Role in Education
One of the largest impacts of behavior analysis of child development is its role in the field of education. In 1968, Siegfried Englemann used operant conditioning techniques in a combination with rule learning to produce the Direct Instruction curriculum (see DISTAR). In addition, Fred S. Keller used similar techniques to develop programmed instruction. B.F. Skinner developed a programmed instruction curriculum for teaching handwriting. One of Skinner's students, Ogden Lindsley, developed a standardized semilogrithmic chart, the "Standard Behavior Chart," now "Standard Celeration Chart," used to record frequencies of behavior, and to allow direct visual comparisons of both frequencies and changes in those frequencies (termed "celeration"). The use of this charting tool for analysis of instructional effects or other environmental variables through the direct measurement of learner performance has become known as precision teaching.
Behavior analysts with a focus on behavioral development form the basis of a movement called positive behavior support (PBS). PBS has focused on building safe schools.
In education, there are many different kinds of learning that are implemented to improve skills needed for interactions later in life. Examples of this differential learning include social and language skills. According to the NWREL (Northwest Regional Educational Laboratory), too much interaction with technology will hinder a child's social interactions with others due to its potential to become an addiction and subsequently lead to anti-social behavior. In terms of language development, children will start to learn and know about 5–20 different words by 18 months old.
Read more about this topic: Behavior Analysis Of Child Development
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