Alex Is A Preschool Student With An Autism Spectrum Disorder ✓ Solved

Alex Is A Preschool Student With An Autism Spectrum Disorder He Atten

Alex is a preschool student with an autism spectrum disorder (ASD) who attends a preschool program four mornings per week and works with a Registered Behavior Technician (RBT) three afternoons per week. He demonstrates a strong visual performance repertoire, capable of matching both identical and non-identical pictures, and can identify almost any picture when prompted. Additionally, Alex can vocally request preferred items. However, he struggles with vocally labeling pictures and completing intraverbal fill-ins, which are essential components of conversational language development.

The preschool at Walden includes both typically developing children and children with ASD, ranging from three to six years old. The classroom has seven children with autism and eight typically developing children. Although the children generally get along, most incidents of problem behavior among the children occur during free play sessions. During free play, children can choose from various toys, including books, blocks, art materials, and costumes. Alex exhibits problem behaviors such as whining and property destruction during these times, including dumping containers, throwing materials, and attempting to knock over furniture. Data collected during baseline on a scatterplot indicates that most of these problem behaviors occur during free play, highlighting an environment that may trigger or escalate such behaviors.

Given this case study, the task is to identify two operational definitions—one for the problem behavior targeted for reduction and one for the replacement or desired behavior—and to specify which form of differential reinforcement may be most appropriate given the circumstances. Operational definitions should be succinct (1-2 sentences), specific, measurable, and observable, ensuring clarity for implementation and data collection.

Paper For Above Instructions

Behavior Definition for Reduction:

Problem behavior for reduction: "Whining and property destruction, including dumping containers, throwing materials, and attempting to knock over furniture, observed during free play." This definition explicitly describes observable behaviors, specifying actions that can be counted and monitored reliably during free play sessions.

Behavior Definition for Replacement/Increase:

Desired behavior: "Verbally requesting preferred items appropriately by saying the item's name or using a picture exchange system during free play." This operational definition captures the observable, functional behavior that promotes functional communication and replaces problem behaviors.

Differential Reinforcement of ___________ Behavior:

Given the circumstances, differential reinforcement of alternative behavior (DRA) would be most appropriate. This involves reinforcing Alex for engaging in appropriate requesting behaviors—such as verbally requesting preferred items—thereby decreasing problem behaviors like property destruction and whining. DRA is suitable here because the problem behaviors serve as a form of communication for obtaining desired items or avoiding demands, and reinforcing functional communication can reduce maladaptive behaviors.

Why did you choose that form of Differential Reinforcement?

Choosing DRA allows for reinforcing positive, functional replacement behaviors that serve the same purpose as the problem behaviors—such as requesting items or attention—while decreasing maladaptive behaviors. Reinforcing appropriate communication increases skill acquisition and fosters independence, providing Alex with more effective ways to express his needs, which is crucial for children with ASD who often struggle with verbal communication (Iannelli & Matson, 2010). Moreover, DRA addresses the antecedent-behavior-consequence relationship, targeting the core functions of problem behaviors and promoting adaptive replacements in natural settings.

References

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