Midterm Review
Be familiar with the following terms & concepts:- What is behavior?
- A-B-C's of behavior
- Reinforcement
- Negative Reinforcement
- Punishment
- Know components of and be able to write correct Goals and objectives
- Know the different dimensions of behavior
- Data Collection Procedures (event, latency, duration, etc.) and the type of date each yields
- Agreement check formulas
- Single Subject Designs (AB, Reversal, alternating treatments, changing conditions, etc.)
- Dependent and Independent variables
- Graphing conventions (know different types of graphs and know how to graph and interpret data.)
- Functional analysis and functional assessment (look at chapter 6 notes)
- Shaping
- What is discrimination training?
- What are prompts
- What is stimulus control?
- What is chaining and different types of chaining
- What is generalization and how do you train for it?
Case:
Gary Winston Barnes (GWB) has problems in completing homework assignments in Mr. Harvard's class. Some students in class have commented that Gary is drinking alcohol after school, yet the teacher cannot confirm such allegations. GWB claims to complete assignments, yet at the end of the day, no assignments belonging to Gary are present. Homework is assigned each night yet his current rate of completion is one homework assignment completed per 2-week period. Mr. Harvard wants to increase the number of homework assignments GWB turns in. The teacher suspects that the curriculum may be too advanced for the student and therefore the antecedent is task difficulty. The teacher further suspects that the consequence is task avoidance.
Mr. Harvard's intervention involves reinforcing GWB for asking for alternate assignments, ask for help, or break. When Gary completes partial assignments, he will earn free time in class. Gradually, the teacher will increase expectations and eventually, Gary will have to submit fully completed assignments in order to earn free time during class. As part of the second treatment condition, Mr. Harvard intends to modify assignments to ensure that Gary is being assigned curriculum that is appropriate for his performance level. As the homework completion rate improves, the teacher will further increase expectations and will focus on the accuracy of assignments being submitted by GWB.
During week 1 thru 3, the teacher collects baseline data (Baseline: Phase A)
During weeks 4 through 6 he begins the intervention of allowing GWB to ask for alternate tasks or ask for help/break (Treatment 1: Phase B).
During weeks 7 through 9, the teacher decides to add modifying assignments to make sure they are at student's ability level in addition to allowing JM to ask for break/help/alternate tasks (Treatment 2: Phase C).
During weeks 3-8 Mr. Smith had the Aide collect agreement data.
Baseline - A (# of HW assignments Turned In)
Week 1Teacher - 1 Observer - Not Obs (NO)
Week 2
Teacher - 1 Observer - Not Obs (NO)
Week 3
Teacher - 1 Observer - 1
Intervention B: ask for alternate tasks or ask for help/break
Week 4Teacher - 3 Observer - 3
Week 5
Teacher - 3 Observer - 2
Week 6
Teacher - 4 Observer - 3
Intervention C: Modify Assignment in addition to JM asking for alternate task/break/help
Week 7Teacher - 4 Observer - 4
Week 8
Teacher - 6 Observer - 6
Week 9
Teacher - 5
Questions related to Case:
• Identify the research design:• Calculate agreement check and tell me if it is acceptable.
• Graph data. Hint: make sure all sections of graph are appropriately labeled (also, don't forget that you DO NOT graph data from the agreement check person)
• Interpret the efficacy of the intervention.
7 comments:
Dependent and Independent Variables:
Dependent variable: behavior targeted for change
(e.g., a tantrum, on task, completing homework assignments)
Independent variable: intervention designed to change the behavior
(e.g., verbal praise, modeling correct behavior, earning tokens)
When interventions have been implemented and repeated a functional relationship may be determined between the independent variable and the dependent variable. It is important to identify a functional relationship in order to show that the behavior changed as a function of the intervention. With each repeated intervention the INDEPENDENT VARIABLE is changed or manipulated. Through repeated manipulation of the independent variable, careful data collection and analysis, the teacher is able to rule out other variables considered to influence behavior change.
Ok in response to the case study...
I think to calculate the agreement, I believe you have to take the number of agreements (made by the teacher and observer) and divide it by the agreement + disagreements and multiply that by 100.
However, in a case like this, are we to assume that the the lowest number common number of observances counts as the number of agreements? For instance in week 5 when the teacher observes 3 times and the observer only 2, do we count it as 2 agreements?
Also, do we assume that those 2 "agreements" were actually the same 2 instances of behavior without more breakdown of the data (i.e. specific time, etc.)
Laura, You bring up a good point about the number of agreements. With the data we have we have no way of knowing if there are any agreements. Just because one observer recorded 3 instances and the other recorded 2 it does not necessarily mean that they each saw the same 2 bebhaviors at the same time. I guess you could be more sure if you looked at their data collecting sheet if it had times or time periods on it. I imagine, however, that we are supposed to suppose that those are agreements for this practice assignment. Good job paying attention to detail.
Annual Goal requirements:
1. The goal must be observable and measurable, which means that one must be able to see the behavior and record each occurrence in order for the goal to be fulfilled.
2. The assessment of the goal should be done throughout the year and not just before the IEP.
3. The goal must describe what the student can reasonably accomplish in one year. The teacher must have high expectations for their student.
4. The goal must help the student in some manner be successful in either the general curriculum/standards or address other educational needs, which relate to the disability.
5. The goal must have benchmarks or short-term objectives, which help the student gradually, reach their annual goal.
Here is an example of my annual goal for my student that I am doing my BIP on;
Jon will verbally communicate his needs/wants an average of 6 times per hour while engaging in off task behavior at an average rate of no more than 0.5 times per hour with each off task episode lasting no more than 1.5 minutes in duration with 0 prompts, 4 out of 5 days per week, as measured in the observation log.
Shaping: "Reinforcing successive approximations to a desired behavior to teach a new behavior".
An an example would be getting a student who walks around the classroom to sit at his/her desk for a certain amount of time. At the start of the intervention, the student will be reinforced for being near his/her desk. Once the student has been accustomed to that task, the student is no longer reinforced for being near his desk, but is now reinforced for sitting on his chair (next to the desk)for a brief amount of time (say 30 seconds). Once that is successful, the student will then be reinforced for 1 minute and so on until the desired about of time is reached.
For the student that I am observing, shaping can be used for her problem behavior. Her problem behavior is throwing toys. The first step would be to reinforce her handing the toy to the interventionist. Once this is successful, the interventionist can increase the distance between her and the student. A toy box/container can then be placed next to the interventionist. Eventually, the student will learn to place the toy in the toy box. This will be the only task with reinforcements. All previous tasks should no longer be reinforced.
Thanks for practicing on the review case. Based on what I have read so far...I think you all should do well.
I have a concern regarding the midterm review. There are some terms listed that we have not covered in class, including "chaining" and "discrimination training" and the definition for "prompt" This material is in Chapter 9, and we only covered up to chapter 7 and a small part of chapter 8. If anyone has some answers, let me know.
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