Assignments As You Progress Through The Course Please Start

Assignmentas You Move Through The Course Please Start Thinking About

As you progress through the course, you should begin considering the final project, which involves analyzing two case studies. Each case presents a problem requiring assessment and the development of a behavioral modification plan, including evaluation strategies. Your responses should incorporate information from the course textbook, supplemental readings, and credible sources such as the Kaplan Library or trusted internet sources, adhering to APA citation format. Responses should be written in a double-spaced, 12-point font Word document.

For each case study, thoroughly answer the provided questions, demonstrating mastery of the related theories, concepts, and research discussed throughout the course. The final paper for each case should total approximately 3-4 pages, and the entire project should be approximately 6-8 pages combined. Originality is essential; plagiarism will not be tolerated, and proper credit must be given for all sources used.

Paper For Above instruction

Case Study 1: William

William is a 6-year-old boy exhibiting aggressive behaviors such as pushing, kicking, hitting, and biting classmates, primarily during recess. Initial interventions by Ms. Tooley—scolding and sending William to the principal’s office—failed to reduce these behaviors. As an ABA professional, your task is to analyze and design an effective intervention plan.

Target Behavior Definition and Assessment

The target behaviors include aggressive physical acts—pushing, kicking, hitting, and biting—that are observable, measurable, and specific. For clarity, these can be defined as: "Any instance of William kicking or hitting a peer with his hands or feet, biting another child's skin or clothing, or pushing a classmate using his hands, with the intent to harm or due to impulsivity." To accurately assess William's behavior, I would employ direct observation, functional behavior assessment (FBA), and ABC data collection to identify antecedents, behaviors, and consequences. This approach allows for a comprehensive understanding of the functions maintaining his behaviors.

The rationale for choosing direct observation and FBA stems from their effectiveness in identifying contextual variables and functions of behavior, which are critical for developing individualized interventions (O'Neill et al., 2015). An FBA provides data to determine whether William's behaviors serve to gain attention, escape demands, or access tangibles, which guides intervention strategies.

Analysis of Previous Management Approaches

The teacher's methods—scolding and punishment-based responses—may have failed because punitive measures often do not address the underlying functions of behavior and can sometimes reinforce unwanted behaviors if attention, even negative attention, is a reinforcing consequence (Carr & LeBlanc, 2007). Punishment alone may also increase anxiety or frustration, which can exacerbate problem behaviors.

Behavior Modification Program Design

An effective program would employ a combination of positive behavioral interventions, such as differential reinforcement, and antecedent modifications. Specifically, I would implement a Differential Reinforcement of Alternative Behavior (DRA) strategy where William is reinforced for engaging in appropriate social interactions or compliance with classroom rules. Additionally, antecedent interventions, like establishing clear expectations and visual cues before recess, would reduce triggers.

The rationale for choosing a combination approach reflects behavioral principles that suggest addressing both antecedents and consequences facilitates durable behavior change (Cooper, Heron, & Heward, 2020). Reinforcing replacement behaviors while minimizing reinforcement for aggressive acts directly targets the function of William's behaviors.

Evaluation and Maintenance

Program evaluation will involve ongoing data collection on the frequency and severity of William's aggressive behaviors, using interval or event recording. Regular data review sessions with staff will help assess progress. To prevent spontaneous recovery and ensure maintenance, the program will incorporate gradually thinning reinforcement schedules, and teach self-management skills, promoting generalization across settings. Consistent implementation and staff training are essential to sustain positive outcomes over time.

Case Study 2: Annie

Hospital administrator Ms. Rodriguez reports that Annie, a 40-year-old female with schizophrenia, is not completing daily routines such as brushing her teeth and making her bed, which results in her not earning tokens in a token economy system. Your goal is to troubleshoot the current program and propose an evidence-based alternative intervention to improve task completion.

Issues with New Behavior Change Programs

Several issues may compromise the effectiveness of new programs, including lack of adequate reinforcement, insufficient staff training, or unaddressed antecedent variables. First, program adherence might be compromised if staff do not consistently apply procedures or if Annie doesn't find the reinforcers motivating enough. Secondly, the token system might not align with Annie’s preferences or needs. A third issue could stem from her symptomatology, such as cognitive deficits or lack of insight, interfering with understanding or motivation.

Preliminary Step: Analyzing Issues

Before proposing a revised plan, I would assess whether the current token system is reinforced effectively (e.g., is earning tokens contingent on effort, and is the reward meaningful?). I would also observe whether staff are consistent in delivering tokens and providing reinforcements, and whether Annie understands the contingencies clearly. Investigating these factors helps identify whether the bottleneck lies in reinforcement, understanding, or implementation fidelity.

Chosen Issue and Its Negative Impact

One common issue is that reinforcers are not motivating enough for the patient. If Annie perceives the rewards (extra courtyard time) as insufficient or inaccessible, she might not engage in the target behaviors, leading to a breakdown in the program (Kazdin, 2017).

Alternative Behavior Modification Program

Overall Behavior Goals

The primary goal is to increase Annie’s independent completion of daily routines, specifically brushing her teeth and making her bed, by ensuring consistent task engagement and reinforcement.

Step-by-Step Procedures

1. Conduct a preference assessment to identify motivating reinforcers tailored to Annie, such as preferred activities, items, or social interactions.
2. Develop a simplified task analysis for each routine with clear, step-by-step instructions and visual cues.
3. Implement a differential reinforcement of alternative behaviors (DRA), providing praise and preferred reinforcers immediately upon task completion.
4. Use a visual schedule with pictures that outline each step of the routines to enhance understanding and independence.
5. Establish consistent staff training to ensure uniform implementation of procedures and reinforcement delivery.
6. Add a self-monitoring component where Annie can mark completed tasks, fostering self-efficacy.
7. Incorporate a token system where each completed task yields a token, with a clear token-to-reward contingency.
8. Gradually increase criterion requirements for reinforcement as Annie demonstrates mastery and consistency.

Data Collection and Monitoring

Data will be gathered via direct observation and checklists recording task completion, with staff noting whether behaviors occur within designated timeframes. Progress will be monitored weekly to assess trends, adapt reinforcement schedules, and modify visual aids as needed. Consistent data collection allows for timely adjustments to maximize program efficacy.

Conclusion

The revised plan emphasizes individualized reinforcers, visual supports, and consistency, aligning with research indicating that personalized reinforcement and visual cues significantly improve compliance in individuals with schizophrenia (Bond et al., 2010). Ongoing evaluation ensures the intervention remains responsive to Annie's needs and maximizes the likelihood of sustained behavior change.

References

• Bond, G. R., Drake, R. E., Mueser, K. T., & McHugo, G. J. (2010). An update on randomized controlled trials of evidence-based supported employment. Psychiatric Rehabilitation Journal, 33(4), 380–385.
• Carr, E. G., & LeBlanc, L. A. (2007). Preventing and managing problem behavior: Integrating functional assessment and treatment. Journal of Applied Behavior Analysis, 40(4), 747-763.
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.). Pearson.
• Kazdin, A. E. (2017). The art of adjusting treatments for behavior problems: The importance of ongoing assessment. Clinical Psychology Review, 55, 119-130.
• O'Neill, R. E., et al. (2015). Functional assessment and program development for problem behavior: A practical Handbook. Brooks Publishing.