Required Readings & Resources
Part A –
Gluck, M. A., Mercado, E., & Myers, C. E. (2020). Learning and memory: From brain to
behavior (4th ed.).
● Chapter 5: “Operant Conditioning”
● Chapter 6: “Generalization, Discrimination Learning, and Concept Formation”
Part B – Gluck, M. A., Mercado, E., & Myers, C. E. (2020). Learning and memory: From
brain to behavior (4th ed.).
● Chapter 3: “Habituation, Sensitization, and Familiarization”
● Chapter 4: “Classical Conditioning”
Part A – One area that is quickly creating the need for further research is anxiety in
many young children, which may be caused by overstimulation. Far too often, anxiety is
misdiagnosed when, indeed, Autism Spectrum Disorder (ASD) may be the diagnosis,
and these children may be incapable of using different stimuli to generalize to new
learning.
Carefully read the section in Chapter 6 on altered generalization in ASD, which may
explain why numerous children have difficulties in traditional classrooms. Children
without ASD tend to be able to use numerous amounts of stimuli to generalize from one
topic progressively to another. Children with ASD tend to focus only on one aspect of
stimuli, such as visual, auditory, or tactile stimuli. Learning takes all three
generalizations from stimuli to learn more progressive materials quickly, which may
explain why children become over-stimulated in traditional classrooms. The textbook
suggests that if cognitive deficits in stimulus over selectivity could be remediated
through training or other treatments, children with ASD might experience improvements
in their quality of life, learning, and ability to socialize.
Read Understanding Overstimulation in Autism for more about when to recognize if a
child is having a tantrum or is overstimulated. Pay close attention to the part on
engineering the environment. Summarize the following articles:
● Autism Traits, Sensory Over-Responsivity, Anxiety, and Stress: A Test of
Explanatory Models
● Predictable enriched environment prevents development of hyper-emotionality in
the VPA rat model of autism
Briefly discuss how you can assist a teacher in your role of school counselor to develop
an environment that is less stimulating when children with ASD are in their traditional
classrooms without hindering children who are not affected by ASD. Address each of
the questions fully. Number each of your responses and respond directly to each
question. Each question must be answered in a minimum of 100 words. However, APA
is not required to complete this assignment; follow general professional guidelines for
master’s level work submissions.
Topic Title: Overstimulating Environments with Children with ASD
1. Discuss how to determine if a child is having a tantrum or if they are
overstimulated due to being affected by ASD. How does the teacher know when
and to whom to refer?
2. Summarize the Autism Traits, Sensory Over-Responsivity, Anxiety, and Stress: A
Test of Explanatory Models article.
3. Summarize the Predictable enriched environment prevents development of
hyper-emotionality in the VPA rat model of autism article.
4. Discuss your role in assisting a teacher with children affected by ASD in their
classrooms. What sort of plan would be included in their Individualized Learning
Plan, including you and your role? Include information on how you would educate
a teacher in this area, as it is only lightly covered in traditional teacher education
preparation programs.
Part B – Classical Conditioning is more than just another behavioral process for
examining brain processes. Indeed, it involves the very beginnings of most memories
and learning/reactions throughout one’s life span. First experiences and, thus,
connections can remain strong and create habits that, if formed well, can aid in learning.
This same process can create negative outcomes and create habits that block learning.
For example, if a child is read to and held while reading in a pleasant voice, the child will
learn that reading is closely connected with love and comfort. However, if a child was hit
with books and scolded for going near them, they would connect negatively to books,
possibly for the rest of their lives.
As we know, the educational system involves reading to learn after we learn to read.
Children enter into school with classically connected habits that can be both negative
and positive, which can, unfortunately, get them labeled as good or bad children when it
is simply that they have learned good or bad habits.
Read Chapter 3 and write 500 words or more responding to the following:
● Identify two positive and two negative habits you have seen in children and how
they may have acquired them through classical conditioning.
● Identify ways to prevent biases from educators and administrators towards these
children by teaching them how these habits were formed.
● Create a training dialogue and two classroom interactions that could continue the
positive habits while extinguishing the negative ones.
● How could a school counselor assist the teacher in this endeavor?
Use the Classical Conditioning Template to complete your assignment.
Classical Conditioning
Read Chapter 3 and write 500 words or more responding to the following:
1. Identify two positive habits you have seen in children and specifically
how and where they may have been formed. You may not use this, but
a great example would be saying please and thank you. Who may have
taught them this, and when is it observed?
2. Identify two negative habits you have seen in children and specifically
how and where they may have been formed. You may not use this, but
a great example would be that a child becomes rapidly frustrated when
asked to perform any task and begins to shout no. Where might they
have learned this response to being asked to do a task?
3. Create a narrative training dialogue in which you introduce the concept
of classical conditioning and respond to teachers and other school
personnel
a. Give an example of interactions to continue positive habits and
extinguish negative ones.
b. Give an example of interactions to continue positive habits and
extinguish negative ones.
4. Discuss ways that a school counselor, in their role as a facilitator, could
assist a teacher who is having difficulties in this area. Examine both
individual and classroom methods a school counselor could use.
5. References: You must cite the textbook, however, you can cite other
resources, as well.
- Required Readings & Resources
