Test 2 SPCE 610 Notes - Motivating Operations-Conditioned and unconditioned Test 2 SPCE 610 Notes Videos Module 5 Understanding BehaviorIris Learned

Test 2 SPCE 610 Notes - Motivating Operations-Conditioned...

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Motivating Operations-Conditioned and unconditioned Test 2 SPCE 610 NotesVideos Module 5Understanding Behavior—IrisLearnedMuch of student behavior is learnedIt can also be affected by the consequences that followPositive ReinforcementIncrease the probability that a behavior will occur in the futureProviding something that is pleasantPositive reinforcement occurs when an event or stimulus is presented as a consequence of a behavior and the behavior increasesNegative ReinforcementIncrease the probability that a behavior will occur in the futureRemoves something that is unpleasant RECommeneded for the classroomPositive PunishmentDecrease the probability that a behavior will occur in the future.Providing something that is unpleasantEx: doing extra fine motor activities RECcommmended for the classroomNegative PunishmentDecrease the probability that a behavior will occur in the futureRemoves something that is pleasantEx: Taking away tokensExtinctionDifficult in classroom:Does not produce a quick changeCan you control all reinforcers?Extinction bursts are bad for the classFunctional Behavior AssessmentHelps determine the function of the behavior and the factors that maintain itShould be considered when basic classroom interventions are ineffective and when the behavior could cause injury, is intense, or places the student at riskSteps1.Identify and define problem and replacement behaviors2.Collect data3.Identify the function of the behavior4.Design a function-based intervention5.Maximize intervention success6.Implement the intervention7.Evaluate the interventionFBA Procedures lectureProject
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Use distracting or disruptive behaviorFunctional Behavior AssessmentMust be methodologically sound to identify the function of behaviorPencil and paper methodTo identify the function of the behavior is not a reliable method, when there is only one function perhapsUseful website for FBACECP.air.org/fba/default.asb-Section b—creating a FBA-Direct and indirect measures-Analyzing the info using traigulationWhen generating hypothesesNot identify control as a function of behaviorUse Ciapni and Schock process to identify behaviorNeed a very strong hypothesis statementNeed scatter plot, ABC chart, ATS system, Functional Assessment interview, behaviorpathway chartMake sure your replacement behavior gives access to that behaviorIndirect and Descriptive ProceduresIndirectThose that rely on reports from othersEx: Questionnaires (less accurate) Ex: Interview (More accurate) Better because you can always ask follow up questions to gain all the information neededDirectDescriptive proceduresFirst have an operational definition of target behavior, clear detail INCLUDE examples and non-examples. Need a good behavior definition1.ABC observationAdequate sample needed to generate a hypothesis, multiple observations over multiple occasions to capture variations (At least 3, minimum of 30 minutes at time)
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  • Fall '14
  • target behavior, problem behavior

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