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Behavior Learning Models
By
Stacey R. Ferrell
A comprehensive exam response submitted in partial
fulfillment of the requirements for the degree of
Master of Science in Psychology
Purdue University Global
5/10/2022
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Behavior Learning Models
When working in the field of psychology, one learns theories and models that assist with
getting to know your client and providing them assistance. Some theories can help determine
why a person is acting in a certain manner. Theories also help to determine why a person has
become the individual they are at the time of service. Behavior models help to determine how a
psychological professional is going to assist their clients. Individuals that need behavior therapy,
are more than likely to suffer from a cognitive disorder such as mental illness, depression,
anxiety, or traumatic brain injury. Adam was recently involved in a motor vehicle accident that
changed his behavior while driving. When driving now, Adam has begun obsessively using his
breaks at unnecessary times. This inappropriate behavior is putting Adam at risk of severely
hurting himself or those around them. As a psychological professional, it is important to find a
behavior model that is going to help Adam overcome his newfound fear of being in a motor
vehicle accident. As a psychological professional it is important to produce a positive treatment
plan for Adam because he is going to have to learn how to drive without being in fear. The
accident caused him to be fearful of other vehicles around him and establishing the treatment
plan using the ideal behavior module will provide him with the most benefit.
Classical Conditioning Model
There are five components of the classical conditioning model that help to make it
functional. The five components are the natural stimulus (NS), unconditioned response (US),
unconditioned response (UR), conditional stimulus, and the conditioned response (CR). This
learning model was created by Ivan Pavlov, which is also referred to as the Pavlovian model
(Rehman, et al., 2021). When using this learning model, the different responses are essential to
how they will interact with the individual’s situation. When using the classical conditioning
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model, it is important to understand the different responses, because this will ultimately
determine the treatment that will be given to the client.
The neutral stimulus (NS) is the stimulus that does not have a response (Rehman, et al.,
2021). When considering this response to Adam’s new behavior, the car accident would be
considered the neutral stimulus. The accident did not provide a response, Adam’s behavior
responded to the action that occurred. Before the accident, Adam was a normal driver that only
used his breaks when they were necessary. Once the accident occurred, this triggered an amount
of fear in Adam that from that point on, he only felt as though he was safe when he used the
brakes more frequently than what he would have done previously.
The unconditioned stimulus (US) is the stimulus that is responsible for creating an
automatic response (Rehman, et al., 2021). In the situation with Adam’s car accident, the
response would be the hit from the car accident that is now making him afraid of other situations
on the roads. When Adam experienced his first accident, it triggered a response in him to use the
break more frequently while he is driving. This new behavior is something that has created a
stimulus that otherwise would not have been created if it were not for the accident occurring.
The unconditioned response (UR) is an automated response that provides a given
stimulus (Rehman, et al., 2021). Adam’s situation would see this response as his fear of driving.
His fear of driving has developed from the accident that occurred. He is expressing this response
by obsessively using his breaks during times when breaking normally would not be necessary. If
it were not for the accident occurring, it is possible that Adam would not have developed the
notion of frequent breaking was a safer way to operate his vehicle. However, when he was
involved in a motor vehicle accident, he developed a method of thinking that by using the break
frequently, he is keeping himself safer.
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The conditioned stimulus (CS) is the stimulus that could potentially cause a conditioned
response (CR) in the future (Rehman, et al., 2021). The automobile is Adam’s situation that has
become his conditioned stimulus. Since the car is where Adam was when the accident occurred,
this has created in him, a newfound fear of driving. When entering a vehicle now, Adam is
fearful of an accident occurring. To help Adam cope with this fear while driving, he feels that the
breaks are his safe space. By using the breaks more frequently, Adam believes that this needs to
be done to have a safe trip to wherever he is going at that time.
The conditioned response (CR) is the same as a conditioned stimulus (Rehman, et al.,
2021). According to Rehman, et al., (2021), “the conditioned stimulus is a stimulus that can
eventually trigger a conditioned response.” The car accident Adam was involved in has created
the response of repeatedly using the brake pedal. Fear has made him think that the breaks will
always keep him safe, even when it is not necessarily true. This is a false idea that Adam has
created within himself.
Adam was involved in a motor vehicle accident, which can be considered a traumatic
event. His use of breaks during unnecessary situations is an example of an intense reaction to the
accident, even though the traumatic event is not reoccurring (Kaczkurkin, et al., 2017). Taking
into consideration Adam’s controlled response to this traumatic event, the psychological
professional is responsible for developing an effective treatment plan. The treatment plan is
going to provide steps that will help Adam overcome his fear of driving. Developing a treatment
plan for Adam could be difficult if the proper steps are not followed, or if the proper learning
model is not used.
Creating a treatment plan involves understanding the client and their unique situation.
The goal of Adam’s treatment is to subside his fear of driving, which has been created by an
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automobile accident. Using counterconditioning in Adam’s treatment could be beneficial.
