Assignment

The following assignment is designed to provide you with the opportunity to apply knowledge you are gaining in this course to the needs of a student with a behavior problem.

The assignment should be completed within 2 pages only.

You are asked to conduct the following activities:

  1. Conduct a functional (ABC) analysis of behavior for a single student. (20 pts)
  2. Name and operationally define a target behavior. (5 pts)
  3. Write a one sentence interpretive statement wherein you identify the conditions that you believe are maintaining the undesirable behavior. (5 pts)

Use the format below and the sample analysis on the next page to write a plan describing in detail the behavioral procedures discussed in class and in the text to bring about a change in the targeted behavior. Your plan should be detailed enough so that another person could implement it from your description.

Format

  1. One statement about the direction in which you want to change the behavior (increase appropriate behavior or decrease inappropriate behavior). (5 pts)
  2. A description of how you would establish a baseline for present level of behavior. (5 pts)
  3. Write a statement describing your estimate of the baseline behavior at present (no need to collect data. Just make estimation). (5 pts)
  4. Write one behavioral objective identifying the desirable behavior that will replace the undesirable behavior. Be sure to write a complete objective (i.e., conditions, behavior, and criterion) in one sentence. (15 pts.)
  5. Name and describe two specific changes you would make in classroom management or setting organization that would support a change in the target behavior. (15 pts)
  6. Describe a step-by-step procedure for increasing a replacement behavior or decreasing an undesirable behavior. (20 pts)
  7. Explain your reasons for choosing the techniques described in E and F above. (5 pts)

Sample ABC Analysis

Your Name:: Cosmi cnuance

Number: yours (any four digit number you will remember)

Student Observed (may be changed for confidentiality): Kelly

Location: Classroom Line-ups for breaks, lunches, P.E. and dismissal

ABC Analysis

A / T, “OK it’s time to go”
B / K gets up, rushes to front of room
C/A / K trips on desk
B / K, “Why did you push me?”
C/A / Other student says, “I didn’t push you”
B / K “Yes you did” Pushes student
C / Other students look on. Teacher says, “What’s going on here? Stop!”

Interpretive Statement

Kelly’s behavior is maintained because there is no consequence to her bullying and there is no control over dismissal.

Operational Definition

Kelly is aggressive – engaging in acts that cause harm or are intended to cause harm: or threatening to cause harm to another including pushing, hitting, grabbing or threatening to push, hit, or grab etc.

Direction of Behavior Change – Baseline

I would like to decrease Kelly’s aggression. Baseline – Count the number of times Kelly engages in aggressive acts each day for two weeks. Calculated daily average assumed to be 38 out of 40.

Behavioral Objective

During classroom dismissals, Kelly will line up in her designated place in line and either wait quietly or engage in talk with neighbors in a quiet voice 3 out of 4 times each day for three consecutive weeks

Classroom Management Procedures

  1. Proximity control – Teacher circulates the room.
  2. Practice transition line-ups with the class using example and non-examples of appropriate behavior.

Behavior Procedures: Increase- Activity or tangible reinforcement, Changing Criterion

  1. Determine a list with Kelly of appropriate and desirable activities and/or tangible reinforcers towards which she would like to work.
  2. Present Kelly with 40 tokens – corresponding to number of available transitions.
  3. Each time Kelly engages in appropriate behavior during line-up she receives on token toward a desired activity.
  4. If Kelly has at least one token at the end of the day she receives reinforcement from a reinforcement menu that she and the teacher have created.
  5. When Kelly receives a reinforcer for 3 consecutive days, the number of tokens for which she can receive reinforcement is increased by 1. Number of tokens for meeting criterion is increased continually until the final objective is reached.

Rationale

I chose token reinforcement because this procedure allows the student to receive support for replacing an undesirable behavior with an undesirable behavior. I chose changing criterion to allow Kelly to change her behavior gradually. She will not be required to make an abrupt change in order to earn reinforcement.