ABA final Mona paper PDF

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Mona Moayer ABA Final 603 1. List and describe the differential reinforcement procedures and the importance of extinction for each procedure DRI- differential reinforcement of incompatible behavior. When applying you reinforce a behavior that cannot occur simultaneously with the problem behavior and withhold reinforcement following instances of the problem behavior this procedure can be used with other procedures. For example the child has to be in his seat in order to receive the reinforcement when he get out then the reinforcement is with held DRA – differential reinforcement of alternative behavior. When you use DRA you reinforce the occurrences of a behavior that provides a desirable alternative to the problem behavior. So for example your client yells in class so you with hold the reinforcement when he yells but if he is talking in class at a normal tone then you reinforce that behavior even though he is still talking out of turn.

DRO- differential reinforcement of other behavior- omission training. When using DRO you must deliver a reinforcer whenever the problem behavior has not occurred during or at specific times. So for example I pick up my kid from the speech room if he doesn’t run away in 1 min then I reinforce and I do this every min he doesn’t run away from me. If he runs away then the reinforcer is withheld. Fixed interval DRO is used most often. DRL-differential reinforcement of low rates of responding- this is used to decrease the rate of behavior that occurs frequently but they don’t want to completely get rid of the behavior entirely. Reinforcement is only given if the response is below the criterion limit. 2. Create procedures for the implementation of each of the antecedent interventions The Ncr is non contingent reinforcement. –the stimuli with known reinforcing properties are delivered on a fixed time or variable time schedule independent of the learners behavior. Highp- High probability request sequence- for example the client is presented with a series of easy to follow requests where the client has been seen to comply and do these steps and once the client complies with these high prob requests after a couple of times then the client is given the target FCT- functional communication training. Establishes an appropriate communicative behavior to compete with problem behaviors that are evoked by an Eo.

3. Give specific scenarios outlining how you would implement group contingencies in a classroom setting, work setting and leisure setting Independent group contingency could be implemented in the classroom by the teacher addressing the group saying that she is going assign homework and the individuals who get it correct will be able to pick a prize from the prize box. Dependent group contingency would be if your working in an office and one of the teams was able to meet there quota for the week then the whole office would have a pizza party. Interdependent is when all the members of the group have to meet the criteria for everyone to earn the reward. So the teacher assigns homework to the whole class and says that if everyone completes it and turns it in the next day then the whole class will have an extra 10 min to play after lunch. This is suppose to create a group cohesiveness and use peer pressure because the individuals don’t want to let other members of the team down.

4. Create a level system and explain each component A level system that I would create in class would be three reading groups level A level B and level C. Level C being the lowest level B being the medium group and level A is highest level of reading group. In order to move up the levels the groups or individuals have to meet a specific criteria for each level to move up or down. As they move up the levels they have access to more reinforcement and are expected to be more independent. 5. Describe how mands, tacts and intraverbals account for verbal behavior in a social conversation Mand is when you are asking it’s a verbal operant where the form of the response is under the control of MO so you are thirsty so you say can I have water? Tact is when you are labeling show them a truck and they say truck the antecedent is a niverbal stimulant Intraverbal is when the sentence is being finished for example “its raining cats and…” the client finishes the sentence and says “dogs” it has a verbal stimulus without point to point 6. How does the “autoclitic relation” account for your “thought process”? You’re talking to your self but out loud and it effects the response of the listener. Instead of asking you’re saying or thinking out loud it’s a verbal behavior. For example you say that I have to go to the bathroom your not asking your thinking out loud but the listener is affected in that they know that you have to go to the bathroom....