Student 1 Morgan N Hey all Five strategies and tactics: 1. Teach a full range of relevant stimulus conditions and response requirements. Most important behaviors must be performed in various ways across a wide range of stimulus conditions. (Cooper, 2007) - Teach sufficient stimulus examples- This promotes settings and situation generalization by teaching the student to respond correctly to more than one example of antecedents. (Cooper, 2007) - Teach sufficient response examples- This shows the different variations in stimulus and responses. (Cooper, 2007) 2. Make the instruction set similar to the generalization setting. This promotes generalization into instructional settings that the students may see in the generalized setting. (Cooper, 2007) - Program common stimuli- include typical characteristics of the generalized setting into the instructional setting. (Cooper, 2007) - Teach loosely- means to randomly vary none important aspects of the instructional setting in and across teaching sessions. (Cooper, 2007) 3. Maximize contact with reinforcement in the generalization setting. This means that the target behavior needs to be reinforced in the general setting as well as the instructional setting. - Teach the target behavior to levels of performance required by naturally existing contingencies of reinforcement. - Program indiscriminable contingencies. Purpose design and implement interventions so that the student receives a consistent and immediate consequence for emitting the target behavior. (Cooper, 2007) - Set behavior traps - Ask people in the generalization setting to reinforce the target behavior. - Teach the learner to recruit reinforcement. 4. Mediate Generalization -Contrive a mediating stimulus. -teach self-management skills. (Cooper, 2007) 5. Train to generalize. -reinforce response variability. -Instruct the learner to generalize (Cooper, 2007) Program for Generalization: Target behavior-> Greeting the therapist The target behavior should occur in all facits of life, at school when greeting the teacher, at home greeting mom and dad or brothers and sisters, other family, friends, in the community (store, park, recreational center) Church, therapy, etc. Greeting someone would entail saying hello, hi, how are you, waving, and responding to a greeting from others. We would need to teach the client to greet people when someone new comes into a room or greets the client, we would then explain to the client where all a greeting would occur and who they may come in contact with for a greeting to occur. Then we would set up by having different people come into the room or environment with us and we could model greeting them. I would then have them greet the client to see if the client would respond appropriately. We would then have the person come in and see if the client would greet them independently or if needed prompted. In the beginning we would reinforce all imitation greetings he gives anything close to a greeting then once the skill has become more mastered we would only reinforce the response that was most accurate. We could also take him out in the community to greet people. (Cooper,2007) With these interventions we would be using many strategies like teaching a full range of relevant stimulus conditions and response requirements. We would be making it as similar to a generalized setting as possible without following the client around all day. We would be giving the client many reinforcement opportunities so he would have maximize contact with reinforcement in every setting. (Cooper, 2007) Before interventions, assessments, or trainings can happen we must gain consent. We must dicuss everything that will be happening to the person to them and the guardians or care givers who have the best interest of the client in mind. We must explain confidentiality and who we are allowed and not allowed to share information with, if there is an outside party who needs information informed constents would have to be signed by all parties that it is ok the share information. If the client cannot provide informed constent for themselves it would be the caregivers or legal guardians that would make decisions for them which they believe would be in the best interest of the client. (Cooper, 2007) We would start by getting informed consent, and explaining what is going to happen during this process, we would then continue to do assessments indirect and direct assessments. FBA would be done to target antecedents, define the target behavior, and what the consequences are that are reinforcing the behavior. We would try to then alter the environment to reduce or stop problem behaviors and come up with a reinforcement plan that is most beneficial to the client. This would also assist the decrease or removal of a problem behavior. Then we would follow up with collecting data on whether or not the interventions put into place are effective or not.(Cooper, 2007) Cooper, J. Heron, T., & Heward, W. (2007). Applied Behavior Analysis, 2nd Edition. Upper Saddle River, NJ: Pearson Education, Inc. less Student 2 Mary A H. Pre-intervention: Gain informed consent Prior to assessment and intervention, it is important to discuss several things with the learner’s parents or guardians. Limits to confidentiality will be explained as well as arrangements for payment. The social validity of the target behavior will be explained to the parent/guardian to emphasize the benefits of treatment for the client. Once the treatment plan is developed, it will be explained thoroughly to the consenting parent/guardian in a language he or she can understand. Any potential risks to the learner will also be explained along with hypothesized benefits. Identify and operationally define the target behavior Target Behavior: Eye contact when the name is called is defined as Orienting toward a speaker and look directly into his or her eyes after name has been called within 3 seconds. Identify variations of the target behavior There are several variations of the target behavior that the learner may need to utilize in naturally occurring situations. For example, but not limited to: interacting with peers, classroom setting when the teacher calls out a name, family or caregivers calling name. Identify the environments in which the behavior should occur The environments in which this behavior should naturally occur include, classroom, playgrounds, extracurricular activities, and community. Identify mastery criteria Generalization will occur when the learner emits the target behavior in a setting or stimulus situation that is different from the instructional setting. Initially, the learner will learn to engage in eye contact