...ent Applied Behavioral Analysis and Case Studies Bobby, Jackie, and Emma Joshua Stewart Kaplan University PS360- Unit 4 Assignment Prof. Chrystal Ayala June 15, 2015 Applied Behavioral Analysis and Case Studies Bobby, Jackie, and Emma Applied Behavioral Analysis is a natural science that aims to systematically apply intervention processes using the behavior learning theory in order to remove or change undesirable socially significant behaviors (Cooper, Heron, Heward, 2007). Applied behavioral analysis can be applied in many setting and situations and the intervention process and techniques depend on those settings and individual situations. Applied behavioral analysis is used to modify target behaviors that can occur in the home, in the community, in an educational setting, and is even used to aid in treatment for rehabilitation programs. Through the use of different components of ABA such as operant conditioning, reinforcement, modification programs, and extinction to name a few, one will develop a behavioral modification plan to best suit each client’s specific needs. In the first case, Bobby is an 8-year-old boy who cannot keep his room cleaned or organized despite the fact that he is constantly reminded by his father to do so. Mr. Kelley would like to establish a modification process for Bobby to encourage him to keep his bedroom clean on a regular basis. First the target behavior and modification process must be identified in order to determine the appropriate...
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...important historians to psychology, his work led to the development of behavior modification and behavior therapy which is a model that psychologist continue to apply and modify today. In the beginning with the social need for efficient psychotherapy soon developed a solid theoretical body of behavioral laws, Skinner indicated that in order to develop the appropriate path towards efficient intervention for unadaptive behavior new theories regarding about abnormal behavior and as well as procedural model for evaluations (Labrador, F. (2004). Behavior therapy continued to nourished by developments through experimental psychology, Skinner’s treatments offered many opportunities not just clients but as well researchers/psychologist to explore the newly lens developed. However, behavior modification and therapy had its limitation yet today it continues to have some modification still needed to be implement, it said that in order to acknowledge and pay a tribute to Skinner’s work is to overcome these limitation and further develop behavior therapy into an effective model (Wilson, G., & Agras, W. (1992). Rise of behavior modification & therapy The development of behavior modification and therapy was backed up by the work of Skinner, his techniques and experiments were based in operant conditioning and specifically practical developments that were all Skinner’s work (Labrador, F. (2004). The development of both behavior modification and therapy techniques came even before these two models...
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...to date that includes video modeling to increase food acceptance in a participant’s home. The purpose of this study was to evaluate the use video modeling to increase food acceptance by one child in his home. A multiple-baseline design was used to evaluate the effectiveness of video modeling on increasing food acceptance. Video modeling was effective in increasing food acceptance with this one participant in his home. The results of this study suggest that this treatment program was responsible for the observed changes, which were maintained during 3, 4, 5, and 6th month follow-up. Video modeling 6 Using Video Modeling to Increase Food Acceptance Many children with Pervasive Developmental Disorder exhibit maladaptive feeding behaviors. These behaviors may include gagging at the site of certain foods, food refusal, expulsion, and limited intake (Munk & Repp, 1994). Parents of children with these problems are frequently desperate to get their children to eat and may go to...
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...the Edgar Pierce Professor of Psychology at Harvard University from 1958 until his retirement in 1974.[5] Skinner believed that human free will is an illusion and that any human action is the result of the consequences of the same action. If the consequences are bad, there is a high chance that the action will not be repeated; however if the consequences are good, the actions that led to it will become more probable.[6] Skinner called this the principle of reinforcement.[7] The use of reinforcement to strengthen behavior he called operant conditioning. As his main tool for studying operant conditioning Skinner The Skinners’ grave at Mount Auburn Cemetery invented the operant conditioning chamber, also known as the Skinner Box.[8] Skinner developed his own philosophy of science called radical behaviorism,[9] and founded a school of experimental research psychology—the experimental analysis of behavior. His analysis of human behavior culminated in his work Verbal Behavior, as well as his philosophical manifesto Walden Two, both of which still stimulate considerable experimental research and clinical application.[10] Contemporary academia considers Skinner a pioneer of modern behaviorism along with John B. Watson and Ivan Pavlov. Skinner emphasized rate of response as a dependent variable in psychological research. He invented the cumulative recorder to measure response rate as part of his highly influential work on schedules of reinforcement.[11][12] In a June 2002 survey, Skinner...
