Walden University Course Reflection Discussion

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Humanities

Walden University

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In your Reflection, include the following:

  • Explain how the course aligns with the expectations and learning objectives you established for the course.
  • Describe any areas or components of the course you believe you need further support in order to master.
  • Describe any unexpected learning or insights you gained from the course, and provide specific examples.
  • Explain how the knowledge you gained in this course might help you in promoting social change within your life and career.

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Running Head: BEHAVIORAL INTERVENTION PLAN Behavioral Intervention Plan Susan Sadler Walden University 1 BEHAVIORAL INTERVENTION PLAN 2 Behavioral Intervention Plan Child’s information plan Name: Jason P Birthdate: 7/21/02 Age: 12-4 Sex: M School: Millard Filmore Middle School Background Information Jason is the only child who lives with his single mother. He was born a little premature but was healthy. As an infant, he had an irregular sleeping pattern and was very irritable. He has not been consistently paying attention or finish his work regularly since the age of 3. He does not follow the rules and does not have friends. He tends to be selfish, immature and gets easily irritated. Behavioral assessment Jason tends to be very irritated both at school and at home. He disturbs other students during class and at a time, fail to complete assignments. After interviewing both the mother and his teacher, the best way to intervene is by use of FBA. A Functional Behavioral Assessment (FBA) will be used to gather information about Jason's Behavior to provide a need for the Behavioral Intervention Plan. The results of Jason's functional assessment were as follows. It was noted that Jason's noise in class was unmanageable. He was unable to control this behavior. This disturbing other student BEHAVIORAL INTERVENTION PLAN 3 was rated two, meaning it was a great disturbance to the other students. The second functional assessment was that neither did Jason finish his homework nor his assignment. This behavior was unmanageable, and it was rated two which means that this behavior was intense It was also found out that Jason's habit of talking back to teachers and complaining all the time was neutral. The behavior was manageable in one way, but he kept on complaining even when he gets back to doing his assignment but at a shorter time compared to other students meaning that this behavior was somehow manageable. In terms of the disruptive nature of Jason, it was found that his behavior of making noise was very disturbing to other students. It would even get worse when he is doing his work on his desk. The teacher needs to pay keen attention to him to control his behavior. Jason rarely completes his homework and is rated mildly by 2. This shows that he submits assignments and homework sometimes, with most times not completing the homework. In terms of talking back to teachers, the behavior is not very disruptive since he persists for a short while and keeps quiet as compared to other students. In regards to the number of times Jason makes noise in class, it is rated above 13, meaning it is an intense behavior. He does it all the time. He is also rated 4 to 6 in terms of completing his assignments, which implies that Jason finishes his tasks most times, while other times, he becomes reluctant. He rarely talks back to teachers more often. It is rated less than 1 to 3, which means he does this on minimal occasions. The Behavior of Jason has been present throughout the entire school year. He has not been completing his homework for the whole year. He has talked back to teachers throughout the year and has cause disturbance to other students for the entire year. BEHAVIORAL INTERVENTION PLAN 4 Assessment of recommended methods From the details gathered, it was noted that the interventions put in place were not working. Instead, they were increasing the behavior. It was also stated that Jason's life was rarely stable. He had no fatherly love since childhood since he has minimal contact with him. He has been irregular since childhood, and this could be the reason. His habit of not listening to what he is told by his mother may also have been a determinant of the failure of the interventions. He also lacks friends to socialize with him, which is a contributing factor to the collapse of the responses. Methodology: ABA multiple baseline designs After interviewing the mother, teacher, and Jason, it was found out that FBA is appropriate. Jason's behavior hinders him from participating in class lessons and completing his homework and assignment since he is usually sent out of class due to his disruptions. As a result, he is not making progress in his education. Literature Review Introduction Many theories have been put in place to explain the concept of the behavioral intervention plan. According to Cooper, Heron & Heward (2007), a Behavioral intervention plan is a plan that enhances and rewards good behavior in children. The purpose of the project is to stop the misbehavior of kids. The literature review is meant for the kids and will not focus on adults. The purpose of the literature review was to describe the behavioral intervention plan thoroughly and to evaluate the works of other authors. As stated by Cavalari et al. (2013), a behavioral program has three essential parts. The plan must first define the problem behavior of the child. It must also show what is going on, and finally, it must put in place strategies of dealing with the behavior. BEHAVIORAL INTERVENTION PLAN 5 For a behavioral intervention plan to be carried out on a child, a team is put in place to look into the matter, as stated by Morgan (2010). An interview