Unit 3 reading questions

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Use the link below with the 3 readings to answer the following questions: https://we.tl/t-kXLn6x6QQ7
Chandler, L. K., & Dahlquist, C. M. (2014). Chapter 7. 1.. What are seven common antecedents that are aversive for many students that frequently lead to escape or avoidance behaviors? (p. 163) 4. Describe the four strategies to use if the goal is to teach appropriate behaviors that will result in the same function. (pp. 163–165) 5. If the team decides that escape/avoidance is not appropriate, then what should be the two goals of intervention? (p. 165) 6. Describe the four general categories that intervention strategies that manipulate antecedents and consequences that are associated with challenging/appropriate behavior are divided into. List the strategies identified within each category. a. Category 1 (starting on p. 166) i. Strategy 1 ii. Strategy 2 iii. … b. Category 2 (starting on p. 173) i. Strategy 1 ii. Strategy 2 iii. … c. Category 3 (starting on p. 180) i. Strategy 1 ii. Strategy 2 iii. … d. Category 4 (starting on p. 184) i. Strategy 1 ii. Strategy 2 iii. … e. Category 5 (starting on p. 187) i. Strategy 1 ii. Strategy 2 iii. … 7. After reading the case study on pages 189–192, develop an intervention plan for Carter that includes changing antecedents and setting events, as well as the consequences. List at least one to two strategies that are individualized to this scenario that will serve as antecedent intervention and consequence intervention. Geiger, K. B., Carr, J. E., & LeBlanc, L. A. (2010). Function-based treatments for escape-maintained problem behavior: A treatment-selection model for practicing behavior analysts. Behavior Analysis in Practice, 3(1), 22–32. 1. Describe the following function-based treatments for escape-maintained problem behavior (and review the table on page 4 for strengths and potential limitations): a. Activity choice b. Curricular and instructional revision c. Demand fading d. DNRA e. FCT f. DNRO g. Escape extinction h. Noncontingent escape 2. Looking at the figure on page 8, answer the following questions: a. What strategy should you use if the curriculum is NOT appropriate and instruction is NOT optimal? b. What strategy should you use if the learner CANNOT tolerate any level of problem behavior? c. What strategy should you use if there are NO demands to which the client already complies? d. What strategy should you use if time from instruction is NOT tolerable? e. What strategy should you use if your most important clinical/educational goal is… i. Communication? ii. Other curricular targets? iii. Tolerance of aversive events?

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