Behavior Change Project
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M3 Behavior Change Project: Intervention Goal
Tikaya McCoy
Behavior Change Procedures: Implementing Interventions in Behavior Analysis
March 31, 2024
Vanessa Fessenden, Ph.D., BCBA
Arizona State University
Intervention Goal
We are continuing to evaluate "Andre Jackson," age 4, in order to achieve this intervention aim. "Dre" has been evaluated using Vineland-3 and VB-MAPP. He has proven to be an expert in manding and tacking, as well as communicating his demands and desires when called for. Additionally, he has proven that, when given the opportunity, he can accurately identify objects and animals in fields of three. Conversely, "Dre" has reacted slowly or not at all when his name is called from a distance. Additionally, he has shown a lack of concentration by abandoning newly offered activities after two to three minutes and attending both favored and non-preferred tasks. In the instance of "Dre," the target behavior will include turning his head in the direction of the speaker and making and maintaining eye contact with them for five seconds when he is engaged in an activity, as well as reacting with complete eye contact when an adult calls his name. "Andre" will complete ten sessions with two adults/providers, meeting 80% of these opportunities.
Rationale
This intervention goal is justified by providing an answer to Cooper et al. (2020)'s query about whether the behavior would result in reinforcement in the client's natural environment after treatment. The text states that in order to ascertain whether a specific target behavior is functional for the client, the behavior analyst, significant others, and the client themselves—
wherever possible—should inquire as to whether the suggested behavior modification will be reinforced in the client's day-to-day activities. (Page 59 of Cooper, J.O., et al., 2020). One goal
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Related Questions
Student Performance Results
Pre-
Post-
Pre-
Post-
Student
ID
LG1 (%)
LG1 (%)
LG2 (%)
LG2 (%)
Pre-
Assessment Assessment Assessment Assessment Assessment Assessment
LG3 (%)
1
70
85
75
80
90
80
098
Post-
LG3 (%)
85
2
75
90
90
80
85
75
90
96
3
80
85
75
1
90
70
85
4
75
90
70
85
75
00
90
5
70
85
75
90
90
6
75
50
00
80
95
85
90
80
85
75
90
7
80
85
75
90
90
70
85
8
75
90
70
85
75
90
9
70
85
75
90
80
85
10
°
75
55
90
80
85
75
90
11
80
85
75
90
00
12
75
90
20
70
70
85
85
75
90
13
70
85
75
90
80
85
55
14
75
90
80
85
75
90
15
80
85
75
90
70
85
16
75
90
70
85
75
90
17
70
85
75
90
80
85
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Case 27
Housekeeping
Guest Satisfaction Scores
Case Type:
Head Case
Main Subjects: Motivation, Rewards
• Shakia Andrews, Executive Housekerper
Who's Who:
hakia was desperate. The guest satisfaction scores for the Housekeeping department have
Sbeen extremely low for the past year. Though the Housekeeping management has been in
place for several years, nearly all of the guestroom attendants have been employed by the Royal
Hotel for less than two years. Shakia was ot sure what had caused the perceived level of service
and cleanliness to suffer.
1. Why are the guest servine scores for the Housekeeping department usually low?
2 Housekeeping managers often valize that probably the hardest part of their job is to moti-
vate their staff. Explain.
3. Where should Shakia begin to raise the guest satisfactions scores?
4. To maintain the comnitment of housekeepers, identify creative intrinsic' and extrinsic
rewards
Notes
Intrinsie rewards are…
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"Perfect test
cut-off
True negative; TN
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True positive; TP
(sensitivity)
False negative (FN)
False positive (FP)
Healthy
Sick
(a)
Test
cut-off
Moving cut-off to left
reduces false negatives
(higher specificity)
at cost of
reduced sensitivity
Moving cut-off to right
reduces false positives
(higher sensitivity)
at cost of
reduced specificity
TN
TP
FN
FP
Healthy
Sick
(b)
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Value
Accuracy (#correct)
178
Accuracy (%correct)
85.6
Specificity
0.88219
Sensitivity (Recall)
0.6
Precision
0.82400
F1 Score
0.88213
Success Class
1
Success Probability
0.4
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