Targeted Topics in Applied Behavior Analysis
Directions are below.
PLEASE PLEASE PLEASE FOLLOW THE GRADING RUBRIC (attached)!!! PLEASE INCLUDED EVERYTHING THAT NEEDS TO BE INCLUDED IN THE LEVEL 3 MAX POINTS COLUMN. THANK YOU! Use in-text citations when needed.
Ethics in Applied Behavior book & Applied Behavior Analysis book (colorful stairs)
DO NOT NEED NARRATION. PLEASE JUST DO THE SPEAKER NOTES. THOSE WILL BE SEEN AS THE NARRATION.
For this assignment, you are a board certified behavior analyst who has been consulting with six school districts in your state. You have provided guidance to school psychologists and have conducted FBAs and made recommendations to Individualized Education Program (IEP) teams regarding academic and behavior goals.
Recently, your state school board contacted you to thank you for the work you have been doing in the schools and to ask a favor. The members of the state school board recently read a peer-reviewed research article about the efficacy of training schoolteachers to conduct FBAs. The paper was convincing, and the board would like you to conduct training in not only how to conduct an FBA but also how to implement some basic behavior acquisition and reduction programs based on ABA principles. You agreed to conduct a 2-day workshop and begin preparations for the intensive training.
Create a 10- to 12-slide narrated PowerPoint presentation to include the following:
Explain why identifying function is so important to successful behavior intervention programs.
Base this on your Unit 9 reading assignment and present facts supporting the value of conducting FBAs in the public-school system and why it is important that teachers have the skills needed to conduct them.
To illustrate the importance of identifying the function of a target behavior before implementing a BIP, provide an example of a target behavior that is being inadvertently reinforced because the function of the behavior has not been identified.
Ethical Considerations for Assessments and Behavior-Change Interventions
Explain how you can select and design assessments using the Behavior Analyst Certification Board’s (BACB’s) Ethics Code for Behavior Analysts, Code 2.13.
Explain how you can select, design, and implement behavior-change interventions using the BACB’s Ethics Code for Behavior Analysts, Code 2.14.
Discuss the two components of the FBA, the indirect assessment and the direct descriiptive assessment, and explain how they are carried out. Include the following in your discussion:
Describe two indirect assessment approaches/tools.
Describe two direct descriiptive assessment approaches/tools.
Detail how the probable function of a target behavior can be hypothesized based upon the results of the FBA.
Define the two broad categories of behavior function.
Acquisition Programs: Shaping and Chaining
Define shaping and chaining. (Include the three types of chaining procedures in your discussion.)
Create a simple scenario in which a complex behavior can be broken down and trained using one of the chaining methods. Create a task analysis to illustrate the concept.
Using one of the components in the task analysis used for your chaining example, demonstrate how shaping can be used to train that one component.
Reduction Programs: Differential Reinforcement
Describe the methods of differential reinforcement of alternative (DRA) behavior; differential reinforcement of other (DRO) behavior; and differential reinforcement of incompatible (DRI) behavior.
Create a scenario in which you illustrate the use of one of the differential reinforcement approaches (DRA; DRO; DRI).
Generalization and Maintenance
Define generalization and maintenance.
Explain the importance of programming for generalization and maintenance.
Present three techniques that can be used to program for generalization.