Relying On Information Learned And Read In This Class 412279

Relying On Information Learned And Read In This Class And At Least Two

Relying on information learned and read in this class and at least two outside references, write a four to six (4-6) page paper based on the Radical Behaviorist Approach. For purposes of writing your scenario, your character is named Rad and you are the Instructor. The scenario should be based on the following steps outlined in your book: Step One – Set Behavioral Goals. Describe the desired behavior you would like Rad to achieve. Note: Consider what have you observed about Rad related to the desired behavior. Step Two – Determine Appropriate Reinforcers. Define reinforcers, and explain the reinforcers that you have selected for the desired behavioral outcome for Rad. Include the primary reasons why the selected reinforcers are appropriate for Rad, you (the Instructor), and the environment. Step Three – Select Procedures for Changing Behavior. Describe the procedures that you implemented to achieve the desired behavior in Rad, and specify the main reasons why you chose these procedures. Step Four – Implement Procedures and Record Results. Discuss the implementation of the procedures that you chose in Step 3, and create fictional results. Explain the method(s) that you used to observe the results. Step Five – Evaluate and Revise. Discuss the method(s) that you used to evaluate the effectiveness of your desired behavioral change in Rad, and determine the major revisions you may consider to your program in the future. The format of the report is to be as follows: Typed, double spaced, Times New Roman font (size 12), one inch margins on all sides, APA format. Use headers for each of the subjects being covered, followed by your response. In addition to the four to six (4-6) pages required, a title page is to be included. The title page is to contain the title of the assignment, your name, the instructor’s name, the course title, and the date.

Paper For Above instruction

Introduction

The radical behaviorist approach emphasizes observable behaviors and the environmental factors that influence them, disregarding internal mental states. This essay presents a scenario involving Rad, a hypothetical individual, and applies the systematic steps outlined in behavioral theory to achieve a specific behavioral change. Drawing from both academic sources and practical insights, this paper details the process of setting behavioral goals, selecting reinforcers, choosing effective procedures, monitoring results, and evaluating and revising strategies to promote desirable behaviors in Rad.

Step One – Set Behavioral Goals

The initial step involves establishing clear and attainable behavioral goals for Rad. Observation reveals that Rad exhibits reluctance and inconsistency when completing tasks independently, particularly in a classroom setting. Therefore, the desired behavior is for Rad to develop greater independence and responsibility in completing assignments without external prompts. The specific behavioral goal is: Rad will independently complete assigned tasks within a designated timeframe in 80% of opportunities over a four-week period. Setting this goal aligns with principles of observable behavior change and provides measurable criteria for success, essential in radical behaviorism.

Step Two – Determine Appropriate Reinforcers

Reinforcers are stimuli that increase the likelihood of a behavior recurring (Chance, 2013). For Rad, primary reinforcers such as praise and tangible rewards (stickers, tokens) are chosen because they are immediately satisfying and effective in maintaining motivation. Secondary reinforcers, like verbal affirmation and privileges (extra break time), are also incorporated to strengthen the behavior. These reinforcers are appropriate because Rad responds well to immediate positive feedback, the environment is conducive to providing such reinforcers consistently, and they support Rad’s developmental level. The reinforcement plan considers Rad’s preferences and the context, ensuring the reinforcement is salient enough to promote sustained behavioral change.

Step Three – Select Procedures for Changing Behavior

The procedures selected include positive reinforcement, shaping, and cueing within a systematic behavior modification framework. Positive reinforcement involves providing immediate praise and tangible rewards when Rad begins to complete tasks independently. Shaping is employed by reinforcing successive approximations toward the target behavior—initially reinforcing Rad for attempting tasks, then for completing parts of tasks, and eventually for full completion. Cueing involves establishing visual or verbal prompts to initiate the task. These procedures are chosen because they are evidence-based techniques that effectively build complex behaviors incrementally, and align with the radical behaviorist emphasis on observable contingencies.

Step Four – Implement Procedures and Record Results

Implementation began with providing Rad with immediate praise and tokens for starting and completing tasks, coupled with visual cues such as checklists. Over the course of four weeks, fictional data suggest that Rad’s task completion increased from 40% in the first week to 85% by week four. Observation methods included direct behavioral recording through checklists and frequency counts during designated periods. Rad responded positively to the reinforcement schedule, with increased initiation and persistence on tasks. The visual cues were effective in prompting Rad, and the shaping process gradually refined Rad’s independence in task execution.

Step Five – Evaluate and Revise

Evaluation involved analyzing the recorded data to determine progress toward the behavioral goal. Rad’s performance improved significantly, indicating that the reinforcement and shaping procedures were effective. Nonetheless, challenges emerged when reinforcers were removed or delayed, leading to slight regressions. Future revisions include varying reinforcers to prevent satiation, incorporating more naturalistic reinforcement, and fading prompts gradually to promote generalization. Additionally, periodic assessments will ensure that Rad maintains independence without external cues, aligning with the sustainable behavior change principles of radical behaviorism.

Conclusion

Applying the radical behaviorist approach involves carefully setting observable goals, using appropriately selected reinforcers, implementing evidence-based procedures, monitoring outcomes, and making data-driven adjustments. The hypothetical scenario with Rad demonstrates that systematic reinforcement and shaping techniques can effectively promote behavioral change, provided they are tailored to individual preferences and environmental contexts. Continued evaluation and adaptation are essential for sustaining progress, reflecting the dynamic nature of behavioral interventions.

References

1. Chance, P. (2013). Learning and Behavior: Fundamentals, Design, and Application. Cengage Learning.
2. Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1(1), 91-97.
3. Sidman, M. (1989). Coercion and its fallout. Authors Cooperative.
4. Skinner, B. F. (1953). Science and Human Behavior. Free Press.
5. Kazdin, A. E. (2017). Behavior Modification in Applied Settings. Waveland Press.
6. Miltenberger, R. G. (2016). Behavior Modification: Principles and Procedures. Cengage Learning.
7. Reynolds, C. R. (2017). Measurement and Evaluation in Human Services. Pearson.
8. Reinforcement Theory in Behavior Analysis. (2020). Behavior Analyst Today, 21(2), 45-59.
9. Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55(1), 3–9.
10. Michael, J. (2004). Establishing operations. The Behavior Analyst, 27(2), 181-191.