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... The most notable theory from this time the Socratic Method, which consists of posing probing questions to students rather than espousing a hierarchy of knowledge. Brief History of its Founding Modern theories such as behaviorism, founded in the early twentieth century, are associated with theorists including Watson, Skinner, Pavlov and Thorndike. Watson known as the father of behaviorism proposed an alternative to the views of Wilhelm Wundt the founder of the discipline of psychology in1879. (Moore, 2011, p. 1). According to Moore, “Wundt assumed that the study of consciousness or subjective mental life was the appropriate subject matter for psychology.” (Moore, 2011, p. 1, para.1). Watson proposed that study and analysis should focus on observable behavior and that concerns with consciousness only hampered the process. (Driscoll, 2005, p. 31)...
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...(Individualized Education Program) and BIP (Behavior Intervention Plan) progress. Observational procedures for research purposes are often more demanding and these suggestions are for practitioners and not meant to meet a research standard. Collecting data involves a variety of techniques, including both direct and indirect methods. Examples of indirect data collection include interviews, record review, and examination of permanent work products. This booklet focuses on observational data, which is a direct method of data collection. When collecting information, it is important to use multiple sources and methods, and to triangulate the data collected. No one method stands alone. Behavior always occurs in a context, and observing in that context is critical for defining and understanding the behavior. Observations may also help to identify the antecedents (what happens before the target behavior) and consequences (what happens after the target behavior) so that meaningful behavioral interventions can be developed. The data we collect during systematic classroom observations is used as a baseline, and/or present level of performance for an IEP. We might also use the data to evaluate whether or not an intervention is working. Observation is one method for collecting data for an FBA in order to answer the questions “what function is the behavior serving for the student?” or “what is the student trying to communicate to us through the behavior?” Thus, collecting data related...
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...Mawhinney@udmercy.edu College of Business Information : Emergency Phone: 313 993-1200 Ask for Wendy FAX (U of D, running most of the time): 313 993-1673 UD Mercy Bookstore Textbook Information & Online Purchase Options Follow either link below, first is bookstore “in general” second is for our specific text book: CAUTION and ADVICE : DO NOT use an “international edition” of this text book or any other edition unless it is THIS text in paperback or electronic format. The campus bookstore will have the exact text we will use in class. There is a good chance that if you use a different edition, e.g., international edition, it will differ in some important ways from the text described above. Please use the following: Title: Organizations: Behavior, Structure, Processes Fourteenth Edition Authors: James L. Gibson, John M. Ivancevich, James H. Donnelly, Jr., Robert Konopaske Publisher: Published by McGraw - Hill, Copyright © 2012 ISBN 978-0-07- 811266 -9 ( soft cover : alk. or hard cover, whichever you like if available) REVISED July 26, 2013 Disability Support Services and Accommodations Information Disability Support Services and Accommodations: It is very important for students to be proactive with regard to requesting disability accommodations. While it is never required that you disclose your disability to your professors, all students at...
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...However, his teacher and his parents started to notice a slight problem with his attention span when it comes to individual assignments. He does well in group assignments but when it comes any individual work and does no even like to participate. So challenging behaviors are difficult and some are simple, follow along as I explain further more about Doug’s case study. A group contingency is one of the commonly consequences, that may require rewarding a student depending on their behavior, used in early childhood education today. “Group contingency consist of either one person within the group, a part of the larger group or each member of the group that is following a certain criteria using childhood behavior.” (Murphy K.,2007). There are a total of three group contingency, which are Interdependent, Dependent and Independent. Interdependent group contingency deals with all the members of a group that’s meets a criterion of the contingency, rather its group wise or individually, before any members earns the reward. Interdependent is easily implemented by teachers. (Cooper J., 2007). Independent group contingency deals with individuals within the group are reinforced for individual achievement toward a goal. The same rules apply to everyone, but only those who met the criterion receive the reinforces. Independent group contingency multiplies goals for individuals. (Smith T., 2006). Dependent group contingency deals with rewarding the whole group upon, individual or small group. Dependent...
