Ch. 9 and 10

a) Successful mastery from a behaviorist point of view would mean that the student who is being instructed has made a long term change in the way they approach the material or skill.This is because behaviorism posits that learning is defined by a behavior change. For instance, if I was instructing students in a 5th grade sped classroom on how to make sure their sentences are structured correctly, I would define mastery as having seen them consistently approach the sentence building using the steps I taught them, instead of their own version or "winging it".
From the social cognitive viewpoint, mastery is internalized, and I may not be able to correctly assess a student's mastery through behavior/performance measurements. I might be able to probe by asking students what they learned and what knowledge they retained about certain content or skills, but they might not demonstrate it in a real-world setting.

b) if I was approaching my CSEL case from a behaviorist viewpoint, I might use ABA and then identify the antecedents to my student's aberrant behavior so I could figure out what it is that I needed to support. If I suspect that she wants attention, I can teach a behavior that will serve the same function (i.e. doing good work, staying on task, earns attention)
From the social cognitive viewpoint, I would want my student to really work on her own self-regulation so that she could finally cooperate within her group setting. I might use vicarious reinforcement to model to her that students who regulate themselves are rewarded, without singling her out.