Language Acquisition & Development in Relation to Behaviorist Theory

Abstract

The aim of this report was to study the impact Auditory Processing Disorder (APD) has on a child’s ability to read, write, speak and listen and what strategies could be implemented to aid in reducing the effects. The report highlights the application of the Behaviourist Theory to the language intervention of a child diagnosed with APD. The report involved researching how a child’s language acquisition and development was affected by APD and how the application of the Behaviourist Theory’s strategies would evidently assist in reducing the implications faced. B.F Skinner’s Behaviourist Theory was found to be the most effective learning strategy to employ when attempting to improve the language acquisition of a child suffering from APD. Based on the findings in this research report, the Behaviourist Theory is an effective and rewarding method to implement in order to improve a child’s engagement in learning aspects of language and behaviour. Continued application of the Behaviourist Theory as a method of intervention on a child’s language skills will ensure the child, whether dealing with APD or not, is exposed to the chance of continual personal growth and development.

Introduction

There are various learning strategies that could be implemented to improve a child’s language acquisition. One approach to language growth is the Behaviourist Theory. According to Cox (2012, p. 1), all learning is a result of stimulus response and that people will learn when they are rewarded for their efforts. The Behaviourist Theory’s main focus is the learning outcomes when a child is subjected to positive and negative reinforcements. This theory is practiced in various learning areas, although a child suffering from Auditory Processing Disorder will benefit and grow the greatest by its use. This report will assess the effects of APD on the language acquisition and development of a child and analyse the role of the Behaviourist Theory in assisting the growth of literacy and communication skills of a child living with APD. From the results of this assessment, it will be clearly evident that by incorporating the characteristics of the Behaviourist Theory in attempt to improve the language acquisition and language development of a child with APD, is the most effective approach.

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Summary

Max, age 9, is a primary school student suffering from APD. This means Max cannot process the meaning of sentences and struggles to express his thoughts to others. Therefore, it is particularly difficult for Max to communicate with his peers as he struggles to converse his thoughts in a way that others understand as he has limited vocabulary compared to them. Before seeking help, learning new words was troublesome for Max. This makes social situations challenging as he is unable to communicate effectively. This led Max to lash out at teachers or other students from frustration. Max’s main issue involved him confusing his tenses, repeating sentences when telling stories or answering questions and saying sentences that didn’t always make sense. This made his problem evident to his peers. Max’s difficultly to listen, follow directions and short attention span was a key indicator of this disorder. APD is not curable but is treatable. Since Max started working with a speech therapist once a week to improve his language acquisition through speech therapy and literacy interventions, Max has been acting out less frequently and becomes further involved in his learning. Max’s teacher incorporates the use of short, simple sentences, repeating and rephrasing sentences to communicate meaning to help with the improvement of his language acquisition. His teacher ensures that she gets Max’s attention before giving any instructions and incorporates visual stimulus to support any oral instructions she gives. After a year of therapy and work, Max is acting out less frequently and is more involved in his learning in the classroom. His grades have improved, and he becomes frustrated less often as his communication skills continue to improve.

Mode and Skills Development

APD effects the progression of a child’s essential literacy and communication skills such as reading, writing, speaking and listening (The Speech Language Advisory Council, 2012). Max obtains a sound understanding of language development, although there are language areas that Max needs to improve. With the use of pragmatic language skills, Max is able to use his literacy and communication skills more efficiently and effectively. Pragmatic language is non-verbal communication, where children learn to use this effectively in social contexts. Another section of this language development is children learning to take turns when conversing, staying on relevant topics in a conversation and stating their messages clearly using and conforming to the cultural rules of interaction (Berk, 2013). Max heavily relies on teachers and family members to use and exaggerate pragmatic language as a way of communicating. This can help Max understand what is being asked of him as well as assist him in communicating things that he may not otherwise be able to communicate verbally. Max must also possess Speech Register as another language skill. This skill demonstrates the appropriate use of language for various roles and situations and the ability to adjust one’s language to better suit social situations (Berk, 2013). Max has a basic understanding of speech register as he is able to identify and use different language devices when talking to his teacher compared to his friends, although his APD may cause misunderstanding or difficulty when conversing with these people.

