Hararadh Observation Paper

This toy hits many of Piaget’s sensorimotor stages of development in a child beginning at age 6MO sub-stage 3 which was remarkable to me where one toy could assist with secondary circular reactions, coordination of secondary schemes, tertiary circular reaction and beginning of representational thought (Bee, Boyd, pg. 140). It is very easy to use for both small children and more advanced toddlers. I was impressed with the fact it is not a throw away toy after 6 months it can be used over several years and by multiple family members to assist with growth and development. After watching the video and reading information on this toy I would strongly recommend to parents who have children ranging in age 6MO to

The room was also equipped with a one-way window so the child could be observed without their acknowledgement. The experiment showed that the consequences in the films that the children observed in the ending, created a different outcome. The children who witnessed the film were the adult was rewarded was most likely to repeat or imitate the aggressive behavior toward the Bobo doll. In the situation of the other children who watched the adult being punished for their aggressive behavior, the children were less likely to recreate the aggressive behavior towards the Bobo doll. After the findings Bandura added to the experiment. The children who watched any of the three films were asked to recreate what the adult did in the film. Each imitation the child recreated correctly, they were rewarded with candy and stickers. Virtually all the children were capable of recreating all actions, aggressive or non-aggressive. The different variations of the films the children watched had no impact on them. In conclusion to Bandura’s experiment, you are capable of imitating any behavior, aggressive or non-aggressive, but you are more likely to imitate if there is expectation of any type of reward.

An individual can always learn new aspects of life when they are observing an infant. This observation took place in the home of the participant. The participant is familiar with the house. During the observation the child played with her toys in the living room. The participant was a 12-month-old girl who is cared for by both her mother and father. Other participant included the child's mother and the child's aunt. The mother is a teacher, so during this observation and in the summer, they both stay at home. The participant is the only child in the household. After an afternoon nap and snack, the child sat in her mother's lap on the couch in the living room. While she was with her mother, she stayed close to her mother and made eye contact with everyone in the room. The child then got down and played with her toys in the floor of the living room. She began with the toy closest to her and began pushing the buttons while singing along with the different rhythms. The next toy she found was a child's magazine and she quickly flipped through the pages and found pictures of other infants similar to her. After a quick look around the room, she proceeded to crawl over to the nearest shelf in the living room. She began to pull her self up to a standing position and began pulling items off of the shelf and putting them on the floor. The mother quickly diverted her attention by

The purpose of the study was to examine whether children learn behaviors form models in their lives in addition from learning discrimination. Half of the subjects had playtime with a nurturing model while the other half had playtime with a non-nurturing model. This is how the independent variable was manipulated. The dependent variable in this study was whether or not the subjects displayed the behavior observed in the model and to what extent this behavior was displayed. The subjects were 24 female and 24 male nursery school children ranging from 45 – 61 months of age. In the non-nurturing scenario, the model brought in one subject at a time and instructed the child to play with toys on the floor. While the subject played, the model sat a desk going through paperwork and did not interact with the child in the least. In the nurturing scenario, the model sat on the floor playing with the child and responded to any need for help in a warm fashion. For the course of 5 days the subject were put into groups of 15 randomly assigned participants and had playtime together. The extent to which the participants replicated the model’s behavior was then measured. The data reflected no significant sex differences among subjects. 95% of participants adopted aggressive behavior, 45% replicated model’s dancing, and 28% replicated verbalizations. The data

Jayden King Jr. is a seven-year-old boy who is currently in a District 75 program. Jayden Jr. is classified as emotionally disturbed since 2014 and is currently placed in an 8-1-1 second-grade class. Jayden Jr. has a one to one crisis paraprofessional to ensure the safety of the student’s and himself. The crisis paraprofessional works closely with the student to provide assistance with assignments, staying on task and transitioning throughout the building.

Today we meet with the caregiver in the client's home, according to the previously agreed upon. The client is observed to get angry easily does not pay much attention to the details. He does not seem to listen when he is spoken to and avoids talking. We begin the session by observing Odalys' behaviors when he frequently gets up from the seat during work time at the table. You are instructed to request a break through verbal communication, avoiding the escape to the demand of ordering the letters of the alphabet on a magnetic board. In doing so it is reinforced with verbal praises of "high five" to reinforce the adaptive behaviors, after finishing their

The behavioural theory seeks to understand the behaviour children display as a direct stimulus – response relationship and posits that ongoing feedback both positive and negative is what yields great learning outcomes (McLeod, 2007a). Educators will be required to understand the definition of behaviour as an observable response to stimulus received externally from the environment or more broadly as any action

