SPED818 Behavior Management by Dr. Maag Essay Example

SPED818 Behavior Management by Dr. Maag Essay Example SPED818 Behavior Management by Dr. Maag Paper SPED818 Behavior Management by Dr. Maag Paper Three-Term Contingency A,B,C AntecendentBehaviorConsequence   Antecedet Circumstances that exist in an environment before a behavior is exhibited. Behavior What individuals doobservable action. Consequence affects future behavior by serving to either increase, decrease, or maintain it.   2 forms:1. new stimulus is presented or added to the environment2. an already-present stimulus is avoided, termintated, or removed from the environment ABC Analysis Reasons 1. To get a general feel for the behavior of the student in order to help target the specific behavior to work on. 2. To determin, in a generally disruptive classroom, during a certain time of day, which students are the main disruptors.3. To get a fix on some environmental cuse to disruptive behavior: Is it occuring at a certain time each day? Is the teacher setting the students off by some cue?    discipline training that is expected to produce a specific character or pattern of beaver, esp training that produces moral or mental improvement. reinforcement increases the probability that the behavior it follows will reoccur punishment decreases the probability that the behavior it follows will reoccur reward (or prize) something given to a person for an accomplishment. applied behavior analysis application of principles of behavior modification as a systematic, performance-based, self-evaluative endeavor performance-based ABA is performance-based b/c its concerned with students behavior and the ways in which environmental factors affect its expression principles of behavior ABA uses this. derived from both lab and field studies that have identified lawful relations between behavior and the environmental variables that affect its occurrence. analytic ABA is analytic b/c functional relations b/t an intervention and a target behavior can be demonstrated. applied ABA is applied b/c it is characterized by the social importance of the behavior to be changed. paradigm set of rules and regulations that establish boundaries and explain how to solve problems within the given boundaries. differential diagnosis offers few practical solutions to our task of managing students challenging behaviors social reciprocity provides a framework for examining and developing classroom contexts that are conductive for promoting students appropriate behavior.. inclusive should provide a reasonable explanation for almost all behavior in which students engage verifiable able to be scientifically tested positive reinforcement is any stimulus, when presented after the occurrence of a behavior, that increases the future occurrence of that behavior superstitious behavior accidental association of a response and a positive reinforcer. conditioning repeatedly receiving reinforcement after the desired behavior occurs, students can make the association that certain behavior results in reinforcement. most likely to occur when reinforcement is administered immediately. premack principle states that a high-probability behavior is contingent on the occurrence of a low-probaility behavior. (moms rule) satiation when students have experienced the reinforcer to such an extent that it is no longer reinforcing. deprivation time prior to students receiving positive reinforcement free-access rule states that the max amount of a reinforcer available to students should be less than that which they would seek if they had free access to it. shaping process of reinforcing successively closer approximations to the target behavior. stimulus-response chain each response produces the discriminative stimulus (cue) for the next response (behavior) backward chaining terminal response in the chain is conditioned first. continuous reinforcement reinforcing every instance of the desirable behavioris used to set a new behavior primary reinforcer any stimulus that is reinforcing in itself (food, shelter, sleep, etc) conditioned reinforcer not originally reinforcing but acquires reinforcing power through association with a stimulus that is reinforcing (money, i.e.) generalized conditioned reinforcer can be exchanged for a limitless number of things (money is not only good for lamps and socks but many things) negative reinforcement certain stimuli whose removal immediately after we perform a behavior will increase the likelihood that we will perform that behavior in the future. negative reinforcement trap coercive relationships that often eve love between parents and children/parents and sometimes teachers/students students learn to behave in ways that allow them to escape aversive stimuli avoidance conditioning behavior is performed to prevent the occurrence of an aversive stimulus fixed ration schedule reinforcement occurs each time a set number of beavers of a particular type are performed variable-ratio schedule resembles fixed-ratio except that the number of responses required to receive reinforcement changes unpredictably from one to next fixed-interval schedule instance of a particular behavior being performed after a fixed period variable-interval time must elapse before reinforcement