Modeling refers to a technique that involves individual learning skills by way of imitating another person such as a therapist who provides guidance on the desired behavior. In modeling, the therapist demonstrates the behavior that the trainee ought to acquire. For instance, if one wants the trainees to learn phone behavior as a requirement at their jobs, then the expert indicates by way of engaging in an actual phone conversation. The trainees learn the desired behavior by observation their trainer and practice doing the exact thing that the trainer did. Overall, modeling entails learning by observation concerning the trainees and teaching behavior by demonstrating the trainer.
Noteworthy, shaping refers to a technique for teaching new behavior that involves moving behavior slowly in steps until the trainee achieves the target behavior. For instance, if a child has fear for sunglasses and the parent intends the child to get used to them, shaping may help. First, the parent may start by asking the child to touch the sunglasses; secondly, the parent may ask the child to hold the sunglasses with both hands. Once the child accomplishes the two stages, the parent will move forward and ask the child to put the sunglasses on his forehead, and once that is achieved, the parent may ask the child to wear the sunglasses in which case the child will wear them with no fear. Chaining on the hand refers to a psychological method used in teaching behavior by way of enforcing asking by dividing it into a series of minor tasks arranging them from the simplest to the most challenging ( Kirby, Griffiths & Smith, 2014) . The trainer reinforces each step achieved through a reward that may range from a real presence to a compliment.
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Modeling in Practice
Firstly, a teacher may want to teach a student how to wash hands before eating, which stands as the desired behavior. The teacher will take a liquid soap and apply on both sides while ensuring that the student observes every step that the teacher takes. The teacher may then proceed to scrub both hands gently while ensuring that the student sees the scrubbing process and then wash both hands under running water. Importantly, the teacher ought to make sure that the students take notice of all the ingredients used and the use of running water ( Rojkova et al., 2016) . Overall, the student ought to realize that the process starts with applying soap and then scrubbing and rinsing of both hands under a running tap.
Secondly, a mother may want to teach her son how to spread his bed in the morning and, therefore, ensure that when the child wakes up, the mother ensures that the child stands beside the bed as she covers it. The mother may also ask the child to help with the process. The mother must ensure that the child observes every process from the beginning to the end. Importantly, the bed-spreading process may be done more slowly to allow the child to take note of every process.
The Role of Extinction in Behavior Shaping
Extinction helps in shaping new behavior in the sense that when reinforcement of a particular behavior stops, then a person tends to stop demonstrating that specific behavior. Reinforcers act as a motivation that compels an individual to behave in a particular manner. Ideally, some people behave in a certain way just for reward associated with that particular behavior ( Heck, & Hallinger, 2014; Sonka, Hlavac & Boyle, 2014) . Extinction, therefore, may shape a new practice in the sense that it makes one abandon a particular behavior that no longer rewards in favor of a new one, which explains why extinction shapes new behavior.
Role of Task Analysis in Teaching New Behavior
Task analysis encompasses breaking a skill into smaller and more manageable segments. Task analysis helps in teaching new behavior by enabling the trainee to understand the minor details involved in a given task bit by bit so that by the time the entire segments join together, the individual will have learned the whole behavior (Kuhlthau, Maniotes & Caspari, 2015) . Importantly, task analysis helps to identify the tiny details in a given process, and when individuals familiarize with the minor details, it becomes easier for them to learn the whole behavior.
Task Analysis for Decision Making Skill
Take a piece of paper and write down the issue at hand that requires decision making
Sample views from the rest of the staff at the organization on what they think about the topic at hand
Organize for a joint meeting and share ideas with members of the team concerning the matter at hand. Allow members of the group to brainstorm the matter at hand and then allow them to explain the factors they feel need to be taken into consideration before making the final decision.
Take note of the contributions that every individual at the meeting makes regarding the topic matter.
Evaluate the feedback from members identifying views in support and those in opposition
Review the suggestions regarding facts that support that particular viewpoint.
Decide by use of factual information supported by the members of the group remaining alert to avoid any bias in the process.
Share the decision made with the rest of the group members while explaining the process used in arriving at that particular decision.
Explain the method proposed for implementing the decision made making sure to elaborate every step in a manner that will make them understand.
References
H. Heck, R., & Hallinger, P. (2014). Modeling the longitudinal effects of school leadership on teaching and learning. Journal of Educational Administration , 52 (5), 653-681.
Kirby, S., Griffiths, T., & Smith, K. (2014). Iterated learning and the evolution of language. Current opinion in neurobiology , 28 , 108-114.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st century: Learning in the 21st century . ABC-CLIO.
Rojkova, K., Volle, E., Urbanski, M., Humbert, F., Dell’Acqua, F., & De Schotten, M. T. (2016). Atlasing the frontal lobe connections and their variability due to age and education: a spherical deconvolution tractography study. Brain Structure and Function , 221 (3), 1751-1766.
Sonka, M., Hlavac, V., & Boyle, R. (2014). Image processing, analysis, and machine vision . Cengage Learning.
