This study investigates how the surrounding environment can be affected by the mindset lying within the behavioral psychology, behaviorism, to optimize autistic peoples learning possibilities. The behavioristic theory focuses on humans’ actions and behavior instead of mental processes, which is compatible with the fact that people diagnosed within the autism spectrum suffer from a developmental disorder, why their learning opportunities are increased by palpable and specific methods. Autistic people have weakened or absent social, communicational and imagination skills, and as a consequence, their possibilities to be part of meaningful social relationships are often hindered, why learning and competence development is of great importance. Through analytic processes the focus of this study has been on how to organize and improve the spaces autistic people interact and mature in, through behavioristic principles, so they invite to and increase learning possibilities and competence development. Furthermore it is discussed whether the behavioristic theory is sufficient to give an adequate answer to this issue, and it is suggested that a combination with cognitive psychology might have given more comprehensive concluding answers. In spite of this is the conclusion, drawn from this study, that encouraging surroundings for autistic people can be organized by behavioristic principles, as long as educational and pedagogical dynamics are attributed.
|Educations||Psychology, (Bachelor/Graduate Programme) Graduate|
|Publication date||22 Jan 2013|