is carried out on the child, parent, or teacher to identify useful information in solving the child's behavior. Functional behavior assessment is also carried out thorough tests and records of the student. According to Nevin (2002), good BIP should often be reviewed and adaptive to changes in the child's behavior. The best way to recognize the best behavioral plan is for the parents and teachers to have a meeting and discuss the child. Conclusion From our behavioral intervention plan, we have found out that the plan has gone hand-inhand with the literature sources. Everything has been followed accordingly according to the publishes and sources from the authors. Background information Jason does not do as told. He ignores his mother, which turns into a fight. The mother finally gives in. This proves our hypothesis that the interventions did not work out since the child is very stubborn. Jason is also irritable, which makes his mother back down from firm decisions. The mother has contributed to all these factors since he is reluctant to be firm in her choices. Target behavior Jason involved himself in actions that disrupted the learning of other students. The behaviors included shouting, tapping, and making strange noises. Jason will have a tiger doll that he is going to use whenever he feels like distracting others. This will keep him busy from making noises or causing harm to others. BEHAVIORAL INTERVENTION PLAN 6 Functional analysis It was noted that the child was very distractible and rarely completed assignments. This might have been caused by him staying with his mother and lacking fatherly attention. Another reason behind these behaviors is due to Jason's mother's reluctant nature to let him do what he wants. The antecedents were also observed and found out that the behavior mostly occurs when the child’s conditions are not met. When Jason’s request is denied is when the behavior occurs. Summary of the chart Behavior 1 = Making noises. Behavior 2 = Tapping or Banging of materials without touching others. Behavior 3 = Pushing, kicking, or poking of another student. Date/Time Behavior(s) 1 8.30 – 9.00 2 x Antecedent Consequences 3 The behavior Jason is not occurs during a rewarded in the task 1:45-2:15 x The occurs end behavior The teacher tells when Jason to stop it. Jason is given a Further task to carry out disturbance during the task makes the teacher BEHAVIORAL INTERVENTION PLAN 7 terminate the job since it is not helpful to Jason. Any time x The occurs behavior He is sent to the when office as a result Jason begins to of this and told to shout and pock come out of class. other students Data for FBA Date Time/ setting Recording of Total behavioral event Tuesday Any time IIIII II 7 Wednesday 8:30 – 9:00 IIII 4 Thursday 1:45 – 2:15 II 2 Partial Timed Interval Samples (Behavior occurred at any time during the interval) Setting: Reading Groups (small groups) behavior: hitting; pushing; kicking other students while working Interval Period: 2 minutes Observation Period: 8:30 – 9:00 am X – Occurred; O – Did Not Occur BEHAVIORAL INTERVENTION PLAN 8 Generalization From the information given, the team can state that Jason is a good kid, and certain measures should be put in place to ensure that he controls his behavior. His mother must give him more attention, and she should also agree to some of his terms. Ethical considerations The research will ensure the total anonymity of the people stated. The identity of the people used in this research will remain unknown to the public. Informed consent. Participants in this evaluation were informed of the assessment being conducted. The purpose of the study was clearly defined to the people, who provide financial resources, how the research found will be useful to society. The essential contents of the research were assessed. The evaluation was as simple as possible to give informants enough time to carry other things. BEHAVIORAL INTERVENTION PLAN 9 References Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson. o Chapter 11, “Positive Reinforcement” (pp. 256–290) o Chapter 13, “Schedules of Reinforcement” (pp. 304–323) Cavalari, R. N. S., DuBard, M., Luiselli, J. K., & Birtwell, K. (2013). Teaching an adolescent with autism and intellectual disability to tolerate routine medical examination: Effects of a behavioral compliance training package. Clinical Practice in Pediatric Psychology, 1(2), 121–128. Retrieved from the Walden Library databases. Morgan, D. L. (2010). Schedules of reinforcement at 50: A retrospective appreciation. The Psychological Record, 60, 151–172. Retrieved from the Walden Library databases. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson. o Chapter 12, “Negative Reinforcement” (pp. 291–303) o Chapter 14, “Punishment by Stimulus Presentation” (pp. 326–355) o Chapter 15, “Punishment by Removal of a Stimulus” (pp. 356–371) Nevin, J. A. (2002). Measuring behavioral momentum. Behavioral Processes, 57, 187–198. Measuring Behavioral Momentum by Nevin, J. A., in Behavioural Processes, Vol. 57/Issue 2-3. Copyright 2002 by Elsevier Science & Technology Journals. Reprinted by permission of Elsevier Science & Technology Journals via the Copyright Clearance Center. Your Behavioral Intervention Plan should also accomplish the following: • Draw on content from Weeks 6, 7, and 8. • Incorporate concepts of generalization and maintenance from Week 9. • Be consistent with the ethical standards explored in Week 10. Your Behavioral Intervention Plan should be structured as follows: • Identify information on the child (provided) • Background information on child (provided) • Discussion of behavioral assessment, including the results of the functional assessment you conducted in Week 5 • Detailed description of the recommended intervention, including a review of the literature supporting your intervention • The methodology you plan on using (e.g., ABA, multiple