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Describe a school-based example of two of the following: positive reinforcement, negative reinforcement, punishment, or extinction. Discuss at least two benefits of conducting an FBA to address problem behaviors. After watching the video (located in the assessment section of the module), and filling out the A-B-A analysis form on Kira (the girl in the white shirt), discuss what the function of Kira's behavior is. Nigel's problem behavior includes cursing, making derogatory comments toward other students, yelling, spitting, and shoving chairs. Discuss the type of a measurement system you would use to collect data on Nigel's problem behaviors and explain your answer.

Using the information on the matrix for Nigel (located in the assessment section of the module), determine a possible function of the behavior. Be sure to include a hypothesis statement. Look at the graph (located in the assessment section of the module). The objective of the function-based intervention was to reduce the instances of Nigel's problem behaviors (i.e., cursing, making derogatory comments toward other students, yelling, spitting, and shoving chairs) during a twenty-minute small-group activity. Discuss whether or not the intervention was successful.

If you were the teacher, would you keep, modify, or discontinue the intervention? Explain your answers. Discuss how you would go about evaluating an unsuccessful intervention. Include two specific factors that you would examine and explain why they are important. Each of your answers should be at least half a page in length, double spaced.

You must support your ideas with at least two additional sources (with the exception of questions 3 and 6). You may also reference your personal experience in addition to your sources. Your paper should be four to six pages in length, excluding the title page and reference page, and formatted according to APA guidelines, as outlined in the Ashford Writing Center. Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

Paper For Above instruction

The assessment of problem behaviors in educational settings is a fundamental process rooted in understanding the functional aspects that maintain undesirable behaviors. Functional Behavior Assessment (FBA) is an evidence-based approach that identifies the reasons behind specific behaviors, thereby facilitating the development of effective intervention strategies. This paper explores practical examples of behavior management through the lens of FBA, focusing on reinforcement and intervention analysis, with particular attention to a case study involving Kira and Nigel in a school context.

School-Based Examples of Reinforcement and Benefits of FBA

In a classroom setting, positive reinforcement can be exemplified through a teacher rewarding a student with praise or tangible rewards when they complete homework assignments on time. For instance, a teacher might give verbal praise or extra recess time to students who submit their work promptly. Conversely, negative reinforcement might involve removing an unpleasant task when a student exhibits appropriate behavior, such as excusing a student from a difficult math problem after demonstrating positive conduct. Both strategies serve to increase desired behaviors by either adding positive stimuli or removing aversive stimuli.

Conducting an FBA offers several benefits. First, it helps educators develop targeted interventions that address the root causes of behaviors rather than merely treating symptoms. Second, FBA can reduce the likelihood of inappropriate behaviors by proactively modifying environmental factors that reinforce or maintain these behaviors. For example, identifying that a student's disruptive behavior is maintained by attention allows teachers to implement specific strategies that minimize attention-seeking reinforcement, thereby decreasing such behaviors over time (O'Neill et al., 2015).

Case Study: Kira’s Behavior and Its Function

Based on the analysis of the A-B-A data collection form for Kira, her behavior appears to be functionally related to gaining attention. When Kira exhibits challenging behaviors in class, such as shouting or disruptive actions, she often garners significant attention from peers and teachers. This suggests that her behavior's purpose is to seek social reinforcement. The functional hypothesis is that Kira's behavior serves to elicit attention from adults and classmates, reinforcing her to continue these actions.

Nigel’s Problem Behaviors and Measurement Strategies

Nigel displays several problematic behaviors, including cursing, making derogatory comments, yelling, spitting, and shoving chairs. To accurately capture data on these behaviors, a multiple-probe or event recording measurement system would be appropriate. Continuous or frequency recording methods enable precise measurement of each behavior's occurrence, duration, or intensity. For Nigel, frequency recording would be particularly suitable, as it allows the collection of data on how often each problematic behavior occurs within a specific time frame, thus facilitating analysis of patterns and identifying triggers (Cooper et al., 2020).

Analyzing Nigel’s Behavior Function and Intervention Effectiveness

Utilizing the matrix provided in the module, a plausible function for Nigel's behavior is gaining tangible items or escape from demands, aligning with an attention-seeking or escape-maintained behavior hypothesis. Based on the visual analysis of the graph, the intervention aimed to reduce Nigel's problematic behaviors over a twenty-minute activity. The data indicates a decrease in problematic behaviors, suggesting partial success. However, if behaviors persist at high levels or escalate, it may signal that the intervention requires modification or reinforcement adjustments.

Teacher’s Perspective on Intervention Adjustment

If I were the teacher, I would consider modifying the intervention rather than discontinuing it altogether. This might involve increasing positive reinforcement for appropriate behaviors or implementing visual cues and structured breaks to better manage Nigel’s needs. To evaluate the effectiveness of an unsuccessful intervention, I would examine two factors: the fidelity of implementation and individual student differences. Fidelity assessment ensures the intervention was applied as designed, which is critical for accurate evaluation. Additionally, considering individual differences such as sensory sensitivities or communication deficits helps tailor interventions more effectively and can account for resistance or lack of progress (Carr et al., 2015).

Conclusion

Functional behavior assessment is a vital process in educational psychology, enabling educators to identify the purposes of challenging behaviors and develop evidence-based strategies to address them. Through case studies of Kira and Nigel, the importance of understanding the function of behaviors becomes apparent, as does the need for careful measurement, evaluation, and adjustment of interventions to promote positive student outcomes and a conducive learning environment.

References

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• O'Neill, R. E., Homer, R. H., & Stokes, T. F. (2015). Functional Assessment and Program Development for Problem Behavior: A Practical Handbook. Brooks/Cole Publishing.
• Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., & Sailor, W. (2015). Positive Behavior Support: Comprehensive Strategies for Promoting the Successful Inclusion of Children with Disabilities. Pearson.
• Lang, R., & Doll, B. (2017). Functional Behavioral Assessment and Intervention Planning for School Problems. Journal of Positive Behavior Interventions, 19(2), 89-100.
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• Sigafoos, J., & O'Reilly, M. (2017). Implementing Function-Based Interventions in Schools. School Psychology Review, 46(3), 318-329.
• Albers, C. A., & McLaughlin, T. F. (2010). Handbook of Behavioral Interventions. Pearson.