstation is it freezes after about 5 minutes of use. What is the most likely cause of the problem?
- The hard drive is failing.
- RAM is wrong.
- The processor is overheating.*
- The power supply does not provide sufficient voltage and current.
- A user reports that the images on the computer display are distorted. The technician sends an intern to look at the problem. What can a trainee specialist say to check first that does not involve replacing equipment or disassembling?
- LCD display backlight adjustment
- display options*
- work stability desktop
- electrical interference
- The user has connected an external monitor to laptop VGA port. What is the next step the user should take?
- Disable the display of current settings using a laptop.
- Access the BIOS and enable the VGA port on the laptop.
- Reboot the system so that the currently connected external display can be recognized by the laptop.
- Use the FN key together with the master key to transfer video to an external monitor.*
Operant methods can be used to solve a number of problems.
1.
Formation of a new behavioral stereotype that was not previously in the repertoire of a person’s behavioral reactions (for example, cooperative behavior of a child, self-affirming behavior in a passive child, etc.). To solve this problem, several strategies for developing new behavior can be used.
Shaping is understood as a step-by-step modeling of complex behavior that was not previously characteristic of an individual. In the chain of sequential influences, the first element is important, which, although remotely related to the final goal of shaping, nevertheless with a high degree of probability directs behavior in the right direction. This first element must be clearly differentiated and the criteria for assessing its achievement clearly defined. To facilitate the manifestation of the first element of the desired stereotype, the condition that can be achieved most quickly and easily should be chosen. For this, a variety of varying reinforcement is used, from material objects to social reinforcement (approval, praise, etc.). For example, when teaching a child to dress independently, the first element may be to draw his attention to the clothes.
In the case of “linkage,” the idea of a behavioral stereotype as a chain of individual behavioral acts is used, with the final result of each act being a discriminant stimulus that triggers a new behavioral act. When implementing a coupling strategy, you should start with the formation and consolidation of the last behavioral act, which is closest to the very end of the chain, to the goal. Considering complex behavior as a chain of sequential behavioral acts allows us to understand which part of the chain is well formed and which part must be created using shaping. Training must continue until the desired behavior of the entire chain is achieved using normal reinforcers.
Fading is a gradual decrease in the magnitude of reinforcing stimuli. With a sufficiently firmly formed stereotype, the patient should respond to minimal reinforcement in the same way. Fading plays important role during the transition from training with a psychotherapist to training in an everyday environment, when reinforcing stimuli come from other people replacing the therapist.
Incentive is a type of verbal or nonverbal reinforcement that increases the learner's level of attention and focus on a desired behavior pattern. Reinforcement can be in the form of demonstrations of the behavior, direct instructions, centered or necessary actions, or on the object of action, etc.
2.
Consolidating a desired behavioral stereotype already in the individual’s repertoire. To solve this problem, positive reinforcement, negative reinforcement, and stimulus control can be used.
3.
Reducing or extinguishing an unwanted behavior pattern. Achieved using methods of punishment, extinction, saturation.
4.
Deprivation of all positive reinforcements.
5.
Answer rating.
Operant conditioning- a learning process in which behavior that produces satisfactory consequences or rewards is likely to be repeated.
Imitation- a learning process in which a person learns reactions by observing and copying others.
Classical conditioning- the process of learning through temporal association, in which two events that occur over and over again in a short period of time merge in the human mind and cause the same reaction.
Date added: 2015-02-06 | Views: 294 |