baseline design) to evaluate the effectiveness of your intervention • • • • • • • • • • • Should include Literature Review- this is 1-2 page review of empirical support for your proposed intervention. It should be a literature review. If you have not written a literature review please go to the Writing Center as soon as possible to view the tutorials posted there. I am confident that the writing center resources can help you. The literature review is a REQUIRED. Identifying Information/Background Information: You are given some background information about the child. Please DO NOT cut and paste this into your paper. Summarize the information and include only the details that support your hypotheses and functional assessment. I want to see that you can select and summarize relevant information from what you are given. Target Behavior Behavioral Assessment- include your data in charts, graphs and summaries Functional Analysis- be sure to clearly state your hypothesis as to the function of the child's behavior. This is key to developing an appropriate intervention. Behavior Intervention Plan/Proposed Intervention- be specific. What exactly will be done to address the target behavior Evaluation Maintainence/Generalization Ethical Considerations Readings: • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson. o Chapter 11, “Positive Reinforcement” (pp. 256–290) o Chapter 13, “Schedules of Reinforcement” (pp. 304–323) • Cavalari, R. N. S., DuBard, M., Luiselli, J. K., & Birtwell, K. (2013). Teaching an adolescent with autism and intellectual disability to tolerate routine medical examination: Effects of a behavioral compliance training package. Clinical Practice in Pediatric Psychology, 1(2), 121–128. Retrieved from the Walden Library databases. • Morgan, D. L. (2010). Schedules of reinforcement at 50: A retrospective appreciation. The Psychological Record, 60, 151–172. Retrieved from the Walden Library databases. • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson. o Chapter 12, “Negative Reinforcement” (pp. 291–303) o Chapter 14, “Punishment by Stimulus Presentation” (pp. 326–355) o Chapter 15, “Punishment by Removal of a Stimulus” (pp. 356–371) • Little, S. G., Akin-Little, A., & Cook, C. (2009). Classroom application of reductive procedures: A positive approach. In A. Akin-Little, S. G. Little, M. Bray, & T. Kehle (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (pp. 171–188). Washington, DC: APA Books. Retrieved from the Walden Library databases. • Nevin, J. A. (2002). Measuring behavioral momentum. Behavioural Processes, 57, 187–198. Measuring Behavioral Momentum by Nevin, J. A., in Behavioural Processes, Vol. 57/Issue 2-3. Copyright 2002 by Elsevier Science & Technology Journals. Reprinted by permission of Elsevier Science & Technology Journals via the Copyright Clearance Center. • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson. o Chapter 18, “Imitation” (pp. 412–429) o Chapter 19, “Shaping” (pp. 420–433) o Chapter 20, “Chaining” (pp. 434–453) • Klett, L. S., & Turan, Y. (2012). Generalized effects of social stories with task analysis for teaching menstrual care to three young girls with autism. Sexuality and Disability, 30, 319–336. Retrieved from the Walden Library databases. • Koegel, R. L., Vernon, T. W., & Koegel, L. K. (2009). Improving social initiations in young children with autism using reinforcers with embedded social interactions. Journal of Autism and Developmental Disorders, 39(9), 1240–1251. Retrieved from the Walden Library databases. • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson. o Chapter 28, “Generalization and Maintenance of Behavior Change” (pp. 614–655) • Foxx, R. M. (2013). The maintenance of behavioral change: The case for long-term followups. American Psychologist, 68(8), 728–736. Retrieved from the Walden Library databases. • Steege, M. W., & Sullivan, E. (2009). Generalization and maintenance of learned positive behavior. In A. Akin-Little, S. G. Little, M. Bray, & T. Kehle (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (pp. 189–201). Washington, DC: APA Books. Retrieved from the Walden Library databases • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson. o Chapter 29, “Ethical Considerations for Applied Behavior Analysts” (pp. 658–678) • American Psychological Association (APA). (2014). Ethical principles of psychologists and code of conduct. Retrieved from http://apa.org/ethics/code/index.aspx • Behavior Analyst Certification Board (BACB). (2014). BACB guidelines for responsible conduct for behavior analysts. Retrieved from http://www.bacb.com/index.php?page=57 • Behavior Analyst Certification Board (BACB). (2014). Disciplinary and ethical standards, procedures for appeals. Retrieved from http://bacb.com/?page=85 • Schreck, K. A., & Miller, V. A. (2010). How to behave ethically in a world of fads. Behavioral Interventions, 25(4), 307–324. Retrieved from the Walden Library databases. • Sidman, M. (2010). Remarks. Behavior and Philosophy, 38, 125–127. Retrieved from the Walden Library databases.
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COURSE REFLECTION

1

Course Reflection
Student’s Name

Instructor

Institution

Date

COURSE REFLECTION

2

Question 1

The course is centered on evidence-based behavioral interventions or development across
numerous socially relevant skill deficits, age ranges, behavioral excesses, and disorders. The
main focus of the course is on person-centered and least-intrusive strategies to encourage
socially meaningful behavior change. The curriculum aligns with the expectations and learning
objectives I established for the course because it has trained me on empirically-supported
procedures for behavioral interventions, the literature and studies that support them, and
strategies for using these interventions in real-world scenarios. My objectives...


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