becomes available, rather than being constant, changes unpredictable from one reinforcement to next limited hold same as FI or VI schedule with slight modification,students must perform the beaver within a set amount of time after reinforcement becomes available. fixed-duration occurs after the behavior has ben engaged in for a certain continuous period. variable-duration amount of continuous time the behavior must be engaged in to produce reinforcement changes unpredictably from one reinforcement to next. application of contingent stimulus involves following a specific behavior with some stimulus (punishment is produced by this) contingent withdrawal of a positive reinforcer any positive reinforcer can become a punisher if it is removed after a problem behavior response cost some behavior costs the individuals something they like conditioned punishers often followed by type 1 or 2 punishment if there person continues to engage in the inappropriate behavior. extinction withholding reinforcement for a conditioned response spontaneous recovery reappearance of an extinguished behavior following a break forgetting decrease in behavior due to not being able to perform it for an amt of time stimulus control certain behaviors n the pretense of some stimuli and and not othersa phenomenon stimulus discrimintation procedure by which students learn to express appropriate behavior in the pretense of the right stimuli and not the wrong stimuli stimulus generalization opposite of stimulus discrimination occurs when individuals respond in a similar manner to different stimuli. fading gradual change of stimulus controlling a behavior, such that the behavior eventually occurs as the respond of a partially changed or completely new antecedent stimulus response class group of responses (behaviors) that have at least one characteristic in common differential reinforement reinforcing a certain behavior from a response class and extinguishing all other members of that class. duration per occurrance involves recording the length of time per episode that students engage in the target behavior latency recording recording how long it takes students to begin engaging in a behavior after instructing them to perform it interval recording measures the occurrence or nonoccurrence of behavior within specified time intervals partial interval recording only interested in whether the target behavior occurred at any time during the interval whole interal recording target behavior must be displayed for the entire duration of an interval time sampling recod the target behavior only if it occurs at the end of an interval placebo effect process by which individuals behavior changes as a result of believing that they received a treatment when, in reality, they received something that lacked any intrinsic treatment value. hawthorne effect phenomenon of working harder and producing more because of a feeling of participating in something new and special even when the innovations have no corrective merit. observer drift can result in different behaviors being observed and recorded than those originally targeted inter observer agreement determining the reliability of recording depends on establishing this. the extent to which two observers record the same behavior accurately permanent product and inter observer reliability % of agreement =agreements/agreements + disagreements x 100 frequency recording and inter observer reliability % of agreement = smaller number/larger number X 100 backup reinforcers items and activities that can be purchased using the conditioned reinforcerin this case, money token economy way to administer reinforcementstudents earn tokens that an be exchanged for a variety of backup reinforcers. behavioral contract written document specifying who is involved, what behaviors are targeted, when and where the behaviors are to be performed, and how much reinforcement students will receive. task record place on contract where the students progress can be recorded good behavior game examples of an interdependent group-orinented contingency scapegoating occurs when unpopular students are unfairly blamed by peers for all types of negative classroom outcomes and behaviors chart move modification of token economy where students connect two of the dots in a dot-to-dot pic when they perform a target behavior differential reinforcement of incompatible behavior (DRI) selecting and reinforcing behaviors that are topographically incompatible with the inappropriate behavior (synonymous with fair pair) Differential reinforcement of alternative behavior (DRA) similar to DRI in that alternatives to the inappropriate behavior are reinforced. However, unlike DRI, the alt behavior is not topographically compatible with the inappropriate behaviorrather a replacement behavior. Differential reinforcement of other behavior (DRO) reinforcing students for not engaging in inappropriate behavior for a specified time. Differential reinforcement of low rates of behavior (DRL) involves reinforcing students when the target behavior is at a tolerable or desirable level. schedules of DRO reset schedule, fixed-interval, increasing-interval, progressive schedule interresponse time time that passes between occurrences of the inappropriate behavior