Acceleration Target Behavior Case Study

Positive reinforcement occurs after a behavior is exhibited in order to insure the behavior will continue. The following research studies used positive reinforcement treatment plans to increased compliance behavior for children with Oppositional Defiant Disorder and Attention Deficit Hyperactivity Disorder that exhibit stereotypical behavior. The results showed that by using positive reinforcement techniques, children’s disruptive behavior was reduced. Results showed that the positive reinforcement procedures were very effective in various settings such as a school, in home and clinical settings. This paper will discuss the positive reinforcement techniques used to reduce disruptive behavior in children with ODD and ADHD. The purpose of the treatment intervention is to encourage participants to be responsible by putting their toys away when told, by using positive reinforcement. The goal is for participants to learn, how to exhibit good behavior.

Acceleration and deceleration of target behaviors are central to behavior therapy. Acceleration a behavior is to make a behavior occur more frequently or intensely, whereas decelerating a behavior is to decrease the frequently or intensity of a behavior. By employing methods that serve to either accelerate or decelerate a behavior, an individual can overcome acting out maladaptive or undesirable behaviors and promote the occurrence of adaptive or desirable behaviors. Acceleration behavior therapy employs two general mechanisms to accelerate target behaviors; stimulus control and reinforcement. Although these two distinct methods of accelerating target behaviors work to accomplish the same goal (i.e., increasing the frequency of the

Martin, a behavior analyst, is working with Sara, a 14-year-old girl with severe developmental delays who exhibits self-injurious behavior (SIB). The self-injurious behaviors included pulling her hair, biting her arm and banging her head against the wall. After conducting a functional analysis, Martin decided to employ an intervention program consisting of differential reinforcement of other (DRO) desired behavior. Martin collected data on Sara's SIB before and during the intervention. Below is a depiction of the data that Martin collected:

The Behavior Analyst Certification Board, Inc. (BACB) has adopted ten guidelines for professional conduct for behavior analyst. Guideline four discusses, The Behavior Analyst and the Individual Behavior Change Program. The guideline states, “The behavior analyst (a) designs programs that are based on behavior analytic principles, including assessments of effects of other intervention methods, (b) involves the client or the client-surrogate in the planning of such programs, (c) obtains the consent of the client, and (d) respects the right of the client to terminate services at any time.” Within guideline four, Least Restrictive Procedures 4.10 dictates, “The behavior analyst reviews and appraises the restrictiveness of alternative interventions and always recommends the least restrictive procedures likely to be effective in dealing with a behavior problem” (Bailey & Burch, 2011.) Based on our ethical guidelines as future behavior analyst we must guarantee our clients interventions are the least restrictive. Promoting least restrictive interventions in school settings ensures the utilization of antecedent manipulations. Utilizing antecedent manipulations may assist with deescalating or preventing further maladaptive behavior. Preventing maladaptive behavior decreases the risks of potential negative side effects such as emotional responding. Employing our ethical guidelines ensures the dignity of our students and promotes student independence.

Its application to the treatment of mental problems is known as behaviour modification. Learning is seen as behaviour change moulded by experience; it is accomplished largely through either classical or operant conditioning.

By identifying the environmental variables, and defining them in measurable terms, data were collected to demonstrate how often particular antecedents and consequences were present, prior to, and immediately following, the target behavior. This data identifies what may likely be maintaining the target behavior. In order for data to be collected accurately, all observers must be using the same definition of a behavior or measurement. This information is then used to develop the hypothesis, which will be the basis for the behavior intervention plan (BIP). While each step in the process plays an integral role, using measurable and observable terms to identify variables, as well as behaviors, is imperative for accurate assessment and the development of an effective

Scientific evidence serves another purpose in behavior analysis. It guides the decision in the types of treatment procedures that are selected for implementation. According to Van Houten, et al. (1988), a behavior analyst has an obligation to only use methods that have been scientifically proven to be effective. This fact is key because one of the rights a client has is the right to the most effective treatments available. When the behavior analyst is able to combine the use of the scientific data and the use of scientifically proven effective treatments, they are able to accomplish the goal that they should start with for each client. A behavior analyst has been most effective in helping their clients when they are able to withdrawal themselves from the clients life altogether (Skinner, 1978).