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...Instructor’s Manual with Test Items to accompany Applied Behavior Analysis Second Edition John O. Cooper ● Timothy E. Heron ● William L. Heward All, The Ohio State University Prepared by Stephanie Peterson, Idaho State University ● Renée K. Van Norman, University of Nevada-Las Vegas ● Lloyd Peterson, Idaho State University ● Shannon Crozier, University of Nevada-Las Vegas ● Jessica E. Frieder, Idaho State University ● Peter Molino, Idaho State University ● Heath Ivers, Idaho State University ● Shawn Quigley, Idaho State University ● Megan Bryson, University of Nevada-Las Vegas ● David Bicard, University of Memphis [pic] Upper Saddle River, New Jersey Columbus, Ohio ____________________________________________________________ ______________________ Copyright © 2007 by Pearson Education, Inc., Upper Saddle River, New Jersey 07458. Pearson Prentice Hall. All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permission(s), write to: Rights and Permissions Department. Pearson Prentice Hall™ is a trademark of Pearson Education, Inc. Pearson® is a registered trademark of Pearson plc Prentice Hall® is a registered trademark of Pearson Education...
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...Changing Behavior: Insights and Applications Annette Frahm, project manager Dave Galvin Gail Gensler Gail Savina Anne Moser December 1995 Revised June 2001 Local Hazardous Waste Management Program in King County King County Water Pollution Control Division 130 Nickerson St., Suite 100 Seattle, Washington 98109 (206) 263-3050; haz.waste@metrokc.gov Prog-3(12/95)rev.6/01 Introduction Have you ever tried to get a smoker to stop? A kid to start wearing a bike helmet? An aerosol user to switch? Changing behavior is both art and science, and much can be learned from others’ attempts to change behavior that can make our work more effective. A project team at the Local Hazardous Waste Management Program in King County, Washington, spent several months in 1995 reading behavior change literature from energy conservation, recycling, health education and other fields, looking for insights. We distilled many of the principles found in the literature into workshops for staff, hoping to make their efforts to change business’ and the public’s hazardous waste behavior more effective. At the workshops, we presented some key behavior change principles, a panel shared their insights, and staff worked through an exercise to learn how to apply the principles to their work. This report summarizes our findings and includes examples from field experience. A key insight from the project is that information alone is not enough to change behavior. As government workers, we often try to...
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...in the psychology world. B.F. Skinner born March 20, 1904, in a small railroad town in Pennsylvania, was a creative child who liked to think out side the box. Skinner was a behaviorist, which means he seeks out the explanation to human behavior not in the mind but outside within the environment that collectively determines behavior. In the opinion of his professional peers, he was the most influential psychologist in the country. Over his career in Psychology, Skinner also faced criticisms, especially when it came to the Air Crib. Skinner was a revolution to the times in psychology, with his research, his workings with the military, experiments on dogs, pigeons and rodents to his observational findings. His philosophies of behaviorism still play a major part in the psychology world today. Skinner is the most important American psychologist of the twentieth century, and arguably the most important world psychologist. No issue seemed too large or too small for his observant eye and his analytic insights. 1. A Skinner Family Background. 2. How did Skinner make his way in to Psychology? 3. What is the cumulative recorder? 4. What is the operant conditioning chamber; also know as Skinner’s Box? 5. What is operant behavior? 6. The Air Crib and the controversy. 7. Skinner’s work with the military. A Skinner Family Background. Burrhus Frederick Skinner was born on March 20, 1904, known to his family as Fred. His father was a lawyer and his mother...
