Applied Behavior Analysis - Essay Example

Assignment: Applied behavior analysis is a discipline that is concerned with the application of behavioral science in the real-world settings for example in clinics, schools, and industry with an objective of improving socially issues that are culturally relevant such as behavior problems and learning. ABA as commonly abbreviated is a particular form of behavior modification. ABA involves the process of periodically applying arbitrations based upon on the principles of learning theory to socially improve significant responses to a particular meaningful degree, and in addition to demonstrate that the interventions employed are culpable for the improvement of practice. Applied behavior analysis mainly focuses on the principles that explain how the learning process takes place involving principles such as positive reinforcement (Sugai & Horner, 2006). Applied behavior analysis (ABA) can be exercised in structured situations for example in a classroom lesson situation as well as in our day to day situations such as family time (dinner or any other time the family members are together) or the neighborhood playground and the general relationship between people working or living together currently, ABA has been widely recognized as a safe and effective treatment for autism. The technique has been worldwide endorsed by several state and federal agencies. Among them are the U.S. Surgeon General and the New York State Department of Health (Sugai & Horner, 2006). ABA is used for anything. In case of behavior, that can be observed, ABA principles exist in that they can be used to access the response by either increasing or decreasing that particular behavior. An effective ABA program contains several components that meet the criteria of research-based, effective interventions to be used as a qualified ABA program (Horner et al., 2005). Some of the components include Antecedent manipulation, Behavioral treatment, Comprehensive intervention, Joint attention intervention Modeling, Naturalistic teaching, strategic Peer training, and Pivotal Response Training Schedules, Self-management, and Story-based interventions. Positive behavior support being one of the major components of ABA is an empirically validated and function-based approach used to eliminating challenging behaviors and replaces them with prosaically skills. Using the positive behavior support approach decreases the need for more aversive interventions such as punishment or suspension and leads to both systemic and individualized change. Positive behavior supports as an Evidence-Based Practice in Applied behavior analysis was chosen as a topic of discussion to analyze and identify knowledge gaps that demand further investigation. The primary aim of wanting to review on the selected topic is to provide the reader with a much more comprehensive background for understanding the current knowledge and to highlight the significance of the new research (Griffin & Parker, 2007). The review, however, can help refine focus a broad research question that can be useful for both topic selection and topic refinement. The analysis can also be helpful in developing conceptual and theoretical frameworks literature. The literature review process started by first identifying the topic of the study, of which, positive behavior supports as an Evidence-Based Practice in Applied behavior analysis was selected. Having sufficient literature was important, as the review is a topic-based academic assignment. A systematic approach was considered being the most likely one to generate a report that will probably be beneficial in informing practice. Computer databases offered access to vast quantities of information, which were retrieved more easily and quickly than using a manual search. There are numerous electronic databases that deal with specific fields of information. The electronic database used for this particular review was the Google Scholar. The named database (Google scholar) is a web search engine that is freely accessible, and it indexes the full text or metadata of particular scholar literature. Keyword searches were the most common method of identifying research. The keywords, however, needed carefully consideration in order to select terms that will generate the actual data being sought. Apart from the electronic database, existing literature reviews, and systematic reviews also served as important sources of data. They offered an excellent overview of the research that had already been undertaken so that the relevance to the present work could be easily determined (Canter & Canter, 2011). The literature reviews also suggested the bibliographic references for those works that can be accessed. When undertaking the literature search, important questions in determining whether the publication should be included in the review were defining the type of source. The step that followed was analyzing and synthesizing the literature. At this point of the process, what had been determined as appropriate research had already been gathered? A first reading of the article that had been collected was done so as to give a sense of what they were about. The publication contained an abstract at the beginning of the page, which helped with the review process and enabled the decision as to whether it is worthy of further reading or inclusion. At this point, it was beneficial to undertake an initial classification and grouping of the articles by the type of source (primary, secondary, conceptual, opinion). After the decision of which studies to review, a way of ordering them was determined. The research question was kept in mind, acting as a guideline as to whether the question was relevant. Lists of one paragraph summaries were outlined in a chronological order. The review was arranged in the form of topic, problem (solution) and cause (effect). The review is also organized on the basis of argument and counter argument, either agreeing with the hypothesis or disagreeing with it. Positive behavior support commonly abbreviated as PBS is an applied science that uses educational, and other formal systems change methods to enhance the quality of life and minimize problem behavior. The uniqueness of PBS lies in the fact that it integrates nine critical features into a whole. The nine features include: a comprehensive change in lifestyle, a lifespan perspective, ecological validity, participation of stakeholders, social validity, systems change, emphasis on prevention, flexibility in scientific practices, and multiple theoretical perspectives. Positive behavior support emerged from three primary sources, namely, the applied behavior analysis, the normalization/inclusion movement, and the person-centered value. Applied behavior analysis is a systematic extension of the principles of operant psychology to problems and issues of social importance. Applied behavior analysis has made two significant contributions to the Positive Behavior Support. First, it has provided one element of a conceptual framework relevant to behavior change. Secondly and more important, it has produced a number of assessment and intervention strategies. During the research process, the criterion for inclusion and exclusion was also applicable. The research was based on analyzing Positive Behavior Support as Evidence -Based Practice in Applied behavior analysis. Articles that were included in the review exhibited several desirable characteristics and were relevant to the topic. Items featured in the research had to portray features like a definition of culture. The articles gave a clear definition of and a focus on problem behavior(s). Articles that focused on behavior management and discipline, and suggested for culturally and contextually relevant behavior management strategies were included in the review process. Articles that were not published in a peer-reviewed publication and did not have a focus on behavior management were excluded from the review process. Positive Behavior Support subscribes to the principle of normalization, namely, that people with disabilities should live in the similar settings as others (without disabilities) and have access to the same types of opportunities as others. The fundamental of normalization therefore rests on the idea of social role restraint, stating that the primary goal is to ensure that people who are at risk of being rejected are assisted to assume valued social roles hence significantly increasing the possibility that they will be granted respect from others as well as acquiring an equitable share of the existing resources. The normalization principle automatically leads to the principle of inclusion (Sugai et al., 2012). Over the past one and a half centuries, American social history has been typified by an increasing emphasis on the rights of individual extended to formally dominated groups therefore facilitating the inclusion of the groups into the mainstream of society. Positive Behavior Support has made many valuable contributions to improving the quality of life for people especially those with developmental disabilities. It is therefore not surprisingly how there is a mistaken perception in the field that the approach is applicable majorly to this population. There is clear evidence that Positive Behavior Support is undergoing a rapid extension to other populations as well. The application of Positive Behavior Support has expanded to include people with traumatic brain injury, typically developing children with school discipline problems, and children and youth with emotional and behavioral disorders. Reference Canter, L., & Canter, M. (2011). Assertive discipline: Positive behavior management for todays classroom. Santa Monica, CA: Canter & Associates. Griffin, M. A., Neal, A., & Parker, S. K. (2007). A new model of work role performance: Positive behavior in uncertain and interdependent contexts.Academy of Management Journal, 50(2), 327-347. Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. Individualized supports for students with problem behaviors: Designing positive behavior plans 359-390. Sugai, G., & Horner, R. R. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School psychology review, 35(2), 245. Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., ... & Ruef, M. (2012). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions,2(3), 131-143. Read More