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PSYC FPX 2200 Assessment 1 Applying the Behavioral Learning Theory

Applying Behavioral Learning Theory

According to the behavioral learning theory, learning is the outcome of associations created among environmental stimuli circumstances and a person’s subsequent responses. This procedure of learning is relatively straightforward to comprehend. In the psychology profession, behavioral theory is still seen as effective for providing medical treatment. Behavioral learning theorists argue that acquisition happens when observable behavioral modifications occur (Kochuvilayil et al., 2021).

PSYC FPX 2200 Assessment 1 Applying the Behavioral Learning Theory

Perspective on Behavioral Learning Theory

The perspective presented in the behavioral learning theory implies that behaviorists argue that learning is a modification in a visible behavior that emerges whenever a trigger and reaction communicate with one another. Amongst the uses of this method is its impact on the psychological responses of the student. Thorndike and Skinner’s ideas are evaluated and critiqued as part of this methodology’s beliefs (Morrissey & Higgins, 2018). Contrary to functionalists, cognitive psychologists maintain that the acquisition’s purpose is an introspective activity, and they emphasize reasoning, comprehension, organization, and awareness. Fundamentalists think that individuals must be prepared with inquisitive and problem-solving abilities to explore and comprehend the knowledge they need to acquire (Hayden, 2022).

Learning Task

Depending on what the Behavioral Learning Theory suggests, nurses are instructed to be capable of developing evidence-based strategies in a school setting. Since case studies and available facts and statistics are yet given to them, they should use what they already understand and the ideas they get with a patient-centered atmosphere to develop a framework that focuses on substantiation. For this, they could use the patient’s diagnosis, the charts his doctor gave him, the therapies he was given, and his behavior and mental reaction to different situations to put the vision into action (De Sousa et al., 2022).

As a means of obtaining results from the application of the Behavioral Learning Theory in educational contexts, these applications are evaluated depending on a list of standards. They can use the lesson given by the instructor in the lecture environment, as well as directions given to smaller groups, individual education initiatives, visual representations, seminars accompanied by assisted annotations, and online or media presentations (Knittle et al., 2020).


The relationship between a learning task of Evidence-Based Strategies in a psychological school setting and behavioral learning is very important as the tutor will assess the effectiveness of the learning activity that has been given depending on anticipated consequences. Such discoveries are reviewed based on three different types of consequences, and each of them is then awarded a grade to assist in the application’s continued improvement (Rhodes et al., 2019). Re-contextualization is used as the basis for this sub-division that is accomplished.

PSYC FPX 2200 Assessment 1 Applying the Behavioral Learning Theory

Re-contextualization is the process of putting an activity into the framework of its appropriate history and the relevant organizations that show its strong relationship with it. Assessment takes place on distinct stages at different levels so that the accumulated re-contextualization of such organizations can be comprehended. Such levels are the re-contextualization of the learner, the place of work, and the substance, respectively (Rundle-Thiele et al., 2019). The understanding of each nurse is evaluated using information re-contextualization, which considers the publications and other resources that each nurse reads to form a preliminary concept.

Application of Learning Task through Theory

The prevention tactic known as or School-Wide Positive Behavioral Interventions and Supports is used in more than 16,000 schools throughout the US. This approach was developed internationally (Labrague et al., 2019). SWPBIS aims to minimize student behavior issues by modifying staff conduct and establishing procedures and assistance to suit children’s behavioral requirements. The present research provides treatment impacts on child behavior and development based on a SWPBIS efficacy trial. Such results confirm that SWPBIS training reduces behavioral issues, improves dispositional conduct, and successful, effective management. The SWPBIS paradigm seems to be an effective strategy for decreasing issues and facilitating adaptation among primary education students (West & Michie, 2020).


According to the behaviorist learning theory, learning is the outcome of linkages created among environmental stimuli and circumstances and an individual’s subsequent reply. Based on Behavioral Learning Theory’s guidelines, nurses are trained to develop Evidence-Based Procedures inside an educational setting. The effectiveness of the prescribed learning assignment is assessed by the instructor depending on the desired results. The SWPBIS paradigm seems to be an effective strategy for decreasing issues and facilitating transition amongst primary education students.


De Sousa, D., Fogel, A., Azevedo, J., & Padrão, P. (2022). The effectiveness of web-based interventions to promote health behavior change in adolescents: A systematic review. Nutrients, 14(6), 1258. https://doi.org/10.3390/nu14061258

Knittle, K., Heino, M., Marques, M. M., Stenius, M., Beattie, M., Ehbrecht, F., Hagger, M. S., Hardeman, W., & Hankonen, N. (2020). The compendium of self-enactable techniques to change and self-manage motivation and behavior v.1.0. Nature Human Behaviour, 4(2), 215–223. https://doi.org/10.1038/s41562-019-0798-9

PSYC FPX 2200 Assessment 1 Applying the Behavioral Learning Theory

Kochuvilayil, T., Fernandez, R. S., Moxham, L. J., Lord, H., Alomari, A., Hunt, L., Middleton, R., & Halcomb, E. J. (2021). COVID‐19: Knowledge, anxiety, academic concerns and preventative behaviors among Australian and Indian undergraduate nursing students: A cross‐sectional study. Journal of Clinical Nursing, 4(5). https://doi.org/10.1111/jocn.15634

Labrague, L. J., McEnroe‐Petitte, D. M., D’Souza, M. S., Hammad, K. S., & Hayudini, J. N. A. (2019). Nursing faculty teaching characteristics as perceived by nursing students: An integrative review. Scandinavian Journal of Caring Sciences, 34(1), 23–33. https://doi.org/10.1111/scs.12711

Morrissey, J., & Higgins, A. (2018). “Attenuating Anxieties”: A grounded theory study of mental health nurses’ responses to clients with suicidal behavior. Journal of Clinical Nursing, 28(6), 947–958. https://doi.org/10.1111/jocn.14717

Rhodes, R. E., McEwan, D., & Rebar, A. L. (2019). Theories of physical activity behavior change: A history and synthesis of approaches. Psychology of Sport and Exercise, 42(3), 100–109. https://doi.org/10.1016/j.psychsport.2018.11.010

Rundle-Thiele, S., David, P., Willmott, T., Pang, B., Eagle, L., & Hay, R. (2019). Social marketing theory development goals: An agenda to drive change. Journal of Marketing Management, 35(2), 160–181. https://doi.org/10.1080/0267257x.2018.1559871

West, R., & Michie, S. (2020). A brief introduction to the COM-B Model of behavior and the PRIME theory of motivation [v1]. Qeios, 3(4). https://discovery.ucl.ac.uk/id/eprint/10095640/

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