Applied Behavior Analysis - Essay Example

Applied Behavior Analysis (ABA) focuses on identifying observable behaviors and manipulating the antecedents been and consequences of these behaviorsto change unwanted behavior. Applied behavior analysis is highly effective in managing such behaviors as aggression, shyness, and problems in school. The Individual with Disabilities Education Act (IEDA) was passed in 1990 and was most recently amended in 2004. This law ensures that all children with disabilities will receive a free , appropriate public education with emphasis on special education and related service to meet their unique needs. All children between the ages of 3 and 21 are eligible for a special education program and related services (Bos, 2006). Applied behavior analysis and behavior modification are closely related. Technically, behavior modification in schools has become synonymous with reinforcement programs derived from operating conditioning principles (RJanzen,& eynoldes2007). Functional analysis methodology is an assessment strategy that identifies sources of reinforcement that maintain problem behavior and prescribe individual interventions that directly alert that conditions under which behavior occur. Applied behavior analysis involves the following: Observe the childs behavior and select the behavior that interferes with their progress. Performing a functional behavioral assessment – determining what function the behavior plays with the child. For example , in the classroom a problem behavior results in increased attention for a child. Finding way eliminate the problem behavior to prevent it from serving the identified function Find a different, harmless, or positive reinforcement to the child for engaging in that behavior. The reinforces would be similar to the function that the problem behavior served for that child. The child removed from the classroom when the tantrum begins, and he is rewarded with attention when he remain s in control two critical elements to understand the treatment are : understand the function of the problem behavior and identifying effective consequences . (Melucci 2004). The principles of learning that applied behavior problems include positive reinforcement, negative reinforcement, shaping, prompting, fading, extinction, punishment, molding, discrimination learning, task analysis and self- instructional talk. Most of these terms are described than the steps in behavior analysis are outlined. Finally, applied behavior analysis is illustrated with a case study. Reinforcement Reinforcement plays a huge role in governing human behavior. Reinforcement is a way that uses a stimuli, that helps an organism satisfy its biological needs. (Gleitman.,1998). Behavioral psychology, in particular operant condition theory, is based on the supposition that behavior is maintained by its consequences. Reinforce is a consequence that leads to an increase in frequency of behavior and target behavior .They are two type of reinforcement; positive and negative. (Bos&Vaugha, 2006). The principle of positive reinforcement has two parts (1) if in given situation a person’s behavior is followed close in time by consequence, than (2) that person is more likely to exhibit the same behavior when he/she is a similar situation. Some stimuli are positive reinforces for virtually everyone. For example, food is reinforcing for almost everyone who has not eaten in several hours; money also is generally reinforcing. If a teacher who has attend to a child’s temper tantrums begins to ignore the temper tantrums behavior; however, if the teacher continuous to ignore the tantrum and there are other reinforce that follow the tantrum, like peer attention the tantrum should decrease in frequency. Negative reinforcement means taking away something unpleasant if a specific behavior exhibited. A command use in schools is the completion of work assignments to avoid staying after schools. If a teacher scowls at student until the student works, removing the scowl is negative reinforcement. It is very important, to understand that actually determine if a stimulus is reinforcing only after it has been administered contingent on the appearance of a desired behavior. The relationship between a behavior and consequences is called contingency. Contingencies can operate continuously (the consequence follows every occurrence of the target behavior). Punishment Punishment is the removal of stimulus that decreases inappropriate behavior. Punishment should be used to stop behaviors that are harmful to the child or others. Student should be told ahead of time what the consequence (punishment) for exhibiting the behavior will be. When the undesirable behavior occurs, the punishment should be delivered as soon as inappropriate behavior is initiated. Unfortunately, punishment does not ensure that the desirable will occur. For example, a student who is punished for talking in class might stop talking but may not attend to his/her studies for the reminder of the day. Many significant argument against the use of punishment, is ineffective of the long run, provide little information about what to do, fear of punishment often leads to escape behavior In time out, the child denied the opportunity to participate in positive reinforcement for a specified period of time. Shaping Shaping involves gradually changing the existing inappropriate behavior into the behavior that is desired. Behavior is shaped by the ways in which the organism learns and the contingencies and observantly experiences that shaped the organism’s responses. For example, the teacher asks the student to do 15 math problems. Reinforcement does not occur. The teacher should established consistent steps between the current level of performance and the goal behavior and applies differential reinforcement at each step. When the student is consistently successful at one step the next step will be operated and the child behavior must meet the criterion for reinforcement at that step. Task Analysis Students with learning and behavior problems need academic task broken down into smaller, obtainable skills in order to progress. Many instructional tasks are required to compose several smaller steps