Principles of Learning
The Comprehensive Assessment for Learning and Independence (CALI) – Functional Skills for Independence contains more than 1,100 functional skills that can be taught to all learners, according to need. When you do an assessment, you will collect data about the skills the learner demonstrates now, demonstrates with support, or does not demonstrate at all. You will then be able to identify the skills that need to be taught and start planning your interventions. But how will you know that the learner has actually learned? What does “learning” mean?
Learning has occurred only when we actually see it reflected in a person’s behaviour (Ormrod, 2008). For example, an individual might:
- demonstrate a new behaviour that was not in their repertoire before;
- modify the intensity of a behaviour in their repertoire;
- change the frequency of a behaviour in their repertoire;
- change certain aspects of a behaviour in their repertoire.
When we can see a relatively permanent change in a behaviour after an experience, that is learning.
In this section, you will learn more about two environmental variables that may help you promote the learning of new skills by your learners.
ABC Model
The ABC model suggests that a behaviour can be learned because of the relationship between three concepts: Antecedent, Behaviour, Consequence. Click on each term to find out more.
Antecedent
An Antecedent is the event that happens immediately before a certain behaviour. In other words, an antecedent is an environment or situation that existed right before the behaviour occurred. It is very likely that there are many antecedents, i.e., that several events happen simultaneously in the environment. Antecedents set the occasion for and can have a powerful influence on behaviour. They can also be used to promote learning.
Examples of antecedents:
Examples of antecedents:
- A mother gives an instruction to her child (event).
- Jenny is hungry (situation). She finds herself in front of the refrigerator (situation).
- Karel’s friends are playing ball (situation).
- The teacher gives instructions to the class while two students are talking and another is fidgeting in his chair (event and situation).
Behaviour
Behaviour is movement that can always be observed and measured. Behaviour is neither good nor bad. It is simply a general term to describe what we see.
Consequence
A Consequence is the event, action, or condition that immediately follows behaviour. We all learn from the consequences of our actions. Consequences may be reinforcing or punishing. When consequences are reinforcing, the behaviour is likely to continue or even increase. If consequences are punishing, the behaviour is likely to decrease or end. The influence of a consequence on behaviour depends on the person’s motivation. It is also possible that more than one consequence may occur after a behaviour.
- A mother praises her son for making his bed.
- After eating a snack, Jenny isn’t hungry anymore.
- Karel’s friends interact with him and they have fun together.
- The teacher repeats the instructions.
Essential Components of Learning
Antecedents and consequences are essential components of learning. Some examples are presented in the following scenarios.
If the scenario is repeated, I learn that, when the phone rings, I have to answer it to benefit from the reinforcing consequence. The ringing phone becomes a signal that tells me I will be able to have a pleasant conversation if I answer it.
Antecedents can be stimuli that indicate to the learner what the desired behaviour is, i.e., the behaviour that will lead to a consequence.
Antecedents can be stimuli that indicate to the learner what the desired behaviour is, i.e., the behaviour that will lead to a consequence.
If I continue to answer the phone when it rings, that is a reinforcing consequence for me.
A consequence influences the likelihood that a behaviour will or will not be repeated in the future. A reinforcing consequence increases the likelihood that the behaviour will be repeated.
A consequence influences the likelihood that a behaviour will or will not be repeated in the future. A reinforcing consequence increases the likelihood that the behaviour will be repeated.
If I stop answering the phone when it rings, it is because the consequence was not reinforcing for me. A non-reinforcing consequence (punishing consequence) increases the likelihood that a behaviour will not be repeated.
A non-reinforcing consequence increases the likelihood that the behaviour will not be repeated.
A non-reinforcing consequence increases the likelihood that the behaviour will not be repeated.
Because I just spoke with my friend, I’m probably less motivated to have another conversation with him.
Motivation can also be an antecedent variable that influences behaviour by changing the value of the consequence. Having had access to a reinforcing consequence recently has an effect on the value of that consequence.
Motivation can also be an antecedent variable that influences behaviour by changing the value of the consequence. Having had access to a reinforcing consequence recently has an effect on the value of that consequence.
Because I haven’t spoken with my friend in a while, I’m probably more motivated to have a conversation with him.
The motivator, or not having had access to the reinforcing consequence recently, has an effect on the value of that consequence.
The motivator, or not having had access to the reinforcing consequence recently, has an effect on the value of that consequence.
When you plan interventions for teaching different skills to your learners, it is essential that you consider the environmental variables that could influence learning.
Why consider the antecedents?
The antecedents let the learner know that demonstrating a specific behaviour leads to a consequence. Motivation, which is also an antecedent variable, affects the value of the consequence. It is therefore important, when planning activities, to change or control certain antecedents. Antecedent-based strategies can increase the chances that a desired behaviour will be repeated. These are proactive strategies that can promote learning. Here are some examples of antecedent-based strategies:
- Arrange the room or the furniture differently (e.g., display or remove certain objects, reduce stimulation).
- Give instructions suited to the learner’s level of language comprehension.
- Allow choices (e.g., materials or tasks).
- Enrich the environment (e.g., make the task or the environment more interesting and enjoyable).
- Use the learner’s preferences.
- Adjust the difficulty of the requested task (e.g., the requirements).
- Mix more difficult tasks in with easier tasks.
** It is sometimes necessary to help the learner during the learning process, especially if they are learning a new skill.** Explore the Prompting page for more information about this.
Why consider the consequences?
Because reinforcing consequences increase the likelihood that a behaviour will be repeated, reinforcing consequences, or reinforcement, should always be used to teach new behaviours or new skills. As teachers, practitioners, or parents, we must include reinforcement in the learning process and note the learner’s progress to ensure that the learner continues to make progress.
A consequence may be reinforcing for one individual but not for another. Similarly, a consequence might be reinforcing for one individual at a certain time or in certain circumstances but not in others. You will need to be attentive to consequences that do not help achieve the desired effect.
Example: Jenny
In the following example, you will see how Jenny’s team took antecedents and consequences into consideration when planning interventions.
Jenny is 5 years old. Her parents and the school team would like her to learn to tie her shoelaces. Her parents have tried to show Jenny how to do this several times, but she is not succeeding, and it is becoming more and more frustrating for her to get ready for school. The team decides to use task analysis and chaining to teach Jenny the skill.
You can learn more about task analysis and chaining in the “Interventions” section.
While planning the intervention, the team considers the current learning scenario:
Jenny obviously needs help learning the steps for tying her shoelaces. These steps will be explained in detail in the task analysis. Let’s look at the environmental variables that could influence Jenny’s behaviour.
| Questions about the variable | Possible strategies for maximizing learning | |
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| Antecedents |
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| Consequences |
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