Apply In Theory and Practice the Principles and Procedures of ABA/IBI in Working with Children with ASD

Apply In Theory and Practice the Principles and Procedures of ABA/IBI in Working with Children with ASD

1. Repeat the summary statement about the target behaviour from assignment

There are many replacement behaviours could be taught to the child to eliminate the disruptive behaviours such as raising a hand if he needs something, speak after being giving permeation to talk only,  using fidgets items if he feels the need to drop something or use his hand for no purpose during class time. According to the ABC data that were taken during observation, the student was intentionally conducting disruptive behaviour to obtain his teachers’ attention as well as his classmates’ attention. Once the student is making any the previously mentioned disruptive behaviours, the teacher gave attention right away in the form of either verbal or physical recognition to get the student back to pay attention to instructions and demands.

2. Operationally define suitable replacement behaviour.

You have now learned how to create and lead a useful social appraisal and tentatively decide the capacity of severe conduct. The following stage is to determine the standard level (for example, rate, per cent of periods) issue conduct. The rate or percentage of spans that the behaviour happens before the free factor “the treatment/intercession” is presented (Lecture notes 11). Raising hands is the replacement behaviour that I would apply to eliminate the learning disruptions encountered by students.

3. Briefly explain the social validity of:
4. Addressing this target behaviour

Concerning the target behaviour, the child in the classroom case does several classroom disruptive behaviours such as speaks out of turn and drop pencil on the floor. It was hypothesized through my ABC observation tool and the FAST tool that he is doing those behaviours for the attention from the teacher and peers. These disruptive behaviours are inappropriate as they are conducted during instructional time, and they are preventing the teacher from doing teaching the children as well as the children from learning. Therefore, those disruptive behaviours are not beneficial to the child and his environment in the time in which it is instruction time.

1. Your chosen replacement behaviour.

Concerning replacement behaviour, the child is going to be taught to raise his hand when he needs to speak instead of speaking out of turn with the teacher or others. This replacement behaviour associated with this is speaking when permitting to do so. The student would not interrupt the instructional flow if the teacher did not allow him to speak. This will make the instructional situation go smoothly, and everyone in the classroom will benefit from it.

4. In a paragraph of approximately 5-6 sentences, explain how you could use Differential Reinforcement procedures to change the target behaviour.

The teacher will also reinforce when the student is engaged with his fidget by saying positive comments and tapping on shoulders. However, the teacher will ignore when the student conducts any of the undesired behaviours mentioned, such as speaks out of turn. The teacher will use two types of differential reinforcement. The first one is the Differential Reinforcement of Incompatible Behavior (DRI): The student cannot be speaking and not speaking at the same time. Hence, DRI involves reinforcing behaviour that cannot occur at the same time as inappropriate behaviour. However, when the child is given the turn to speak, the teacher rewards him with praise.  DRA involves reinforcing alternative expression for inappropriate behaviour. In this case, when the student is raising the hand, speaks within turn and use his fidgets.

5. Develop a list of 5 possible antecedent control procedures to change the target behaviour. Use specific examples and write in full sentences.
6. Presenting the discriminative stimulus (SD) The teacher develops a visual schedule for the student that shows classroom rules to follow, such as sit quietly, speak in turn, and have good hands.
7. We are arranging to establish operation for desirable behaviour.

• The teacher gives attention to the student for speaking within turn and having good hands before undesirable behaviour occurs.

1. We are presenting abolishing operation for undesirable behaviour.
2. The teacher will ignore any undesirable behaviour and the other students as well.

Works cited

Lecture notes. DATA COLLECTION, ASSESSMENT, AND INTERVENTION PLANS. Accessed on July 20, 2020. From file:///C:/Users/USER/Downloads/27191-module07.pdf