The Utility of Developmental Behavioural Modelling (DBM®) to Identify and Enhance the Individual Learning Process: A Case Report

Individual differences in the learning process have been historically difficult to identify and successfully resolve. The Behavioral Methodology of DBM® is designed to identify these differences. This paper is an example of the utility of applying DBM® models both remedially and developmentally in the learning process of a 14 year old student’s low performance in Mathematics as well as the change work made with the psychological issues involved. The transitions which have been explored are, firstly, in terms of thinking abilities, from following others in her process of learning to leading her own learning; and, secondly, in terms of identity, from being “silly” to being “clever” (self-concept), from not being able to being able (self-worth), and from not liking herself to liking herself (self-esteem).Semi-structured interviews and a qualitative methodology have been used. The results show a change in the subject’s thinking abilities by leading her own process of learning, as well as changes in her self-concept (she thinks she is clever), self-worth (she thinks her performance depends on her) and self-esteem (she likes herself as she is). These changes have been identified in other areas such as Science and Sports. A follow up shows that changes remain.

Keywords: Case report about changes in thinking abilities and identity in a secondary school student by using DBM® models to work on her leadership and self-management during her process of learning

International Journal of Pedagogy and Curriculum, Volume 19, Issue 2, pp.123-137.