Applied Behavioral Analysis II - Essay Example

Applied Behavioural Analysis II Project 6 Case Study Martin Question Martin employed the differential reinforcement of other (DRO) desired behavior. The differential reinforcement is used to reduce the frequency of a behavior that is not desired by reinforcing other behaviors other than the behavior that is not desired (Sundel and Sundel 68). In other words, the inappropriate behaviors are ignored and the reinforcement is offered to the desired behavior. Using differential reinforcement of other (DRO) method, the behavior that is not desired is extinguished and the behavior that is desired is reinforced positively. There are cases where the behavior reinforced by the DRO can be undesirable (Sundel and Sundel 68). Question 2 According to the data provided, the intervention employed by Martin worked. The behavior exhibited by the patient Sara included banging her head against the wall, pulling her hair, and biting her arm. These behaviors according to the differential reinforcement of other (DRO) procedure were inappropriate. From the data provided, the frequency of biting her arm reduced from 10 to 7, the frequency of pulling her hair reduced from 23 to 5, and the frequency of banging her head against the wall reduced from 15 to 6. The method was not that successful although it reduced the frequency of the inappropriate behavior. The method is most effective for children aged four to twelve; Sara was only fourteen years old. For middle school setting in which Sara belongs, the method is used for integration into the self-management plans (NPDC on ASD 1). Question 3 The ABAB reversal design has ethical and practical limitations when the intervention is withdrawn. The ethical issues become significant when the behavior that is being targeted is more problematic; this is the case with the Tier 3 RTI cases. In ABAB reversal design can be lengthened to for full observance of the return to baseline. Another limitation with this method is that some of the target behaviors can fully exhibit the return to baseline. In such a case, the learned behaviors partially return or they are returned on the basis of variability or the rate of learning. The resultant effect is the weak version of the reversal design in majority of the academic situations (Burns and Riley-Tillman 46). Due to these serious limitations, the method is faced with a number of ethical issues as discussed above. If Martin had used the method on Sara, a number of ethical issues could have been raised concerning the method. These ethical implications include the problem with the behavior of the target, and the partial return of the learned behavior. The inappropriate behavior of Sara from the present method used proved problematic and using the ABAB reversal design method, the problem could have been magnified further due to the fact that the reversal method not perfect in solving the learned inappropriate behavior. Question 4 The graph is very useful in the determination of the progress of the behavior in question. The graph is used for the comparison between the frequency of the behavior and the baseline. On the x-axis, the types of the inappropriate behaviors will be plotted. On the y-axis, the frequency of the baseline and the intervention will be plotted. Question 5 A functional relationship occurs when an event can used reliably in the manipulation of the other event. “Applied behavior analysis principles and procedures can define the functional relationship between behavior and environmental events through the examination of observed behavior and environmental factors” (Mathur, Quinn and Rutherford 528). The identification of the functional relationship is important for the creation of an effective positive behavior support plan for the students with emotional and behavioral disorders (EBD) (Mathur, Quinn and Rutherford 528). The functional relationship can be used effectively in the design of the intervention since it takes into consideration the environmental and behavioral factors. Project 8 Question 1 ABA (applied behavior analysis) is an approach that is used to change the socially important behaviors that employ the use of the scientifically established learning principles to bring about the changes (Kearney 19). The interest in ABA has been motivated by my education and professional background. The rich education background has been characterized by learning a number of techniques to mitigate inappropriate behaviors and bring out positive behavior patterns. In terms of professionalism, the vast experience in dealing with social behavior has helped in the growth of interest for ABA. Question 2 My main area of interest is the area of the students with emotional and behavioral disorders (EBD). This is because EBD represents a number of heterogeneous students who might be sharing a common educational label. The choice of the field of study has been used for the conducting research in ABA and specifically in the area of individuals with mild disabilities such as EBD. There is a big opportunity to become a professional ABA because of the fact that the filed has not been studied extensively. Question 3 I possess the following skills which I believe are suitable for the success of my career as an ABA professional. The skills include; legal and ethical considerations, measurement of behavior, emergency procedures, characteristics and the definition of applied behavior analysis, selection of the target goals and behaviors, data display and interpretation, maintenance and generalization, accountability, incidental learning, performance management, weakening behavior, demonstrating functional relations, and establishing and strengthening behavior. Question 4 Several skills need to be enhanced in order to gain more experience in this field of study and career. I believe that the legal and ethical considerations require more emphasis due to the various methods that are used to mitigate abnormal or inappropriate behavior. Another skill that needs to be enhanced is performance management, accountability and incidental learning. The strengthening of the mentioned skills will definitely enhance my success as an ABA professional. Question 5 a. Certification I plan to acquire my certificate as soon as possible and with the best grades. For my certificate I will take into consideration the course units provided by the institution. The course units that will feature in my final results will have to be a reflection of what I aspire to be in the future. b. Any state requirement you need to meet to work in your area of interest There are several guidelines and rules that have been put into place by the government that govern the conduct and behavior of the professions in the ABA field. Such regulations and rules need to be taken into consideration and fulfilled before venturing into the practice fully. c. Future educational goals My future educational goals will entail the expansion of my scope of study through taking other certificates or diplomas that are relevant to ABA. A study of the ethics will be significant when making hard decisions such as the appropriate and efficient method to mitigate