In this paper regarding a four-year- old male (Jimmy) throwing tantrums, I will identify his target behavior and provided a detailed description of how antecedent stimuli plus conditions could be potentially important for the assessment of his target behavior. At the same time providing detailed description of discriminative and motivating operations that are applicable in this scenario. On the other end of the spectrum, I will shed light on consequence stimuli and conditions that could be potentially important for assessment of the targeted behavior with the influence of positive, negative, and automatic positive/negative reinforcement. Additionally, I will describe the components of the S-M-I-R model and how they would be

Next, two experimenters for this study (E1 and E2) assigned us to an experimental or a control condition. My parent was asked to sit in the corner of the room and to remain uninvolved, meaning no encouragement or praise for my helping efforts. A total of 18 trials were conducted and we were assigned to an experimental condition (explicit scaffolding) or a control condition (no scaffolding). Children in the control condition received no encouragement or praise for helping. With the experimental condition, I received praise and encouragement during the first nine trials. Prior to each trial, E2 played with me and a standard set of toys on the floor. We sat right in front of the table where E1 was seated. E2 would continue to play with me until E1 dropped an object on the floor. Then, E2 would constantly encourage us to help. E2 would say phrases such as “Look, E1 dropped something!” or “Do you want to help her?”. If I handed the object back to E1, I was praised by E1 and E2. However, for the last nine trials, I did not receive any praise or encouragement for helping. If I handed the object to E1, E1 just looked at the object, smiled, and resumed her activity. If I handed it to E2, E2 would only respond briefly. If I decided not to help, E2 would remove the dropped object from the floor and place it in a dark container behind

Moustache and nose are on Mr. Potato Head in correct locations- consequence, “Great Job!” -Verbal reinforce, Play continues- tangible reinforcer-toy.

When the clinical team arrived, Josue was playing with his trains on the living room floor. The clinical engaged Josue with his trains. The clinical team probed appropriate play, Josue was able the roll his trains, however, he did not play appropriately with his other toys (i.e. electronics and figurines). He was also observed to get upset whenever his trains would roll more than two feet away.The clinical team then probed, the one-step instruction, “Go get it” and he did not comply. Instead, he would stand up, cry, and hit mom and the clinical team with an open hand. Mom and the clinical team would block the hitting. Mom would hug, hold,and sang to Josue. Mom added it was hard watching Josua cry. Josua was observed to look at mom as he engaged in behaviors. When mom ignored (not look at him as he engaged in behaviors) he then got onto of the dinner table kicked the table and cried. He tried to pull down the bird cage and open the cage. Mom blocked him and said "No" and hugged him. Josue did not comply to the one-step instruction, “Stop” during this time, when presented by the clinical team. The clinical team probed listener responding. For example, when his name was called, he looked two out four times at the communicative partner. Greetings were also probed with Josue, he did not respond to “Hi”, however, he responded to “Bye”, he said “Bye” and waved. Body parts and labeling items in his environment was probed, Josue did not respond. Matching 3D

Interactive regulation is the process whereby at least two individuals co-manage and dynamically balance ANS arousal in real time. Just as self-regulation is more developmentally advanced than autoregulation, interactive regulation is more advanced than self-regulation. Developmentally speaking, interactive play by infants with their primary caregivers forms the foundation for mutuality and reciprocity. When interactive play does not take place, infants turn instead toward autoregulation as an adaptation to interpersonal neglect. They do so at great cost, remaining in exile from the interactive world as they grow older. Over time, reliance upon autoregulation consolidates into a one-person psychological system of

To maintain a certainty and predictability of behaviours exhibited, it is recommended to stick to a routine and spend time in their repetitive behaviours. Other behaviours which are commonly presented are unusually intense or focused interests, repetitive stereotyped body movements, and the repetitive use of objects, insisting on sticking to routines, unusual sensory interests, sensory sensitivities and intellectual impairment or learning difficulties.

My daughter Devany was playing with our new house cat Miss. Daisy; Devany tried to touch Miss Daisy she jumped on the bed scratched (aversive stimulus) Devany on her left hand. The scratched served as a punisher. Devany stopped playing with Miss Daisy for two weeks. Devany attempted to put her hand out to touch Miss Daisy, Devany quickly withdrew her hand, she said mommy “I’m afraid to pet and play with Miss Daisy,” which terminated the cat scratching. Pulling her hand away removed the pain of being scratched; this behavior strengthened via (Negative reinforcement). Miss Daisy scratching presented one behavior, the behavior was weakened; as Miss Daisy was removed following another behavior that was

My practicum took place on September 7,2016 from nine thirty to ten thirty. The practicum took place at Impact Early College High School in Baytown. The class I observed was Ms. Nguyen’s class of juniors and seniors that contained twenty students, seven boys and thirteen girls. The class appeared to be alert and ready to learn. Since this was their second period class they already had enough time to shake off their fatigue. The subject was Pre-Calculous and the topic was operations of functions. Students entered the classroom in a calm manner and socialized until it was time to start class. The teacher instructed the students to take their seats and take five minutes to write their assignments into their academic calendar. The teacher went