Pre-Writing Scaffold Stankevicius

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PRE-WRITING SCAFFOLD STANKEVICIUS 1 Pre-Writing Scaffold Assignment Elizabeth Stankevicius School of Education, Liberty University Author Note Elizabeth Stankevicius I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Elizabeth Stankevicius. Email: estankevicius@liberty.edu

PRE-WRITING SCAFFOLD STANKEVICIUS 2 B.F. Skinner Annotated Journal Articles on B.F. Skinner McLaughlin, S. F. (2010). Verbal behavior by B.F. Skinner: Contributions to analyzing early language learning. The Journal of Speech and Language Pathology, Applied Behavior Analysis. , 5 (2), 114–131. https://doi.org/10.1037/h0100272 Mclaughlin (2010) begins by discussing the book Verbal Behavior that B.F. Skinner released in 1957. He also does an overview of Chomsky’s critique of Skinner’s work and the flaws in the critique. The author then delves deeper into the verbal behavior theory and gives examples of what some of the different terms and ideas would look like. For example the author discusses the internal and external stimuli, consequences, and reinforcers. Units of verbal operants are explained. “With children, the nature of the verbal operant will evolve over time. In addition, the size of the functional verbal operant will expand over time. As the child becomes capable of coordinating longer motor sequences in his or her speech, his or her utterances can orchestrate more relations and address social agendas more deftly as they expand, for example, from mere grunts and gestures to “Cookie” to “More cookie” to “Two big cookies” all the way to “I can tell from how they smell that you make the best chocolate chip cookies!”” (McLaughlin, 2010). It is important to note that this article was written for a journal for speech and language pathologists to explain and show how verbal behavior can be used to help children acquire language. It further goes into the operants mand, tact, intraverbal, and autoclitics. The author also shows how each operant correlates with early language development. “It is now time for speech-language pathologists to see the inconsistency of holding up the LAD or other innate mechanisms as the basis for language learning

PRE-WRITING SCAFFOLD STANKEVICIUS 3 while applying behavioral principles in actually changing language behaviors. That most clinicians manipulate the environmental variables, including their own models, contexts, stimuli, and reinforcement in their everyday clinical practice is not only vindicating of Skinner’s analysis, but compelling of clinicians to understand and adopt that analysis” (McLaughlin, 2010). Gilbert, M. B., & Gilbert, T. F. (1991/09//). What Skinner Gave Us. Training, 28 (9), 42. https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/trade- journals/what-skinner-gave-us/docview/203387002/se-2 Gilbert & Gilbert (1991) wrote this article the year after B.F. Skinner had passed away to talk about the contributions that he gave to the world. They begin by stating the things that people may have known him for such as trying to control people’s behaviors by applying what he learned about rats in a laboratory. The authors state that if you really look at his accomplishments you could call him the father of scientific psychology and to technology of education and training. Skinner’s work taught how to train animals but then to use those principles to be able to educate and train human beings. “Skinner applied one method that was absolutely necessary for teaching animals to perform complex sequences of behavior. He called it ‘chaining,’ because it links successive steps in a behavioral sequence to the final outcome” (Gilbert & Gilbert, 1991). The authors go more in-depth to discuss how Skinner used other principles such as shaping and schedules of reinforcement to train pigeons and rats. How some of these principles were used and analyzed in a business setting were discussed. Then the authors go on to look at the accomplishments that have occurred from people who followed Skinner’s teachings and theories and expanded on them. “Skinner’s followers in behavior modification have

PRE-WRITING SCAFFOLD STANKEVICIUS 4 taught us ways to approach a variety of behavioral problems, from toilet training of toddlers to controlling the behavior of the mentally ill. Few psychologists have ever had this kind of influence” (Gilbert & Gilbert, 1991). Skinner’s goal was to discover principle’s that would lead to the best way to control behavior. Sparzo, F. J. (1992///Spring). B. F. Skinner's Contributions to Education: A Retrospective Appreciation. Contemporary Education, 63 (3), 225. https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/scholarly- journals/b-f-skinners-contributions-education/docview/1291784153/se-2 Sparzo (1992) stated that this article was not intended to defend Skinner from his critics and referenced other literature that does that already but to give a highlight of his work and the educational implications it had. As he delves into Skinner’s background, the author does discuss the different misrepresentations and misunderstandings there have been regarding Skinner’s work. The importance of strengthening operants by use of reinforcements is which is considered a consequence was a part of his work to make a difference in education. The example of students not completing work but still being able to access highly motivating reinforcers and the students who continue to try to escape aversive tasks. Which leads us to the A-B-C analysis. This is where we look at an antecedent, the behavior that occurs, and then the consequence that immediately follows the behavior. With this we are able to analyze how particular teaching is affecting students. Looking at the individual as opposed to the group to see what works best for each student. Programmed instruction was another one of Skinner’s work to impact education in some way. “Effective instruction, of course, requires much more than immediate feedback and individual assignments” (Sparzo, 1992). Practical applications

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