Age

Max has continued to struggle his whole life to keep up with his peers in the area of language. All areas of language begin to develop at a slower rate for Max, due to his APD. This disorder has affected the age when Max should develop and begin to use grammatical language, such as; telegraphic speech, S.V.O structuring and auxiliary verbs (Morlet, 2014). Telegraphic speech starts to develop in children at 18 months to 2 years old (Fromkin, 2018), whereas Max did not begin to develop it until he was 3 - 4 years old, making him a late talker. By the time a child is 3.5 - 4 years of age they should begin to apply the fundamental subject-verb-object (S.V.O) structure to form grammatically correct sentences (Berk, 2013). S.V.O still has not yet been fully acquired by Max as he is still unable to make sense worthy sentences. At 3 - 3.5 years of age, children begin to add auxiliary verbs and become aware of the way they combine negatives into a sentence, for example, ‘There aren’t any more cookies’ which is a non-existent negative (Berk, 2013). Max may have some understanding of auxiliary verbs, however, cannot communicate auxiliary verbs to create negative sentences correctly or in a way that others can understand.

Strengths and Limitations

A child’s strengths and limitations when using language is majorly affected by his APD (Minnesota Department of Children, Families and Learning, 2003). In relation to Max, his strengths are revolved around Personal Development, Health and Physical Education (PDHPE) and playing as it requires little to no speech needed to be used. Although Max strives outside of the classroom, he still faces many limitations due to his APD. Communicating with others is limited as he may not speak clearly or correctly. APD causes children to often run words together, drop word endings and they will not emphasize the syllables when speaking (Schmidt, 2013). He may also confuse similar sounds, for example ‘free’ instead of ‘three’, a fair time after his peers have learned to correct themselves (Johnson, 2019). Children with APD often have difficulty developing reading, spelling and writing skills. Acquiring vowels and increasing phonemic awareness can be especially difficult. Understanding spoken instructions can be challenging for children with APD, which explains why Max tends to perform better in classes that do not rely heavily on listening (Johnson, 2019). Max experiences limitations when conforming to his social skills, as he has trouble telling stories or jokes to his peers. Children with APD may exclude themselves from conversations with peers as they find it hard to process what is being said and think of an appropriate response (Johnson, 2019).

Needs

To reduce the negative effects of APD, that Max experiences, his teachers and carers need to intervene in a number of ways. Max’s parents should incorporate techniques that are used in Max’s therapy sessions as well as; try to reduce the amount of background noise Max is subjected to when he is at home, ensure that Max is looking and paying attention to them when they are speaking and using simple and expressive sentences as well as speaking at a slightly slower rate when conversing with Max. APD can cause frustration for children when they are in a noisy setting and they are required to listen (Miller, 2019). Max’s parents may teach him to notice when he is in a noisy environment and move to a quieter setting when listening is necessary. These techniques will later be utilised within his school environment where teachers can implement even more techniques that will encourage Max’s language acquisition growth. Teachers are able to help by changing seating plans so that Max is able to sit at the front of the classroom or with his back to the window. Introducing Max to study support or computer-assisted programs designed for kids with APD, Max’s language improvement will occur a lot faster, resulting in higher grades and an improved self-esteem for Max (Morlet, 2014).

