ABC/123 Version X 1 Baseline Data Worksheet PSY/420 Version

ABC/123 Version X 1 Baseline Data Worksheet PSY/420 Version University of Phoenix

Track baseline data of your selected behavior that you would like to change over a 3-day period. Use this information in your Self-Management Paper, due in Week 5.

Day One

Day Two

Day Three

Dimensions of measurement

Baseline measurement

Function of baseline behavior

TARGET BEHAVIOR: PHYSICAL AGGRESSION

Target Behavior: Physical aggression

Name Institution Summary Description

A target behavior is an observable and measurable action that a person exhibits frequently and has been identified for a change. The target behavior that I have identified is the physical aggression. The behavior often develops in young children as they grow maybe because they are insecure or they are just bullies.

A person who exhibits this behavior is likely to break objects when angered, grab throw items and even hit individuals who have annoyed them. Eventually, the child finds it hard to create conducive social relations with other children and even when such a person grows up the behavior escalates especially when the peers start avoiding him or her.

Measurable dimensions

The key features include physical violence, calling out names, screaming at people and throwing an item at the purported offender. Consequently, the process of changing this behavior shall focus on ensuring that the child hurls fewer insults at people when annoyed and can restrain himself or herself from screaming even when he or she is annoyed.

Secondly, the child should learn to engage the offender in a conversation that should result in forgiveness. The process of change shall also seek to identify the stimulus within the child’s environment that makes him or her to exhibit such behavior. Resultantly, the child shall also be trained to deal with such stimulus, for instance, an irritable parent or guardian.

Paper For Above instruction

The persistent issue of physical aggression among children is a significant concern for parents, educators, and mental health professionals. It undermines social relationships, hampers developmental progress, and can escalate into more serious behavioral problems if left unaddressed. Developing an effective intervention begins with accurate baseline data collection to understand the frequency, context, and possible triggers of aggressive behaviors. The present paper details a 3-day baseline data tracking for a child exhibiting physical aggression, providing a foundation for subsequent behavioral modification strategies based on behavior analysis principles.

Introduction

Behavioral modification in children requires a thorough understanding of the problem behavior’s occurrence patterns. This involves precise measurement of behavior frequency, context, and environmental factors that reinforce or trigger aggression. Establishing a baseline over multiple days offers essential insights into how behavior manifests across different situations, which informs targeted intervention strategies. The goal is to reduce physical aggression, improve social interactions, and teach alternative, adaptive responses.

Methodology of Data Collection

The data collection consisted of systematic observation over three consecutive days, noting the occurrence of physical aggression and related behaviors. Key dimensions measured included the frequency of aggressive incidents, severity, and context. The target behavior was clearly defined as physical aggression, which includes actions such as hitting, throwing objects, and physical threats. Data was recorded using a quantitative tally for each observed incident, along with qualitative notes on antecedents and consequences to identify stimuli influencing the behavior.

Baseline Data and Analysis

Over the three days, the child's physical aggression was documented as follows: on Day One, there were 8 incidents; on Day Two, 6 incidents; and on Day Three, 7 incidents. These behaviors primarily occurred in contexts where the child appeared frustrated or when pushed by peers. Notably, episodes often followed interactions with inattentive or irritable parents, suggesting environmental triggers. The consistency of aggression across days indicates a stable pattern requiring targeted intervention.

Function of Behavior

The analysis suggests that the child’s physical aggression serves primarily as an outlet for frustration or as a defensive response in social conflicts. It may also function as a means to seek attention or assert dominance. Understanding these functions is crucial for designing effective behavior modification plans, as interventions differentially address escape behaviors, attention-seeking behaviors, or communication deficits.

Implications for Intervention

Using the data collected, interventions can be tailored to modify environmental triggers, teach alternative communication skills, and reinforce positive behaviors. For example, if frustration is a primary antecedent, teaching the child coping strategies and appropriate expression of emotions will be pivotal. Additionally, involving caregivers to modify interactions, such as avoiding irritable or dismissive responses, can reduce environmental reinforcement of aggression.

Conclusion

Accurate baseline data collection forms the cornerstone of effective behavioral intervention. Quick fluctuations in aggressive behavior suggest that consistent, multi-faceted strategies are necessary to promote lasting change. Continued monitoring and analysis will determine the effectiveness of intervention techniques, ensuring that the child learns adaptive responses and improves social functioning.

References

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• Coie, J. D., & Dodge, K. A. (2008). Aggression and antisocial behavior. In M. H. Bornstein (Ed.), Handbook of child psychology (6th ed., pp. 469-503). Wiley.
• Kazdin, A. E. (2017). Parent management training: Guiding principles and procedures. In Evidence-Based Psychotherapies for Children and Adolescents (pp. 309–324). Guilford Publications.
• Kazdin, A. E. (2020). Conducting research on child and adolescent behavior. Oxford University Press.
• Miller, K. (2015). Psychodynamics of aggression. Journal of Child Psychology, 34(2), 112–126.
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