Treena is a personable student in Mr. Jordan’s math class. Mr. Jordan can see that Treena is popular with her peers. He regularly sees her conversing animatedly with her friends in the cafeteria and before and after school.
She does well in class also. Her homework is always on time and is usually well done. Her scores on tests generally range from 85-100%. She regularly volunteers to work problems on the board or to answer questions in class. In short, Treena is a good student who does everything that is expected of her.
One day, Mr. Jordan asks for volunteers to complete a problem at the board. Treena’s hand shoots up and Mr. Jordan calls on her. “Treena, have a go at it.” Treena approaches the board and examines the problem. She looks puzzled but begins to work. She makes an error that will severely impact the final answer. Several other students begin to snicker. “That’s enough, “ warns Mr. Jordan, “Let Treena finish in peace.” Treena’s heart begins to beat faster. Her skin becomes flushed. She begins to perspire. The other children in the class begin to fidget. Some begin snickering again. After several seconds of standing at the board but doing nothing, Treena runs out of the room in tears.
“I can’t do this, Mr. Jordan, I just can’t.” she says through her tears as she leaves. Mr. Jordan follows Treena and manages to calm her down. He reassures her that all students make mistakes, that there is no shame in it. He then asks that she return to class, which she does. After this, Treena no longer participates in Mr. Jordan’s class. Once in Ms. Crauser’s class, she begins to answer a question and “freezes.” The information seems to vanish from her head as she begins to talk. After that she no longer participates in any of her classes. When asked to do so, she simply looks down at her desk, refusing to say a work.
1. What are the issues in this case?
2. Analyze this case from a classical conditioning perspective (Stimulus-Response)
3. Analyze this case from an operant conditioning perspective (Behavior Reinforced Positive or Negatively)
4. Develop a plan to help Treena, using principles of both classical and operant conditioning; and also using social cognitive theory.
This is YOUR assignment. What are YOUR questions about this assignment?
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I know the issues, but what exactly is a classical condition and operant conditioning and how can i develop a plan
Those terms have to be defined in your text, which is obviously specialized for the class you're taking.
How does it define "classical condition"?
How does it define "operant conditioning"?
How does it outline what "a plan" should include?
The questions to be addressed define the classical and operant conditioning terms, but for more information, Google the terms. Them you'll have a good idea how to develop a plan for Treena.
hi i need the answer of this case study
1. The issues in this case include Treena's sudden change in behavior and participation in class, her emotional distress when making a mistake, the negative reactions of her peers, and her subsequent refusal to participate in any of her classes.
2. From a classical conditioning perspective, Treena's emotional distress and anxiety seem to be a conditioned response to the event of making a mistake on the board. The negative reactions and snickering of her classmates can be seen as the conditioned stimuli that triggered her fear and anxiety. Over time, these stimuli associated with making a mistake have become triggers for Treena's emotional distress.
3. From an operant conditioning perspective, Treena's withdrawal from participation can be seen as a behavior that has been negatively reinforced. The relief from the distress caused by the negative reactions of her peers serves as a negative reinforcement, making it more likely for Treena to avoid participating in the future.
4. To help Treena, a combination of principles from classical and operant conditioning, as well as social cognitive theory, can be applied.
- Classical conditioning: By gradually exposing Treena to the situation that triggers her anxiety (such as answering questions or working problems on the board) in a controlled and supportive environment, she can learn to associate these situations with positive experiences and gradually reduce her fear response. For example, Mr. Jordan can start by giving her opportunities to answer questions in a small group with supportive classmates and gradually increase the difficulty and visibility of the tasks as Treena gains confidence.
- Operant conditioning: Treena needs to learn that making mistakes is a part of learning and that it is okay to make errors. Positive reinforcement, such as praise and encouragement, can be used to reward Treena's efforts and progress. For instance, when she answers a question correctly or successfully completes a problem, Mr. Jordan can provide positive reinforcement by acknowledging her achievement and offering specific praise.
- Social cognitive theory: Treena can benefit from observing others who make mistakes and handle them positively. Mr. Jordan can create opportunities for Treena to witness other students making errors, openly discussing their mistakes, and learning from them. By seeing that mistakes are common and can be overcome, Treena may gain confidence and be more willing to participate again.
Overall, the plan should focus on gradually exposing Treena to the feared situations, providing positive reinforcement for her efforts and progress, and fostering a supportive and inclusive classroom environment where mistakes are seen as opportunities for growth. It is essential to work with Treena individually and provide her with emotional support throughout this process.