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...his daughter Deborah and named the air bed or the Skinner tender that was intended to help his wife ease some of the parenting duties such as waking in the middle of the night to add blankets to a cold baby, later sparked a backlash of criticism of Skinners work and false rumors about Deborah committing suicide. According to “B.F. Skinner Foundation” (2013) In 1938, Skinner wrote The Behavior of Organisms which “summarizes nearly ten years of research, spanning the years of Skinner's graduate school days at Harvard through his three years as a member of the Society of Fellows.” In 1945, Skinner became the Psychology Department Chair at the University of Indiana. Three years later he joined the psychology department at Harvard University where he remained for the duration of his life. It was at Harvard where Skinner’s inventions helped to shape his career in psychology and helped him to become one of the leaders in behaviorism. Behaviorism according to Dictionary.com (2013) is “the theory or doctrine that human or animal psychology can be accurately studied only through the examination and analysis of objectively observable and quantifiable behavioral events, in contrast with subjective mental states, in contrast with...
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...rewards, he found that the rats did indeed stop their efforts. Although the author of the book proceeds to interview esteemed colleagues who believe firmly in free will and dismiss Skinner’s theory, the overall mystery of the experiment remains. At first I was thrilled by the chapter and excited by the meshing of the author’s artistic writing and the scientific experiments and interviews she describes. However, I must say I enjoyed the project far less when writing a summary of the mere experiment. As a reader and student, the author’s style and stories added and enriched my experience of B.F. Skinner’s work. Although it was a disappointment to re-direct my summaries and analyses towards merely the experiments, it also pushed me to try and apply the principles to my life, or even the human experience with which I am familiar. It seems that the chapter only complicated an already intricate question, rather than shedding light on the topic of free will, it presented...
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...Synopsis Skinner addresses operant behavior in this article. Operant behavior refers to behavior that operates on the environment or is controllable by the individual. Skinner suggests that operant behavior usually affects the environment and generates stimuli which “feed back” to the organism. This feedback can be a reward and/or punishment (Skinner, 2012, p. 55). Skinner investigates this by using an aluminum box divided into two compartments. In one compartment, a pigeon is able to peck a translucent plastic plate behind a circular opening which is a delicate electric key. When pecked, the circuit is closed to operate recording and controlling equipment. Colored lights can be projected on the back of the plate as stimuli (Skinner, 2012, p. 54). Operant reinforcement is demonstrated when food is given to the pigeon when it pecks the key, which created the high probability of responding. If the food is not given when the pigeon pecks the key, the rate declines or may even stop all together. This is called operant conditioning or extinction. What happened when intermittent reinforcements, like fixed ratio or variable ratio reinforcement was used? This is where reinforcements are based on time and/or counters. Skinner relates this type of reinforcement to our everyday life and how few of the things we do always “pay off”. The dynamic characteristics of our behavior depend upon the actual schedules of reinforcement (Skinner, 2012, p. 55). The colored lights in the...
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...learning in which animals is from the behavior or the way it acts witch also depends on its environment. In this behavior the animal would either increase or decrease by the following reinforcement that follows. Animal trainers apply Operant conditioning, if the animal performs a behavior that they want done again or the trainer will also give them a treat for doing this behavior. Humans learn in the same way for example if your teenager is supposed to come home from high school every day and/or chores around the house making the bed, washing close, doing dishes, vacuuming, if you do not reward her for this positive reinforcement will not follow and will probably stop altogether doing the chores around the house when she comes home from school. Positive reinforcement- when an animal does a behavior produces a positive stimulus if you reinforce the positive stimulus and you give the animal a treat then later on the animal is likely to always do the same favorable behavior over and over. The positive stimulus will know that you gave it positive reinforcement and will probably do the same behavior over when you like the animal to do it. Negative reinforcement this involves taking away the unfavorable stimulus, or in this case a negative reinforcement will increase what you would like the child not to do again and again. This is not like a punishment because punishments follow consequences good ones and bad ones. Positive reinforcement for a behavior that you want to happen again whenever...
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