Counterconditioning is a technique that uses a behavior that is changed when a new association
with another stimulus (Keller, et al., 2020). To make Adam’s new fear of driving and obsessive
use of the breaks, it is important to find a new stimulus to change his fear. Proper treatment
would include discussion about the accident and how it occurred. Learning more details will
provide the professional with ideas on how to effectively help Adam. The counter condition in
Adam’s situation would be the example of a safe trip without repetitive breaking occurring. The
learning that is produced by counterconditioning inhibits retrieval of the original learned
behavior that occurred due to the initial fear response (Holmes, et al., 2016). As part of Adam’s
treatment, the safe driving trip is an example of the counterconditioning method being applied.
Taking his fear and obsessive use of the brake and replacing it with safe trips that do not use
obsessive breaking is an example of a successful treatment plan.
Operant Learning Model
Skinner founded the operant conditioning model, believing that an individual’s behavior
can be affected by the environment around them (Cherry, 2020). Individuals’ behavior is shaped
by the consequences that they encounter (Overskeid, 2018). If the environment controls human
behavior, it is important to know what the environment is. Adam was involved in a motor vehicle
accident that has changed his behaviors when he is operating a motor vehicle. When considering
Skinner’s theory that the environment is responsible for this behavior change, the professional
should begin to look at the other drivers on the roadways as being the environment needed for
the change to take place.
When looking into Skinner’s theory model, an individual’s behavior is controlled by the
consequences of the person’s actions (Staddon & Cerutti, 2002). If this theory is followed to
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figure out the reason for Adam’s changed behavior, the psychological professional will need to
investigate the environment and his newly found behavior. In this situation, the behavior that has
just begun would be the repetitive use of the brake pedal in the car. Before his accident, no
information was provided on how often he used the breaks while driving, however; it has been
disclosed that he now uses them obsessively.
Before Adam’s car accident, it is assumed that he was a normal attentive driver who did
not excessively make use of breaking at inopportune times. His learned behavior is to press on
the breaks to avoid a collision. His obsessive use of the brake pedal Adam is a way of preventing
another motor vehicle accident from occurring. This newly learned behavior is a result of the
collision, which is the consequence of what would occur if he failed to use the break.
Thinking about the operant learning theory, it is important to understand what reinforcers
and punishers are. In Adam’s situation, the reinforcer would be by using the breaks frequently,
he is avoiding a collision from occurring. His punisher would be if he did not increase his use of
the brake pedal, he would be involved in another car accident. The reinforcers and punishers are
important to make note of, especially when developing a treatment plan for Adam to overcome
his new fear of driving.
Developing a treatment plan for Adam will involve using either positive reinforcement,
positive punishment, negative reinforcement, or negative punishment. Behavior modification is a
type of behavior therapy (Scott, et al., 2021). Reinforcers increase the likelihood of an
individual’s behavior continuing, while punishers decrease that likelihood (Scott, et al., 2021).
The goal of treatment is to help Adam stop using the brakes in his vehicle. Having Adam
participate in therapy sessions where he would learn to not use his brakes when unnecessary,
would be an experiment that could find a conclusion to his fear. As part of his treatment, having
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Adam drive in low-traffic areas would remove the threat of a collision occurring. For every week
he does well driving, he should be given the option to put more locations in his daily routine. The
plan behind this idea would be that Adam will slowly become more comfortable with driving in
traffic without using the breaks too frequently.
The problem with this may be, that the professional would not be able to be with him
while he is completing the driving on his own. Finding a way to do this within the office setting
could prove to be difficult, however, they could use a stimulator that resembles actual driving on
busy roadways. This plan would show Adam how to operate his vehicle while in traffic and not
have to use his breaks for every situation that occurs. The goal is not to make Adam not want to
use his breaks at all, just to calm down on how much he does use them.
Social Observational Learning Model
Bandura’s social learning model was built on the belief that there is more than one view
responsible for individuals learning (Rumjaun & Narod, 2020). Learning through conditioning is
another possible focal point of the social learning theory. In Adam’s situation, his condition of
using the brake pedal is rewarding to him, because it is preventing him from being involved in
another collision. His memory is what reinforces his behavior (Cherry, 2021). His memory is
what happened in the car accident. While in-depth details are not provided in the scenario, it is
assumed that his accident was not severe, but was enough to cause him to have traumatic stress
from the occurrence. This theory suggests four main steps are included for proper treatment to be
provided. Those steps are attention, retention, reproduction, and motivation (Cherry, 2021).
