Behavior Modification
Behavior Intervention 1
RUNNING HEAD: Behavior Intervention
Behavioral intervention of a
schoolboy displaying low on-task behavior
in his classroom
Monique Douglas
Edith Cowan University
Behavior Intervention 2
Abstract
The on-task behavior of a schoolboy aged 11 named Alan was monitored over an
intervention period of 39 days. This period consisted of observation, intervention and
follow-up segments. Target behaviors were defined. These behaviors were then
isolated during the intervention to extricate the functional association of antecedents
and consequences. Previous studies from the Journal of Applied Behavior Analysis
were referred to for the structure of the intervention model. The theories of
reinforcement and punishment were applied to gain desired behavior and clear target behavior. Verbal positive reinforcement and positive punishment was used, maintaining a firm consistency throughout the intervening period. To achieve the best result a tightly controlled environment was created to limit any possible distractions. Results obtained during the follow-up period indicated a substantial success for the intervention program.
Behavior Intervention 3
Behavioral intervention of a schoolboy displaying low on-task
behavior in his classroom
Behavior assessments are important applications for gaining insight into the motivation of individuals. By conducting these assessments, target behaviors can be defined. After defining these behaviors, functional relationships can be identified. This links the target behavior with antecedents and consequences. Once recognized these antecedents and consequences can be manipulated to influence the target behavior (Ebanks & Fisher, 2003). These behavior assessments work as the foundation for behavior modification therapy. Antecedents consist of any events that occur immediately before the target behavior manifests. By manipulating the antecedent it is possible to
RUNNING HEAD: Behavior Intervention
Behavioral intervention of a
schoolboy displaying low on-task behavior
in his classroom
Monique Douglas
Edith Cowan University
Behavior Intervention 2
Abstract
The on-task behavior of a schoolboy aged 11 named Alan was monitored over an
intervention period of 39 days. This period consisted of observation, intervention and
follow-up segments. Target behaviors were defined. These behaviors were then
isolated during the intervention to extricate the functional association of antecedents
and consequences. Previous studies from the Journal of Applied Behavior Analysis
were referred to for the structure of the intervention model. The theories of
reinforcement and punishment were applied to gain desired behavior and clear target behavior. Verbal positive reinforcement and positive punishment was used, maintaining a firm consistency throughout the intervening period. To achieve the best result a tightly controlled environment was created to limit any possible distractions. Results obtained during the follow-up period indicated a substantial success for the intervention program.
Behavior Intervention 3
Behavioral intervention of a schoolboy displaying low on-task
behavior in his classroom
Behavior assessments are important applications for gaining insight into the motivation of individuals. By conducting these assessments, target behaviors can be defined. After defining these behaviors, functional relationships can be identified. This links the target behavior with antecedents and consequences. Once recognized these antecedents and consequences can be manipulated to influence the target behavior (Ebanks & Fisher, 2003). These behavior assessments work as the foundation for behavior modification therapy. Antecedents consist of any events that occur immediately before the target behavior manifests. By manipulating the antecedent it is possible to
References: Ebanks, M. E., & Fisher, W. W. (2003) Altering the timing of academic prompts to treat destructive behavior maintained by escape Fisher, W. W., Adelinis, J. D., Thompson, R. H., Worsdell, A. S., & Zarcone, J. R. (1998).Functional analysis and treatment of destructive behavior maintained be Hapogian, L. P., Toole, L. M., Long, E. S., Bowman E. G., & Lieving, G. A. (2004). A comparison of dense-to-lean fixed lean schedules of alternative reinforcement Mueller, M. M., Sterling-Turner, H. E., & Scattone, D. (2001) Functional assessment of hand flapping in a general education classroom