Operant Learning Theory

Wong, Stephen E.

doi:10.1002/9780470373705.chsw002006

Cited by 4 publications

(3 citation statements)

References 132 publications

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“…as a tool to create behavioural change. Operant theory was developed through the works of American psychologists E.L. Thorndike, John Watson and B.F. Skinner (Wong, 2008). According to the theory, the consequences that follow a behaviour, will determine whether the behaviour will be repeated or not (i.e., learnt).…”

Section: Operant Learning Theorymentioning

confidence: 99%

“…This may mean either that an appetitive stimulus is being removed from the person (e.g., afternoon play with friends cancelled due to an unfinished school assignment), or that an adverse stimulus is added (e.g. being sent to the headmaster for a reprimand) (Wong, 2008).…”

Section: Operant Learning Theorymentioning

confidence: 99%

“…If it has not, the assumptions about the behavioural antecedents and consequences need alteration and further evaluation. In this way, FBA is used to plan, guide and evaluate behavioural interventions (Gresham, Watson, & Skinner, 2001;Wong, 2008).…”

Section: Functional Behavioural Assessmentmentioning

confidence: 99%

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The implementation of a behavioural support programme

Ingemarson

Bodin

Rubenson

et al. 2016

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PS is multi-component intervention at the primary prevention level and aims at creating a positive learning environment and decreasing problem behaviours among students in the school years 4-9. During 2009-2012 the programme was both implemented and studied for the first time in a Swedish context. The present thesis comprises four studies of PS and applies a mixed methods approach. The thesis aims to study: 1) If the programme is effective in enhancing the classroom climate, and decreasing problem behaviours among students (Study I), 2) teachers and school staff's perceptions of programme and implementation (study II and III) and 3) if teacher's use of praise and clarity of school rules, regardless of programme use, are useful as classroom management techniques, and if there are any differences between classes in terms of disruption (study IV). A quasi-randomized trial was conducted in study I, comprising 3207 students in school grades 5-7 and 188 teachers in 23 schools in the wider area of Stockholm. The participating children and their head teachers answered self-report questionnaires on three occasions: At baseline and one and two years after programme initiation. Degree of implementation in the schools was also measured. Further, a qualitative design with semi-structured interviews and thematic content analysis was used in study II and III. The interviews were conducted in seven PS schools with seven school leaders and 13 school teachers during 2010 and 2011. In study IV, students (n=2266) and classes were divided into two groups, based on teacher ratings of disruptive students in class. Baseline and 12-month follow-up responses were used to perform multiple regression analysis, to compare groups and to investigate possible longitudinal associations.

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Section: Operant Learning Theorymentioning

confidence: 99%

Section: Operant Learning Theorymentioning

confidence: 99%

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The implementation of a behavioural support programme

Ingemarson

Bodin

Rubenson

et al. 2016

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Using Prompts to Increase Attendance at Groups for Survivors of Domestic Violence

Martinez

Wong

2009

Research on Social Work Practice

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Objectives: This study investigated the effects of multiple prompts, telephone calls, and written reminders on attendance at group support meetings in a long-term residential facility for survivors of domestic violence. Methods: Participants were 15 Hispanic women who were residing in the facility at the time of the study. Prompts to attend the support meetings were introduced, removed, and reintroduced within an ABAB single-system design. Results: Data from sign-in sheets showed that prompting procedures at least doubled attendance at the support meetings. Conclusions: Possible factors contributing to the effectiveness of social workers using prompts to promote attendance at group support meetings are briefly discussed.

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Assessment of Behavior Management and Behavioral Interventions in State Child Welfare Facilities

Wong

2008

WRTC

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Operant Learning Theory

Cited by 4 publications

References 132 publications

The implementation of a behavioural support programme

The implementation of a behavioural support programme

Using Prompts to Increase Attendance at Groups for Survivors of Domestic Violence

Assessment of Behavior Management and Behavioral Interventions in State Child Welfare Facilities

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