SPE 566 Defining Behavior

Behaviour/mannerisms can convey symbolic meaning within a structure or field and thus create a pattern of recognised behaviours or actions. These become embodied and dictate the way a person conducts themseleves within a certain field. (p69-70)

Please complete and submit this form as the first page of every coursework otherwise your coursework will not be accepted.

Baer, D. M. (Spring, 1968). Some Current Dimensions of Applied Behavior Analysis. Journal of Applied Behavior Analysis, 91-97.

What is one theory that influenced the development of the approach and how the theory helps describe behaviors

Zatrow, C. &.-A. (210). Understanding human behavior and social enviornment (8th ed.). Belmont, CA: Brooks/Cole.

Remember that your exam must be typed in a Word document. Do not save your work as Word 2007. The exam can either be submitted as an attachment through WebCT or a hardcopy can be submitted to me in my office before 5:00 pm on November 20. Completed exams will be accepted at

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As you read this week’s required materials, complete this worksheet. This is a multipage assignment; double-check that you completed each page before submitting.

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

In this task I will discuss the application/part of behaviorist perspectives in health and social care.

As you read this week’s required materials, complete this worksheet. This is a multipage assignment; double-check that you completed each page before submitting.

What are several principals for teaching social skills to students with learning and behavior problems? The text expresses many key principals that educators may employ for teaching social skills to students with learning or behavior problems. Teachers are encouraged to develop cooperative learning activities and groups. Students should be encouraged to work with their fellow peers in supportive and structured activities. Teachers should employ effective instruction strategies such as identifying target behaviors, modeling, rehearsing, role-playing, and providing students with positive feedback. Learned and target social skills should be taught and modeled in a way that students are able to transfer these skills from the classroom to outside of the classroom. Teachers need to empower students and help them identify their strengths. Students should feel that they are actively involved with their learning, as well as, understand the consequences to their

Another effective way of improving social skills is by engaging in conversation with the child as much as possible. It is important not to just ask them yes or no questions but to prompt them to express themselves, to engage in telling stories. In the long run, this can help with such aspects of conversational skills as paying more attention when someone is talking to them, being actively engaged in conversation by taking turns and taking into consideration what the other person is thinking, showing interest and staying on topic (Chin & Bernard-Opitz,

To encourage the development of social skills students are encouraged to interact with one another throughout the day in a variety of methods, including partner work, small group activities, and large group activities. These teaching techniques enable autistic children to relate to their peers. As autistic children relate to their peers more they are more accepted and in turn continue to learn and acquire new and improved social skills.