Assignment 4 3305
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School
University of Texas, Rio Grande Valley *
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Course
3305
Subject
Mathematics
Date
Jan 9, 2024
Type
docx
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Uploaded by CorporalCrocodileMaster789
3305 ABA
Assignment 4 - Identifying Principles & Procedures
20 pts.
**Treatment options-only if they use a treatment name and it seems close to treating the
problem behavior.
1. Shelly is a 15 year old student with severe mental retardation and little functional
language in a special ed. class. During “prevocational work activities” she sits at a table
with 5 peers and is expected to do repetitive tasks (e.g., sorting) for a hour. Her teacher is
frequently busy handling materials and dealing students at other tables. When her teacher
is not nearby, Shelly slaps Mavis, the student next to her. Mavis screams and the teacher
runs over to Shelly and scolds her. Aggressive behavior only occurs when Mavis sits next
to Shelly. Other students have not screamed and have hit Shelly back back so she no
longer slaps them.
Tip: focus on Shelly
Who has the problem behavior and what is the Problem behavior:
Shelly has a problem behavior because she slaps her classmates.
What is the Alternative good behavior:
Having Shelly remain engaged and busy in a sorting activity while the teacher is helping
the other students.
Antecedents: SD who or what makes problem behavior happen? Why does it occur: EO?
The SD is Mavis sitting nearby Shelly. The EO is due to her teacher not giving her
attention and is not nearby.
Reinforcing consequence as stated in the story! (what is she getting due to engaging in
the problem behavior?)
Shelly is getting attention from Mavis and the teacher.
Suggest some Treatment options (use correct treatment names and explain):
The course of action would be for Mavis is to sit apart from Shelly. It is unethical to turn
a blind eye to Shelly hurting Mavis and to let Shelly hit Mavis to get the teacher’s
attention. Teaching Mavis to hit Shelly back is unethical.
***************************************************
2. Bob is a 10 year old with a diagnosis of LD (Learning Disability). He is part time
special ed. and part time regular ed. He engages in disruptive behavior (complaining,
making noises, and hitting his desk) in the regular ed. class when he has to do difficult
math problems. As a consequence, his teacher sends him to “time out” in the back of the
class. When disruptive behavior occurs in the special ed. class, his teacher requires him to
complete math problems anyway. As a result, the problem behavior rarely occurs in the
special ed. class.
Problem behavior:
Bob has a problem behavior and the problem behavior is disruptive behavior which is
complaining, making noise, and pounding his desk in his regular class.
What is the Alternative good behavior:
Completing his work or asking for a break.
Antecedents: SD who or what makes problem behavior happen? Why does it occur: EO?
The SD is math problems in regular class, but doesn’t have a problem behavior in his
special education. The EO is difficult math problems.
Reinforcing consequence as stated in the story! (what is he getting due to engaging in the
problem behavior?)
Escaping difficult math problems which turns to a time out in back of the class.
Suggest some Treatment options (use correct treatment names and explain):
Behavioral skills training for regular class teacher to require Bob to complete his math
problems; reinforcement for completing math problems, removal of reinforcer (escape)
by having to stay.
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