Behaviourist Theory

Behaviourist Theory Development and Research

When the Behaviourist theory was created in 1938, the idea was considered revolutionary due to its organised experimental approach to psychology studies. Skinner became interested with the way in which environmental experiences and learning causes modifications of particular behaviours, such as learning a language (Harvard University, 2016). He later created the ‘Operant Conditioning Pigeon Chamber’ and other experimental devices which allowed him to carry out measured and precise experiments. Skinner’s theory’s main concepts are in the form of either positive reinforcements or negative reinforcements. The experiments Skinner underwent discovered how behaviours could be increased or learnt with rewards or decreased or stopped with the application of punishments (Harvard University, 2016). The Behaviourist Theory highlights that people learn by receiving rewards when they exhibit a particular behaviour. This theory reinforces the idea that language is learnt by imitation, practice, feedback or reinforcement of achievements (Fellowes & Oakley, 2010). Criticism over the validity of the Behaviourist theory has included statements such as; inadequate explanations for the rate at which children learn language, no explanation for the ability of an individual to completely understand language and all of its elements and finally, the unexplained role of whether reward is essential for language growth (Fellowes & Oakley, 2010).

Relevance of Behaviourist Theory to Participant Language Acquisition

Skinner’s Behaviourist Theory analyses a child’s ability to learn, grow or perform after being positively or negatively reinforced (Mcleod, 2018). The Behaviourist Theory holds strong relations with Max’s ability to grow and build his language acquisition. APD requires a child to receive specific care and feedback in order for them to have the ability to form grammatically correct sentences and understand what is being said to them. This is why the Behaviourist Theory and children with APD work hand in hand. By rewarding Max, this will intervene with his language acquisition by building and strengthening his language weaknesses. If Max was to be positively reinforced when he does not lash out, this could potentially control his anger in social situations. On the other hand, if Max was to be negatively reinforced when he lashes out, he may react to this negatively and cause a spiral effect of negative behaviour (Prince, 2013). While negative reinforcement towards his learning, may cause Max to try harder and achieve new goals in language acquisition. Another aspect of the Behaviourist Theory that can aid in Max’s APD is repetition. By incorporating repetition in his therapy sessions, classroom and at home, Max has the opportunity to continue to improve his language skills (Kang, 2016).

Evidence of Behaviourist Theory in Action in Relevance to Participant’s Language Development

Applying the fundamentals of the Behaviourist Theory to children effected by APD, like Max, they will learn to work hard to be rewarded for positive behaviour and to reflect when they are punished for negative behaviour. Positive reinforcement will be implicated in situations where a child achieves new goals, learns new words by mimicking and attends speech intervention to positively enhance their language development (Prince, 2013). Negative reinforcement will be introduced when a child like Max, does not attempt to improve their language acquisition or when they lash out in social situations (Ackerman, 2019). To greatly improve a child’s language acquisition by applying the positive aspects of Behaviourist Theory strategies, a sticker chart method could be implemented. The child would receive a sticker every time they achieve something that assists with their language development. Once they receive ten stickers, they are given a prize or positive reinforcement as a reward. This will encourage the child to try their best when doing homework and in intervention lessons. Negative reinforcement strategies that have the potential to be implemented on children with APD, could be as simple as introducing punishments such as; time out for at home situations, and detention or rubbish duties if the child is placed within an educational environment. However, these negative reinforcements may rebound causing the child to become more aggravated towards their peers if they are being punished for; not trying hard enough as this may cause the child to become unmotivated towards improving their language acquisition or if the child is lashing out, similar to which Max does (Ackerman, 2019). This clearly demonstrates the evidential strengths and limitations the Behaviourist Theory holds in relation to a child’s ability to build their language skills when dealing with APD.

Conclusion

In conclusion, the incorporation of the factors included in the Behaviourist Theory is the utmost efficient method when aiming to enhance the language acquisition and language development of a child living with APD. After assessing the effects of APD on the language acquisition and development of a child and analysing the role of the Behaviourist Theory in assisting the growth of literacy and communication skills of a child living with APD, it is evident how these two subjects work together effectively. “According to the behaviourist perspective, learning is very much shaped by the environment and by personal experience; thus, nurture rather than nature plays the dominate role in language learning” (Fellowes & Oakley, 2010, p. 32). Max and any other child diagnosed with APD would greatly benefit their language development by enhancing B.F Skinners theoretical perspectives in both social and professional aspects of life.

References

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