the inappropriate behavior. d. Plan for ongoing professional development Exposure to a number of inappropriate behavior cases will enhance my skills and as well as professional development. Forums and workshops will sharpen my skills in this field and eventually lead to a positive professional development. Project 9 Case Study 1 Question 1 The target behavior to be addressed is pushing, kicking, hitting, and biting other children in the class. The inappropriate behavior usually occurs when William is in class. The frequency of the behavior is the same as the number of the class sessions. The behavior begins and ends within the classroom setting. A lot of force is inflicted on the victims and the force includes pushing, kicking, hitting, and biting other children in the class. Question 2 Behavior-oriented strategy will be used to assess the behavior of William. The clinician uses this strategy to focus on the happenings when a particular behavior occurs. The strategy takes into consideration the problem behaviors and it does not include the behaviors that are considered problematic (Handler and Smith 127). The assessment method chosen will provide clues to the cause of the inappropriate behavior. Question 3 Scolding does not assist in the mitigation of the problem; the child was not provided with a positive reinforcement behavior that would reduce the present behavior. Instead, the reinforcement was negative and it assisted the child in enhancing the inappropriate behavior. Question 4 The effective behavior modification program for William will combine DRA (differential reinforcement of alternative behavior) and DRO (differential reinforcement of other) methods. Both methods can be used effectively to decrease the frequency of the undesired behavior by developing the appropriate behaviors. The two methods are used as an alternative to the aversive techniques; it is a requirement for both techniques to identify the reinforcers that sustain dangerous behaviors and self-injurious behaviors through functional analysis (Sundel and Sundel 69). Question 5 The behavior psychology or theory focuses on how the behavior of an individual results from the stimuli within the individual and the environment. The behavior exhibits itself while at the same time controlling other variables related to the behavior (AllPsychONLINE 1). The techniques selected coincide with the behavior of the child (William) and it is the appropriate technique that can be used to mitigate the inappropriate behavior. The behavior theory asserts that the behavior can be stimulated from the within the individual or from the environment. Question 6 The modification program will be evaluated by the frequency of the behavior over a period of time. The frequency of the inappropriate behavior will be recorded before the start of the mitigation process and subsequent records will be made during the mitigation process. The reduction in the number of frequencies will show that the modification program was successful and increase in the number will indicate a failure. In correcting William’s behavioral problem, the chance of spontaneous recovery occurring once the intervention has been successfully instituted cannot be overruled. Spontaneous recovery according to psychologists is the increased recovery of a behavior caused by conditioning during as season of rest without appropriate reason for such an occurrence (Burns, and Riley-Tillman, 2009). In order to deal with spontaneous recovery in William’s case, in the event that it occurs, a modified recall procedure will be applied. Case study 2 Question 1 The major obstacles to the application of a behavioral strategy are; (a) the environmental destructive behavior that is strongly habitual, (b) the switching of behavior takes amount of practice, and (c) any of the new behavior is weak and inconsistent. Before making any changes, the factors that affect the program need to be checked and these factors include the elements that obstruct the implementation of the new behavioral strategy (Koger and Winter 113). Question 2 The switching of behavior needs a considerable time and effort to take effect; permanent and instant change does not occur immediately (Koger and Winter 113). The program can be enhanced further if the patient is motivated by more rewards that are appealing. There is a possibility that the patient finds it difficult to reach the minimum number of tokens to get the reward. A change in the minimum number of tokens can motivate the patient to complete the activities. Question 3 Response priming procedure requires the patient to be present in the structured response condition where the reinforcement of the suggestions occurred; response priming does not require the invitation of the patient. O’Brien et al. (28) asserts that the suggestions increase when the priming is used and they are reduced when the priming is withdrawn. The concept of response priming can facilitate the behavioral change of Annie. Question 4 DRA (differential reinforcement of alternative behavior) method can be used as an alternative. It requires the reinforcement of an alternative behavior other than the present behavior. DRA involves the use of positive reinforcement to decrease one behavior while increasing another thereby showing the difference between desirable and undesirable behavior. Generally, the procedure involved in DRA encompasses selecting behaviors to be dealt with and selecting alternative communicative or incompatible behaviors (Usu.edu, nd). The time interval is also determined and the criterion to be used set taking it seriously to ignore undesirable behaviors while monitoring the individual’s performance. Works Cited “Evidence-Based Practice: Differential Reinforcement.” The National Professional Development Center on Autism Spectrum Disorders (NPDC on ASD). The National Professional Development Center on Autism Spectrum Disorders, n.d. Web. 18 May 2011. “Introduction to learning theory and behavioral psychology.” AllPsychONLINE. AllPsychONLINE, 2004. Web. 19 May 2011. Burns, Matthew, K. & Riley-Tillman, Chris, T. Evaluating Educational Interventions: Single-Case Design for Measuring Response to Intervention. New York, NY: Guilford Press, 2009. Print. Handler, L. & Smith, S. The Clinical Assessment Of Children And Adolescents: A Practitioner’s Handbook. New York, NY: Routledge, 2007. Print. Kearney, Albert, J. Understanding Applied Behavior Analysis: An Introduction to ABA for Parents, Teachers, and Other Professionals. Philadelphia, PA: Jessica Kingsley Publishers, 2008. Print. Koger, S. M. & Winter, D. D. N. The Psychology of Environmental Problems. New York, NY: Routledge, 2004. Print. O’Brien, F., Azrin, H. & Henson, K. “Increased Communications of Chronic Mental Patients by Reinforcement And By Response Priming.” Journal of applied behavior analysis 2.1 (1969): 23-29. Print. Sundel, Martin & Sundel, Sandra Stone. Behavior Change in the Human Services: Behavioral and Cognitive Principles and Applications. Thousand Oaks, CA: SAGE, 2004. Print. Usu.edu (nd) Differential Reinforcement. Retrieved 21 May, 2011 http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Differential.pdf Read More