Attention is when an individual follows along with a certain process. In Adam’s situation, he is
paying closer attention to the traffic around him and using his brake pedal more frequently when
it is not necessary. Since this behavior has taken a more interesting behavior to Adam, he is
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likely to pay closer attention to when the breaks are being used (Cherry, 2021). Retention is the
human ability to store vital information in our memories (Cherry, 2021). Adam learned to drive
and retain the laws about driving privileges. Since his motor vehicle accident, Adam has taken
the retained information and applied it to the excessive force to the rules of using the breaks
while driving. Reproduction is when an individual takes the learned information and puts it into
action (Cherry, 2021). Driving takes practice and substantial amounts of time to feel comfortable
enough to perform. Adam’s car accident has left him not reproducing what he has learned about
driving. The reason for this lapse in retention could be due to the trauma of the accident
occurring. By using excessive breaking habits, he has taken traditional driving instructions and
increased them in a way that makes him feel more comfortable with driving. Adam is thinking of
himself when driving and using the breaks at an immature time because this could also cause an
accident to occur. Motivation is when an individual becomes motivated to use the skills that have
been learned (Cherry, 2021). At some point in time, Adam has completed a driver’s education
training class. This class taught the proper instruction that was needed on how to properly
operate a motor vehicle and when using the breaks should be performed. Up until his accident,
Adam was successful in demonstrating his driving skills. After the accident, Adam has taken
what he used to do properly and enforced it to make himself feel better and safer. Having Adam
participate in treatment that shows he is not benefitting from the excessive breaking would be an
example of motivation. He will need to witness a successful trip with no accident, which could
be a reward that will help him to overcome his new breaking habit.
Adam’s situation is unique in a way that is not a traditional problem that is addressed by
clients and professionals. Some individuals will develop post-traumatic stress disorder (PTSD)
after surviving a motor vehicle accident, approximately 39.2% (Tull, 2019). Looking into
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Bandura’s learning model can easily describe how this learned driving behavior can change
based on observations that are made by the individual. Applying this to a treatment plan may
potentially help Adam overcome his fear. It is important to provide treatment in a setting where
he can be introduced to the behavior that he needs to relearn. He needs to have the behavior
displayed in action so he will be able to reproduce the action (Horsbaugh & Ippolito, 2018).
After introducing Adam to the proper method of using his breaks when driving, the professional
will have to provide a way for him to practice the method of breaking. This action will involve
his cognitive process that will allow Adam to retain the proper breaking process (Horsbaugh &
Ippolito, 2018). The next step would be for Adam to practice the given information and show
what he has retained. This process will allow Adam to reenact the observed breaking behavior
(Horsbaugh & Ippolito, 2018). Finally, after Adam has completed the necessary steps in order,
he will need to be motivated into performing this action on his own. Once Adam completes this
step, he has expressed and demonstrated his ability to drive and use the breaks properly without
using the brake pedal at unnecessary times.
Using a human model to learn this process could also be beneficial in providing adequate
treatment to Adam. A possible human model could be someone who Adam is comfortable with.
He could ride in a vehicle with this person for an agreed amount of time. This time would be
agreed upon by the psychological professional and Adam. Riding as a passenger would provide
Adam with much-needed time to learn how proper braking can lead to a safe trip. By following
this model, Adam will be using the social learning theory at his own predetermined pace. Each
trip that is taken with no accident occurring, is a reinforced behavior to Adam. That
reinforcement will help Adam become motivated to want to drive in the same way he did before
his accident occurred. The goal of this learning method is to show Adam that even though he is
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suffering from possible PTSD or anxiety disorder, his behavior can be overcome. As a
professional working with Adam, the important detail to remember is having Adam feel
comfortable with safely operating a motor vehicle for himself and those on the roads around him.
Using a human model seems to be something that Adam would benefit from.
Conclusion
Individuals who are involved in motor vehicle accidents take the risk of developing long-
term mental conditions, including anxiety, post-traumatic stress disorder (PTSD), and
depression. These effects can occur regardless of the severity of the accident. In Adam’s
situation, he has developed a behavioral disorder from the collision. This behavior change has
made Adam make decisions while driving that are putting him along with other drivers at risk.
His learned behavior is associated with obsessive breaking to prevent him from being in another
car accident. Providing treatment to Adam is necessary so that he can change his learned
behavior and continue with the previous behavior that was taught to him when taking his driving
education course. Adam’s condition is a result of the traumatic event in which he was involved.
Several learning models were discussed in detail about how they would be effective in providing
treatment to Adam. Possible treatment plans were discussed as well as how to deliver those
plans. While there are benefits to all the models, the psychological professional needs to choose
the proper one that would be most effective for them to deliver to Adam. Each model has
different options that could prove to be a positive treatment in providing care to Adam. The goal
of treatment is to help Adam overcome his fear of driving and obsessive use of the breaks. It is
important to bring it to Adam’s attention that what he is doing could potentially cause him more
harm than it is doing good. Using the social observational learning model will help Adam to
relearn what was previously taught to him. By relearning normal behaviors, Adam will
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eventually be able to continue driving in the same way he was before he was involved in the
accident. Giving treatment to Adam that will improve his behavior will also help him to
overcome any anxiety that has been caused by the traumatic event. As a psychological
professional, working directly with Adam to help him overcome this disability is an essential
part of his treatment. Therefore, it is important to have proper knowledge of each learning model
that could be used to provide treatment to any clients that may be suffering from new behavior
disorders.
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