after the name has been called in an instructional setting. The behavior will be considered mastered when the learner is able to turn and engage in eye contact with 2 or more people and in 2 or more environments when the name is called. Conduct preference Assessment Highly reinforcing items or activities will be determined through a preference assessment prior to intervention beginning. Intervention Setting The treatment plan will include systematic teaching for generalization beginning in the instructional environment. Intervention Phases • Phase 1: Instructor will be in very close proximity within one foot of the learner. The instructor will say learner’s name, gain eye contact, and deliver reinforcer on a FR 1 schedule. If eye contact is not given, the instructor will not provide reinforcement and will proceed to the next trial. After two independent responses will move to the next phase. • • • • • • • • • Phase 2: Instructor will begin to fade close proximity to the learner. The instructor will be within two feet and will say the learner’s name, gain eye contact, and deliver reinforcer on a FR 1 schedule. If eye contact is not given, the instructor will not provide reinforcement and will proceed to the next trial. After two independent responses will move to the next phase. Phase 3: Instructor will continue to fade proximity to the learner to four feet. The instructor will say learner’s name, gain eye contact, and deliver social reinforcement (e.g., praise) which will continue on an FR1 schedule when tangible reinforcement will be moved on a VR 3 schedule. If eye contact is not given, the instructor will not provide reinforcement and will proceed to the next trial. After three consecutive correct responses will move to the next phase. Phase 4: Instructor will add distractors (e.g., toys, music, and other activities) to the environment. The proximity to the learner will be within four feet. The instructor will say the learner’s name, gain eye contact, and deliver reinforcer at a FR 1 schedule along with social praise. If eye contact is not given, the instructor will not provide reinforcement and will proceed to the next trial. After two independent responses will move to the next phase. Phase 5: With distractors in the environment, the instructor will deliver social reinforcement (e.g., praise) which will continue on an FR1 schedule when tangible reinforcement will be moved on a VR 3 schedule. If eye contact is not given, the instructor will not provide reinforcement and will proceed to the next trial. After three consecutive correct responses will move to the next phase. Phase 6: Novel (untrained) people will be in close proximity within two feet of the learner. The novel (untrained) person will say the learner’s name, gain eye contact, and deliver the reinforcer on a FR 1 schedule. If eye contact is not given, the instructor will not provide reinforcement and will proceed to the next trial. After two independent responses will move to the next phase. Phase 7: Novel (untrained) people will begin to fade proximity to four feet of the learner. The novel (untrained) person will be within four feet of the learner and say the learner’s name, gain eye contact, and deliver social reinforcement (e.g., praise) which will continue on an FR1 schedule when tangible reinforcement will be moved on a VR 3 schedule. If eye contact is not given, the instructor will not provide reinforcement and will proceed to the next trial. After three consecutive correct responses will move to the next phase Phase 8: The instructor will be in close proximity within one foot of the learner in a new environment (e.g., playground, lunchroom, classroom, or community environment). The instructor will say learner’s name, gain eye contact, and deliver reinforcer on a FR 1 schedule along with social praise. If eye contact is not given, the instructor will not provide reinforcement and will proceed to the next trial. After two independent responses will move to the next phase. Phase 9: The instructor will be within four feet of the learner in a new environment (e.g., playground, lunchroom, classroom, or community environment). The instructor will say learner’s name, gain eye contact, and deliver social reinforcement (e.g., praise) which will continue on an FR1 schedule when tangible reinforcement will be moved on a VR 3 schedule. If eye contact is not given, the instructor will not provide reinforcement and will proceed to the next trial. Throughout all phases, naturally occurring reinforcement contingencies are likely to occur. The instructor will specifically note these contingencies and point out to the learner as they occur. For example, “When you looked, your friend asked you to play.” Post-intervention Generalization and maintenance will continue to be targeted by reinforcing the learner for eye contact in a variety of settings and with a variety of people. Naturally occurring reinforcers will be accessed as well, such as a peer wanting to play after giving eye contact or a parent giving smiles and tickles after eye contact is given. Tangible reinforcers will gradually be faded until social praise and naturally-occurring reinforcers maintain the target behavior. According to Cooper, Heron, Heward (2007) generalization probes should be conducted across settings and people in which direct instruction has not been conducted. Also, according to Cooper Hereon, Heward, (2007) maintenance probes should be conducted periodically to ensure the learner continues to perform the behavior after the intervention is completed. Reference Cooper, J. Heron, T., & Heward, W. (2007). Applied Behavior Analysis, 2nd Edition. Upper Saddle River, NJ: Pearson Education, Inc. Discussion Board Participation Rubric Grading Criteria Student makes one primary post for each discussion thread that meets lengths requirements (at least 300 words for each primary post) and answers each of the questions accurately, fully, and with substance. Student makes two or more substantive responses to other students’ primary posts on each thread that contribute to the quality of the discussion and meets length requirements (at least 100-150 words for each peer response). As appropriate, primary posts make at least one direct reference to the unit material, text, or other academic source and include the citation(s)/reference(s) to the source(s) and the use of APA format. Responses are clearly written using Standard English, and include correct grammar, spelling, and punctuation, complete sentences and paragraphs, and are free of typographical errors. TOTAL Points Points Possible Earned 14 8 4 4 30
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