Applied Behaviour Analysis - Assignment Example

Running Head: APPLIED BEHAVIOUR ANALYSIS Applied Behaviour Analysis [Writer’s name] [Institution’s name] Applied Behaviour Analysis Answer1 Functional assessment Functional analysis in behavioural psychology is based on applying of the law of operant conditioning inorder to make a strong relationship amongst stimuli and responses. Inorder to analysis the basic function of a behaviour, researchers usually use the "three-term contingency": analyzing what triggered the behaviour, trying to find out if the behaviour being studied can be operationalized, and identifying the results of the behaviour it remains the same. Functional assessment makes use a lot of methods and strategies in order to identify the causes and to identify possible strategies to help in fixing the problem behaviours (Kanfer& Saslow 1969). It can be said that functional behavioural assessment analysis more then just the problem behaviour, it also focuses, on finding out the biological, social, affective, and environmental factors that start, maintain, or discontinue the behaviour being studied (Alberto and Troutman 2009) . Functional assessment is extremely important as helps the observer to study more then just the symptom”. For example it helps the researcher to identify a student’s underlying motivation to flee, or "avoid," a certain situation. Both Research as well as experience such as functional behavioural assessment has proven the fact that behaviour intervention plans which originate from knowledge of why a child does not behave are extremely helpful solving and identifying various behavioural problems (Kennedy 2002). Answer2 Indirect Assessment Indirect assessment is completely based on structured interviews with the child as well as the parents and teachers they are the ones who have direct responsibility for child in question. Interviews with the child could be helpful in finding out exactly how the child perceived the situation and in that situation what made the child behave in the manner he or she did. For this kind of assessment student questionnaires, motivational scales, and checklists may also be utilized (Heward etal 2005). Direct Assessment In Direct assessment the situational factors of the problem behaviour are observed and then recorded. An assessor can observe the behaviour in question in a situation that it is liable to take place and record data by utilizing an Antecedent-Behaviour-Consequence approach. Some observers prefer to utilize a scatter plot in order to have graphic representation of the relationship amongst the specific instructional variables and responses of the subject (i.e. the problem child). These methods may also be helpful in identifying probable environmental factors, reactions, or temporal factors that might have an effect on the behaviour of a child (Gresham etal 2001). The before mentioned tools may be developed specially to study the kind of variable being researched, and may be modified to assess specific behaviours and situations. apart from of the tool, observations that take place continuously over a period of time and situations, and that can measure behaviour in both ways , quantitative as well as qualitative are usually suggested. Data Analysis Data analysis helps the researchers to find out if there is a particular pattern related to the behaviour being studied. If a certain pattern is not identified, then the researcher usually reviews and revises (the functional assessment plan so that a different method assessment can be used. Hypothesis Statement The hypothesis presents an assumption regarding the general conditions due to which the behaviour being studied is most and least likely to take place, as well as the possible outcomes that may help in maintaining it. For example, if a teacher reports that Mary calls out when the teacher is giving instruction to the class, in this case a functional assessment may help in identifying the purpose of the behaviour is to get attention, avoid instructions related to a subject which she dislikes, look for thrill, or both to attain attention as well as avoid instructions related to a subject which she dislikes. Answer3 Behavioural Interventions Parents and teachers have always tried to change children’s bad behaviour (Wolraich 1997) Shaping Behaviour is formed by its results by what happens to a person instantly afterwards. Meaning if a child misbehaves, and is immediately punished after the deed and not after a delayed period, the said behaviour is may not be continuously repeated. Children learn though reinforcement learning. Then, secondly, systematic use of reinforcement (rewards) can form the student’s behaviour towards a desired direction (Safran& Oswald 2003). Behaviour becomes weak if not followed by a reward, and it also becomes weak when followed by a punishment. Children learn to relate certain aspects to certain situations. If they get punished once for colouring on the wall, they will remember it the next time they think about it. And if the punishment is repeated the second time around, the act will diminish all together (Ralph etal 2005). It is very important in the early stages to apply reinforcement strategies, the longer you wait to apply reinforcement, and the harder it will be to shape the child’s behaviour (Zirpoli 2005). Once the child’s behaviour has reached the desired level and has been shaped accordingly, it is best to maintain it through a mild form of reinforcement. Behaviour modification is applied in two ways, one in which the teacher sits and examines the student do an undesired act, and rewards him for it, the student will tend to repeat the act , not knowing its wrong but thinking since he gets rewarded for it (Englemann 1968). Second in which the teacher observes two students in her class, if one performs as undesired act, she punishes him immediately for it, and then praises a student who Is behaving correctly, seeing this, the punished student will very less likely, repeat his undesired act. In behaviour modification, it is important that the right kind of rein forcers be used to shape the correct behaviour. There are five basic types of rein forcers which are most effective. Them being social rein forcers which are verbal comments, praises etc (Osnes & Lieblein 2003). Facial expressions and gestures, graphic rein forcers such as stars or stickers or markers to praise a child, activity rein forcers such as free time when a child performs a wanted task, and tangible rein forcers such as prizes or gifts etc (Christie etal 1984). Modelling Bandura is known for his “modelling effect” notion, where he concluded that modelling was a powerful process that could account for diverse forms of learning. He also promoted the notion that humans are the beings whose learning is shaped and processed from active scanning of information which is present around them (Moxley 2004). It could be in the environment, the community or other people around them. Additionally, he considered learning to be no different among kids, adults or animals. According to Bandura, human beings are not simply lifeless creatures that are present in the environment, in fact, they are the creatures that observe very closely what’s happening around them, and according to this information they regulate their own behaviour (Cowan & Sheriden 2003). Reinforcement Positive reinforcement The process by which people learn to perform acts leading to such desirable outcomes (Furnham 2005). Whatever behaviour led to the positive outcome is likely to take place again, thereby strengthening that behaviour by making a pleasant result contingent onto its occurrence. There are a lot of kinds of positive reinforcement. One of the strongest is praise and recognition for the good work. It is good rewards good performance in class (Reese 1966). It shifts the emphasis and energy of the teacher towards a larger number of students, rather than focus all the attention and time on poorer students. If done correctly it can make all but the worst students feel that the teacher recognizes and appreciates their effort and contributions (Flora 2004). Negative Reinforcement Negative reinforcement is a practice by which individuals learn to behave in manner which results in the removal of or unpleasant consequence contingent onto its occurrence. Negative reinforcement governs a good deal of our behaviour (Cooper etal 2007). Some people do think that it is a reasonable way to manage students in school that is, students who engage in undesirable behaviour should expect something to happen to them. But there are some difficulties with this approach (Tosi etal 1999). First it creates a tense environment (difficult to work everyday where the main motivation is to prevent unpleasant outcomes) secondly, relationships often deteriorates when teachers represent a constant threat to be avoided (Steege etal 2007). Answer4 Generalization is when the original association to a stimulus is extended to include similar stimuli. It helps in marinating certain behaviour (Bowers, etal 2009). It makes an individual respond automatically in a new environment as well as with new people if they have similarities with their pervious experiences In generalization, Hergenhahn and Olson (2005) explain that “ the tendency for an organism to react not only to the particular stimulus it was trained on but also to other related stimuli depends on the commonality between the two” (p. 470) The fact that the subject has a generalized behaviour can be identified by presenting a similar stimulus to the subject. The reaction will be the same. 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