One strategy employed by health educators is behavior modification. Behavior modification employs strategies and techniques to decrease the instance of negative habits or facilitate the frequency of beneficial actions. Behavior modification has been proven successful in improving patient adherence to preventive and therapeutic regimens, avoiding treatment delays, altering risk-taking behavior, and enabling lifestyle change.

Skinner believed that behaviour is shaped and maintained by a reinforcing stimulus and that schedules of reinforcement are important factors in the learning process. There are many situations in the classroom where a behaviourist approach is likely to work well. For example, when I teach, I have started to pick out students who are making the right choices throughout the lesson. I call attention to the student who is doing the right thing and use verbal praise, which is quite an effective way to let other students realise what the expected learning behaviour is. The Year 6 students in the class are aware of the school’s reward system; ten credits lead to one merit, which is recorded in their merit book. They are also aware that bad behaviour in the class or on the playground will be followed by negative consequences. To warn against unwanted behaviour, I have seen teachers use negative reinforcers such as verbal warnings, timeouts and losing privileges.

During independent work including a demand, the target behavior will increase. During times when demands are less likely to be placed, target behavior decreases. Therefore, it is suggested that Barry’s target behavior is serving an escape/ demand function. However, analysis of ABC data suggest that Barry’s behavior serves multiple functions and some behaviors are attention seeking as well. When Barry is asked to complete assigned task (sit in assigned seat, get to class, complete work sheet or chores), he reacts by kick objects, and screams which will lead to assignment not done or delayed. This was seen in his behavior in Music class, when his teacher requested him to complete is music sheet. Barry crumpled the edges of his music sheet paper that contracted his teacher’s attention that allowed him to escape doing the task. The visual clues of this function was also

Dziegielewski & Turnage (2015) cites Marinchak & Morgaon (2012) six factors to consider when using any type of behavioral treatment (p. 330): (1) client and practioner develop a collaborative relation, goals and objectives are negoitiated (2) client has committed to actively address problem behavior both in and outside theapy session (3) complete a functional analysis to clearly idenify which problem require immedicte attention, (4) client involved in developing treatment goals and strategies (5) develop a clear plan and indicators to evaluate treatment progress (6) provide long-term recovery strategies and specific practice relaspe straegy related to

Differential Reinforcement is defined to occur when behavior is reinforced by being either rewarded or punished while interacting with others (Siegel, 2003). With this said, the theory was developed as a way of labeling both positive, as well as negative aspects of individual action. This idea of reinforcement is a branch of the infamous Differential Association theory presented by Edwin H. Sutherland in 1939. Another commonly used term for this theory of reinforcement is called differential conditioning (Siegel, 2003). As mentioned, the types of reinforcement are either positive or negative, and operate on the results of specific crimes or random acts. Rewarding behaviors plainly urges such action to be repeated, while punishment

Skinner and his colleagues (Gass & Larry, 2008), learning or a change of behaviour on the part of the learner, is brought about by a process known as 'operant conditioning' which is the result of repeated training. Operant means 'voluntary behaviour' which is the result of learner's own free-will and is not forced by any outsider or thing (Ortega, 2009). The learner will demonstrate the new behaviour first as a response to a system of a reward or punishment, and finally it will become an automatic response.

In applied behavior analysis behaviorists use techniques such as functional behavior assessment (FBA), to create functionally-based interventions that target maladaptive behavior. The goal of an FBA is to identify the conditions that predict behavior and the consequences that maintain behavior (Carr et al., 2002). If the link between antecedent, behavior, and consequence can be established, it will be possible to alter a behavior by changing its predictive stimuli and maintaining consequences (Bender, 2015). After forming this link by collecting data, a behavior intervention plan (BIP) will be created to diminish problem behavior (Bender, 2015). This BIP must target the function of the behavior and

One of the simplest and most commonly-used methods of conceptualizing learning is that of reinforcement theory (Noe 2010: 142). Every time a parent promises a child a toy for being good during a grocery store trip or threatens a teen with being grounded for bad grades, he or she is using reinforcement theory. Reinforcement theory is based upon the assumption that people want to experience as much pleasure as possible and avoid pain. Thus, businesses offer workers bonuses for good work, and issue reprimands (such as docking pay or denying a promotion) for poor behavior.