Unit 4 reading questions

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Use the reading from the link below to answer the questions –

https://we.tl/t-7mRbuy1Evr

Chandler, L. K., & Dahlquist, C. M. (2014). Chapter 8.
1. Define the sensory regulation/sensory stimulation function.
2. Provide a rationale for having this as a third function.
3. Describe situations that may lead to challenging behavior maintained by this function.
4. Explain the goals of intervention if behavior is maintained by this function.
5. Describe and give examples of sensory regulation/sensory stimulation strategies.
6. Explain what is meant by matching the type of sensory input.
7. Describe methods to increase self-control and tolerance.


Chandler, L. K., & Dahlquist, C. M. (2014). Chapter 9.

1. Describe the differences between the sensory increase and sensory decrease categories of the sensory regulation/sensory stimulation function.
2. Identify the goals of each category of this function.
3. Describe strategies to address challenging behavior maintained within each category of this function.
4. Describe strategies to develop effective transitions.
5. Describe strategies to prevent and remediate behavior that is maintained by sensory regulation/sensory stimulation.


Berg, W. K., Wacker, D. P., Ringdahl, J. E., Stricker, J., Vinquist, K., Salil Kumar Dutt, A., . . . Mews, J. (2016). An integrated model for guiding the selection of treatment components for problem behavior maintained by automatic reinforcement. Journal of Applied Behavior Analysis, 49(3), 617–638.

1. What are the FA conditions or results patterns that indicate that problem behavior is maintained by automatic reinforcement? (p. 617)
2. Describe the treatments to reduce problem behavior maintained by automatic reinforcement. (pp. 617–618)
3. What do the collective results of the studies on various treatment options for treating problem behavior maintained by automatic reinforcement show? (p. 619)
4. What is the purpose of this study? (p. 619)
5. Describe the three treatments evaluated in the study, and how did the experimenter assess for which treatment group to assign to which participant, and what is COAB? (pp. 619–620)
6. Briefly describe the participants and primary dependent measure and data collection system used (i.e., rate/percentage/duration/etc.). (pp. 620–621)
7. Describe the designs used in the study for: (p. 622)
a. FA
b. COAB
c. Treatment evaluation
8. Describe the following assessment procedures:
a. What type of PA did they use? (p. 622)
b. What type of FA did they use? (p. 622)
c. What were the three purposes of the PW analysis of NCR? (p. 623)
d. Describe the COAB conditions. Specifically, what was evaluated in each condition, how was a condition conducted, and what did the COAB assess? (pp. 623–624)
9. Describe the following treatments and explain what condition they were used in (p. 624)
a. NCR
b. DR + RC
10. Summarize the results for (various pages, but also, see p. 633)
a. Preference assessment (How many items were identified for each person?). (p. 625)
b. Functional analysis (What was the function, at least in part, for all participants?). (p. 625)
c. Pairwise analysis
d. COAB
e. NNCR treatment results
f. DR + RC treatment results
11. What are the two broad findings that this evaluation yielded? (pp. 633–634)
12. Did preferred stimuli function as effective competing stimuli in the NCR condition? (p. 634)
13. What was the COAB useful for identifying? (p. 634)
14. Did the use of reinforcers identified in the COAB function as effective alternatives for problem behavior in the DR + RC condition? (p. 634)
15. What were the limitations of the study? (pp. 634–635)
16. What is your takeaway from this study? (pp. 636–637)

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