that occur in specific order. Task analysis is the useful tool for selecting what skill to teach. Molding/Prompting/ Fading Prompting is added stimulus that increases the probability that a desired response will occur. Fading -systemically withdrawing prompts to facilitate independent responding. Molding involves having a teacher demonstrate the desired behavior to a child. Models can be live or filmed. When models are present at the time the child imitates the models behavior. The effects of molding extend beyond the direct and immediate imitation of specific behaviors. Students can learn complex sequence of behavior( e.g. participating in a game). Furthermore, molding effects do not depend on the model receiving reinforcement for the imitated behavior. Steps in Behavior Analysis In applying the preceding principles, the behavior analysis follows theses steps: 1. Identify the target behavior and state it in behavioral terms. If the problem behavior is daydreaming the desire behavior may be to have the child working on a task. The replacement behavior is incompatible with the undesired behavior . 2. Identify the goals and objectives of what you want to be accomplished. 3. Establish a way to measure the target behavior. Counting behaviors is necessary to evaluate behavior change. Since the undesired behavior and replacement behavior are incompatible only one needs to be counted. 4. Evaluate the current level of performance for the child that you see now to establish a baseline. 5. Design and implement interventions that will reduce the inappropriate behavior. 6. Continue to measure the target behaviors to have a way to see if the intervention is effective. 7. Evaluate the effectiveness of the intervention and make modifications where necessary. Illustrative with Case study. The hypothetical case of Osaretin illustrated the seven steps of behavior analysis. Osartien was an 11 year old boy in the 4th grade who was displaying socially inappropriate behavior by taking off his clothes during recess. His teacher asked an Applied Behavior Analysis consultant for assistance in reducing Osaretins inappropriate behavior. The Consult helped the teacher to identify the target behavior she wanted from Osartien which was to keep his clothes on. She stated the problem by asking question” what would be doing if you saw him removing his clothes?” Osartien also displayed physical aggression towards students and staff during recess. Tthe consult helped the teacher define the desired behavior as participating nonaggressive. They found that Osartiens inappropriate behavior only occurred during outdoor playing. This behavior was attempted five times in a 30 minute period and lasted for about 10 minutes. This short amount of time made it difficult for him to master social goals appropriately. Osaretin’s current goal is to remain fully clothed . Based on the analysis of step 3, they created a plan for changing antecedent and consequent events to result in an increase desired behavior and decrease in the undesirable behavior(Reynold,2007). The behavior target in this study was the number of attempts of clothing removal at recess. In order to change this behavior a token economy was implemented during recess. According to Martella, Nelson, and Marchan-Martella (2003), token systems have been found to be effective in removing inappropriate behavior. The design used in this study was A-B- A design. A baseline was recorded, than an intervention was implemented ( token system). The implementation of the token economy used a token board and tokens( pictures of an Oreo cookies). The token board consisted of a picture of a boy with his cloth on, five empty square spaces , and the picture of an Oreo cookies. Every two minutes the timer rang and if Osatein was able to keep his clothes on for the entire two minutes he would receive one token. In addition to receiving the token the teacher pointed to the picture of the boy with all his clothes on, and verbally told him why he was receiving the token. According to Martin and Pear (2003), praise is a type of reinforcement that will strengthen and maintain behaviors. At the end of a 10 minutes period, if Osaretin had all his five tokens he was able to trade them in for one Oreo cookie. If Osaretin attempted to remove his clothes he was instructed or prompted to keep them on. If he had to be prompted, when the timer went off in that session, he was not given a token. The teacher than explained to him why he did not receive the token. The token economy makes the task reward and consequence clear for all the teachers involved (Martella, Nelson, and Marchand, 2003). Osaretin values Oreo cookies since he is rarely allowed to eat them. Because of this, the cookies are a strong enough reinforcement to change his behavior. Each token served as a reinforcement to reinforce the target behavior, which is one of the key principles in an effective reinforcement (Alberto&Troutman, 2006). The token reinforcement is used to exchange for some type of reinforcement of value to the student. (Alberto&Troutman, 2006). The study stated that when using a delayed reinforcement system it increases self-control and decreases the behavior problem. Osaretin did show improvement after token economy was implemented. Osaretin, also may have benefited from a tangible reinforcement to help prevent satiation from occurring. References Albero, P.A.,& troutman, A.C.(2007) applied behavior analysis for teachers(7th Ed). Upper SaddleRiver, NJ:PearsonEducation Inc Cecil, R. Reynolds.& Elaine, F. Janzen. (2007). Encyclopedia of special Education: Areference for the education of children, Adolescents, and adults with disabilities and other exceptional individuals(3ed). Volume (1). Iohn Wiley &sons. Henry, Gleitmman.& Alan, J. Fridlund.(1998). Psychology. (5th Ed). W.W. Norton& Company Ltd Martella, G., R. C., Nelson, J.R., & Marchand-Martella, N.E> (2003). Managing disruptive behaviors in the schools. Boston, MA: Pearson Education Inc. Martin, G., & Pear, J. (2003). Behavior Modification: What is it and how to do it(7thEd). Upper Saddle River, NJ: Prentice-Hall Inc. Nancy, J. Melucci. (2004). Psychology: The easy way. Barron’s Educational Series, Inc. . Read More