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?

Understanding Overstimulation in Autism

https://doi.org/10.1007/s10803-018-3695-6
https://doi.org/10.1007/s10803-018-3695-6
https://doi.org/10.3389/fnins.2015.00127
https://doi.org/10.3389/fnins.2015.00127

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

https://doi.org/10.1007/s10803-018-3695-6
https://doi.org/10.1007/s10803-018-3695-6
https://doi.org/10.3389/fnins.2015.00127
https://doi.org/10.3389/fnins.2015.00127
https://macu.instructure.com/courses/2972/files/295684?wrap=1

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

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