Watch the documentary Stanford Prison Experiment Answer the following questions: What is the main argument/point of the documentary?  Connect the content of the documentary with at least one term, concept or theory from course materials. What is your personal response to the film?

Discussion TopicA specific target behavior can often serve multiple functions. Individuals learn very quickly that what works in one situation may work in another. Below, you will find an Antecedent-Behavior-Consequence data collection form. The operational definition of J. T.’s target behavior is provided, as is the antecedent and consequence of each occurrence of the target behavior.Client: J. T.Observer: Ms. CooperTarget Behavior: Operational Definition: J. T. screams, “No!,” then grabs a one-inch lock of her hair between her thumb and index finger of her right hand and pulls. She then makes forceful contact with whoever is closest to her with the palm of her right hand.Setting: Pre-school ClassroomAntecedentBehaviorConsequenceFunctionPeer picks up toy beside J.T.Target BehaviorPeer gives toy to J. T.Tangible; Escape; Attention;Self-stimulatoryChildren are asked to line up to go back to classroom from recess.Target BehaviorChildren are given 5-more minutes to play before returning to classroom.Tangible; Escape; Attention;Self-stimulatoryTeacher tells J. T. to finish her worksheet.Target BehaviorTeacher picks J. T. up and puts her on her lap and helps her complete her worksheet.Tangible; Escape; Attention;Self-stimulatoryWhile J. T. is sitting beside the teacher, a peer walks over and asks the teacher if he can sit beside her.Target BehaviorTeacher escorts J. T. to the office for hitting a peer.Tangible; Escape; Attention;Self-stimulatoryTransition from art back to classroom.Target BehaviorThe art teacher says that J. T. can finish her picture and she will bring her back to class when she’s finished.Tangible; Escape; Attention;Self-stimulatoryTeacher tells J. T. to put away the toys to get ready for circle time.Target BehaviorPara picks up toys and J. T. walks to circle with a toy.Tangible; Escape; Attention;Self-stimulatoryTeacher leaves J. T. to help another child with a writing sheet.Target BehaviorTeacher goes to work with J. T. and asks the Para to help the other child.Tangible; Escape; Attention;Self-stimulatoryPlease respond to the following:Identify the function the behavior seems to serve in each incidence of the target behavior.Choose two behavioral incidents that serve different functions and discuss how you would respond to the behavior to reduce – or extinguish – the target behavior.Explain how you would change the “Consequence” to change the behavior.Remember, effective, function-based behavior intervention plans (BIPs) are based on the function the behavior serves for the individual.Reading and ResourcesUnit 6 focuses on the Functional Behavior Assessment (FBA). The purpose of this assessment approach, which includes indirect and descriptive assessment, is to identify the antecedent(s) that prompts/triggers the behavior of interest and the consequence(s) that maintains it. The identification of these variables does more than allow you to hypothesize the function of the target behavior, it provides a means of modifying the target behavior by modifying the identified antecedent and/or consequence. Identification of the reinforcer that is maintaining the target behavior provides you with a possible reinforcer that can be used to maintain a functionally equivalent alternative behavior.Indirect and descriptive assessment approaches will be reviewed, as well as dimensions of behavior and the data collection devices that are appropriate for use with specific dimensions of behavior.Attention will also be given to the ethical requirement to present assessment findings in language that clients can understand, while insuring that your reports are conceptually systematic.As you approach the Unit 6 Assignment, you will want to reflect on the information you have covered in previous courses. Textbooks and supplemental readings/materials from the following courses that may be helpful include the following:PS340: Exceptional Needs ChildrenPS360: Applied Behavior Analysis IPS365: Applied Behavior Analysis IIPS410: Screening and AssessmentPS430: Program Design and Evaluation