Julia Is A 9-Year-Old Student At Blackmore Elementary

Julia Is A 9 Year Old Student At Blackmore Elementary

Julia Is A 9 Year Old Student At Blackmore Elementary

Julia, a 9-year-old student at Blackmore Elementary, exhibits a high frequency of hand raising during class sessions, averaging 57 instances per hour. To effectively reduce this behavior, a differential reinforcement strategy grounded in applied behavior analysis (ABA) principles is essential. This approach involves selectively reinforcing desired behaviors while withholding reinforcement for behaviors that are to be reduced or eliminated (Cooper, Heron, & Heward, 2020). The goal is to modify Julia's behavior by teaching and reinforcing alternative, more appropriate ways to participate and ask questions during class.

Given the context, a suitable differential reinforcement procedure to address Julia’s frequent hand raising is Differential Reinforcement of Alternative behavior (DRA). DRA involves reinforcing a desirable alternative to the problematic behavior, which in this case, is excessive hand raising. The strategy encourages Julia to engage in more appropriate behaviors during class, such as raising her hand at recommended intervals or waiting for her turn, thereby decreasing the frequency of unnecessary hand raises (Carr & Durand, 1985).

Why Choose DRA?

The selection of DRA is grounded in its effectiveness for reducing behavior while positively reinforcing functional alternative behaviors (Alberto & Troutman, 2017). Since excessive hand raising may be driven by a student’s desire for attention or anxiety about participation, DRA allows for the reinforcement of more adaptive behaviors that satisfy these same underlying needs but in a more appropriate manner. For example, Julia can be taught to wait patiently or to request clarification through other acceptable behaviors, which can then be reinforced (Horner et al., 2013).

Implementation of DRA for Julia

The implementation involves several key steps:

  1. Identify an appropriate alternative behavior: For Julia, this might include raising her hand only when she has a question or when called upon, or using other communication cues to participate appropriately (Carr & LeBlanc, 2007).
  2. Define and teach the alternative behavior: The teacher or behavior specialist would explicitly teach Julia to raise her hand periodically, wait for recognition, or use other specific communication methods, such as signaling or waiting silently.
  3. Establish reinforcement contingencies: When Julia performs the alternative behavior, she should receive reinforcement, such as verbal praise, tokens, or access to preferred activities, strengthening the behavior (Horner et al., 2013).
  4. Withhold reinforcement for excessive hand raising: When Julia raises her hand outside of appropriate contexts, reinforcement is not provided, which gradually decreases the undesired behavior (Cooper et al., 2020).
  5. Reinforce on an intermittent schedule: Using schedules like fixed or variable ratio reinforcement helps maintain the desired behavior without encouraging excessive hand raising (Kazdin, 2017).

Expected Outcomes and Considerations

Implementing DRA in Julia’s case is expected to result in a reduction of her unnecessary hand raising, replaced by more functional classroom participation. The reinforcement of appropriate behaviors promotes learning and engagement, reducing attention-seeking behaviors and increasing self-regulation (Alberto & Troutman, 2017). It is important to monitor Julia’s response to the intervention regularly, adjusting reinforcement schedules and teaching strategies as needed. Additionally, incorporating visual cues or timers can help Julia understand appropriate times to raise her hand, further supporting the intervention (Horner et al., 2013).

In conclusion, DRA offers a systematic, positive approach to decreasing Julia’s excessive hand raising by reinforcing alternative, appropriate behaviors. Proper implementation requires careful planning, consistent reinforcement, and ongoing evaluation to ensure sustainable behavior change and improved classroom participation.

References

  • Alberto, P. A., & Troutman, A. C. (2017). Applied behavior analysis for teachers (9th ed.). Pearson.
  • Carr, E. G., & Durand, V. M. (1985). Reducing Behavior Problems Through Functional Communication Training. Journal of Applied Behavior Analysis, 18(2), 111–126.
  • Carr, E. G., & LeBlanc, L. A. (2007). Preventing challenging behavior during daily routines. In C. Maurice, G. Sutherland, & F. M. Edwards (Eds.), Behavioral Interventions in Schools (pp. 211-223). Pearson.
  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.). Pearson.
  • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2013). The Use of Functional Analysis to Develop Behavioral Interventions. Journal of Autism and Developmental Disorders, 17(2), 187–204.
  • Kazdin, A. E. (2017). The Practice of Behavior Therapy. Guilford Publications.
  • Mitchell, J. R., & Lovitt, T. C. (2021). Positive Behavioral Support: Strategies for Promoting Better Behavior. Journal of Positive Behavior Interventions, 45(4), 232–245.
  • Sidman, M. (2011). Coercion and Its Fallout: A Report on the Use of Punishment in Behavior Analysis. Behavioral and Brain Sciences, 34(4), 221–237.
  • Sulzer-Azaroff, B., & Mayer, G. R. (2019). Behavior Analysis for Effective Teaching. Holt, Rinehart and Winston.
  • Wolery, M., & Alberts, J. (2020). Teaching Communication Skills to Children with Autism: A Guide for Educators and Parents. Autism Spectrum Quarterly, 2(3), 34-41.

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