Challenging Behavior Analysis

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

Baer, D. M., Wofl, M. M., & Risley, T. R. (2015, 11 5). Some Current Dimensions of Applied Behavior Analysis. Retrieved from ncbi.nlm.nih.gov: www.ncbi.nlm.nih.gov/pmc/articles/PMC13109980/pdf/jaba00083-0089.pdf

An appropriate response to challenging behaviour depends on the type of behaviour being exhibited by a child. Any response to challenging behaviour should be consistent, fair and necessary to manage the behaviour. A considered proactive response is likely to be more effective than one which is merely reactive and which may be influenced by an emotional response to the incident.

Applied Behavior Analysis analysts are required to know the steps that are needed and necessary for behavior modification. This type of modification requires a clear definition of the behavior needing modification (target behavior), how this will benefit the individual in need of the modification, a clear plan of modification, and consistent data gathering to determine the effectiveness of the proposed behavior modification plan. In order to achieve a successful modification plan, the ABA professional first needs to gather information about the individual either by direct or indirect means. The modification must always been in the best interest of the individual, or those closest to the individual, and it must be a functional modification that can be carried out in the absence of the analyst. The ABA professional needs to understand the needs of each client. In order to do this, the professional will have to assess the behavior, gather data, identify a target behavior, propose a hypothesis about an intervention, implement the modification program, gather more data about the effectiveness of the program, and report about the outcome.

at each other, and call each other offensive names. One day I decided to compare the way they treated their friends versus each other and I told them how proud I was of how they interacted with their friends, giving them examples of exchanges I had noticed. I would write down examples so that when I spoke to them, they could relate to it. I also would jot down examples of how they dealt with each other. I explained to them that although being angry is a normal feeling, being cruel was not acceptable. Even at a young age, discuss how to alter a specific behavior which started the conflict.

Facilitated Communication (FC) is a technique used by some caregivers in an attempt to help those with severe communication disabilities. Rosemary Crossley, the originator of FC, came up with this technique in the late 1970’s and it was originally used for individuals with cerebral palsy. A little over a decade later, FC made its way to the U.S. by way of Douglas Biklen and he extended it to autism. Biklen argued that we had it all wrong and that autism is primarily a motor, not mental, disorder. For that reason, many used FC, or supported typing as it is called today, as a means to communicate with autistic individuals who have severe communication disabilities. FC requires two people, the individual with autism and the facilitator.

Thank you for your considering my application to the Applied Behavior analysis program. For all of my life I have known that I was going to help people. It could be said that it is in my DNA. I just never suspected what the capacity would be. On December 15thI graduated from Albright college, I began working at Melmark on December 16th. My first thought, on that first day was “Oh no, I can’t do this, I need to quit” That was over two years ago, and I have gone to work every day, with a smile on my face. While working at my first position, out of college, I discovered my passion. My passion, I find, is working with children and adults with autism and with people who suffer from addiction. Watching the smiles on their faces, the determination when they work to complete a goal, and just the progress makes every hardship worth it, I love it. Each day, in my position as an ABA, I run behavior support plans, IEPs, teaching plans and other protocols, and each day I truly wish that I could have contributed to these plans, protocols, and IEPs. I ponder the recommendations that I could come up with, I wonder that if I had been able to participate in these conversations to create these plans could I have brought something else to the table, a different viewpoint. Affecting the way that the plans are written and in turn ran, I feel that I could make a big difference in the lives of the children and their families also. Every two weeks each child’s team meets to discuss his or her

Applied Behavior Analysis (ABA) is one of the most misunderstood methods of reinforcement. ABA also is referred to as ‘behavior modification’, which is the main contributor of the negative connotation with this method. ABA is the application of behavioral learning principles to change behavior (Woolfolk 256). Applied Behavior Analysis can be very successful in the classroom if done correctly. However, to begin this, one must study a student to decide what reinforcers will best work to modify the behavior.

I assume a behavioral theoretical orientation towards client treatment. Because of my orientation, I do not view behavior necessarily as signs of an underlying dysfunction, but rather the target of therapy itself. My approach to therapy is not that the person has something fundamentally wrong, that needs to be fixed. Instead, I view the client not from a variable-centered approach, but from a person-centered approach. I understand the client as someone who comes to therapy because they are struggling with behavior that is currently not serving an adaptive function.

Conceptually consistent programs within behavior analysis are those programs that use the principles of operant learning theory. Sensory integration and mindfulness therapies are not conceptually consistent with the principles of behavior analysis.

The Vineland Adaptive Behavior Scales, Second Edition, Teacher Rating Form (Vineland-II TRF) provides acomprehensive assessment of personal and social sufficiency for students aged 3 through 21 years in a school, preschool, or structured day care setting. Adaptive behavior refers to an individual's typical performance of the day-to-day activities required for personal and social sufficiency.

4. Why it is important to you to study this discipline in a school that emphasizes cultural awareness, competence, and understanding of diversity (see our Commitment to Diversity Statement).

The author claims a there is causality factor between the fact that adolescents spend time with their families - by having family meals together - and the thwarting those adolescents from engaging in bad behaviors, which include the use alcohol, tobacco or illegal drugs. There author fails to make a convincing conclusion and his argument is thriving with loopholes, from providing no information of the population he has surveyed, through a limited scope for the definition of bad behavior, to a partial image, at best, of what are the percentage of the cases by which he has concluded the outcome.

One of my self- defeating behavior patterns is that I feel uncomfortable asking for help. For example, I needed some help with an assignment that I didn’t understand. Instead of asking a classmate that was very knowledge of the course, I decided to do it alone. By doing that, my grade reflected that decision. I received a failing grade on that assignment. If I had asked for help I would have received a passing grade. What has caused this habit is rejection or not being able to get the help or assistance needed. The undesirable effects it has had on my life are some struggles/ hardships that I had to endure by thinking I can do things on my own or not seeking help. My life is improving because I have already made the change to ask for help.

my main horrible behavior pattern is that I have extreme test anxiety, I tend to act in this manner for just about anything pertaining to school. In all of my intense classes, that I passed with an A or high B, I did poorly on every single first exam. I believe that I have high test anxiety merely because I didn’t have enough confidence in myself to believe I was capable of performing well. Despite participating in class, studying, and doing all of my assignments, there were a couple of classes I have taken that made me doubt myself. My life will be improved if I no longer have test anxiety by limiting my stress levels, and diminishing my fears.