Fba Should Be Banned
1. Give a school-based example of two of the following: positive reinforcement, negative reinforcement, punishment, or extinction.
A positive reinforcement would be if a student was doing the correct behavior, the teacher would praise the student for using the correct behavior. Example: Jimmy raised his hand to answer the questions the teacher directed to the class. The teacher smiled at Jimmy, and told him he was doing a great job answering the questions by raising his hand. Jimmy is proud of himself and continues to raise his hand to answer questions.
An example of extinction would include having the student’s challenging behavior be ignored. Example: Jimmy makes rude comments when his classmates answer the class discussion questions. The class ignores Jimmy. Jimmy’s comments start to fade away when he does not get the attention from the class.
2. Discuss at least two benefits …show more content…
of conducting an FBA to address problem behaviors.
Two benefits to an FBA are: An FBA can help a teacher understand the function of a behavior.
The teacher can use this information from the FBA to find appropriate interventions that will help support the student and help them achieve what they want. An FBA can reduce the negative behavior in a classroom and increase the desired behaviors. Teachers can utilize this information to correct the challenging behavior and be able to get teaching back on track without daily disruptions.
3. Watch the video below and fill out the ABC analysis form on Kira, the girl in the white shirt. What do you think is the function of Kira’s behavior?
I think the function of Kira’s behavior is to gain peer attention. Kira is seen smiling at her peers when she answers the teacher’s questions. The students are seen giggling around Kira after she makes her comments.
4. Nigel’s problem behavior includes cursing, making derogatory comments toward other students, yelling, spitting, and shoving chairs. What type of a measurement system would you use to collect data on Nigel’s problem behaviors? Explain your
answer.
I would want to use interval recording to collect data on Nigel’s problem behaviors. Interval recording would work to see if the behavior is absent or present during the selected time to record. It would allow the teacher to not have to count the frequency to which Nigel is exhibiting the behaviors. It would be hard for the teacher to mark down every time Nigel made an inappropraiate comment towards his classmates. However, since he has many challenging behaviors, the interval recording would just make sure to mark wherther Nigel was showing those behaviors at the given time frame. If I was the one observing Nigel, it would work with my schedule, since I have to be in and out of the room at certain times.
5. Look at the matrix below for Nigel. Use this information to determine a possible function of the behavior and to develop a hypothesis statement.
Nigel’s behavior function would be peer avoidance. My hypothesis statement would be: The setting includes Nigel participating in group activities. The trigger requires Nigel to interact with peers to work on the activity. The class problem behavior is Nigel makes rude comments, spits, yells, and throws chairs at his peers. Nigel is sent to a corner in the room where he is allowed to read a book to cool down as his consequence. Therefore, Nigel’s function of behavior is peer avoidance.
6. Look at the graph below. The objective of the function-based intervention was to reduce the instances of Nigel’s problem behaviors (i.e., cursing, making derogatory comments toward other students, yelling, spitting, shoving chairs) during a twenty-minute small-group activity. Is the intervention successful? If you were the teacher, would you keep, modify, or discontinue the intervention? Explain your answers.
I believe the intervention is not working at preventing Nigel’s challenging behavior. I would modify the intervention. Based on the observations, Nigel’s appropriate behavior is declining while his aggressive behavior is going up. The replacement behavior does not seem to be having an effect on Nigel. Therefore, I would as his teacher change his plan from participating in a 20-minute group activity to only having Nigel participate for 5 minutes instead. If the goal is lowered, perhaps Nigel will not feel anxious and agitated when being having to interacte with classmates if he knows the amount of time he has to participate is lower. I would also have Nigel practice appropriate group behavior skills at some point during the day. He needs to know what skills to use in order to be able to work well with others.
7. How would you go about evaluating an unsuccessful intervention? Include two specific factors that you would examine and explain why they are important.
If I was to evaluate an unsuccessful intervention, I would look at the data across the board. For example, Nigel’s replacement behavior was declining while his aggressive behavior was inclining. This shows that Nigel was feeling more and more agitated as the assessment was being conducted. Therefore, I would see that this plan was not working for Nigel. When examining the data, I would look at the replacement behavior to see that it was growing. I would also look at the aggressive or challenging behavior. I would look to see if the behavior was declining. If the aggressive behavior was not declining, then the intervention chosen is not working for the student. Besides looking at the data, I would also examine the interview assessments. The assessments provide valuable information that explains at times what is hindering the student from performing the best that they can. In Nigel’s case, he liked working alone. His parents, teachers, and himself all stated in the interview that he likes to be by himself.
A positive reinforcement would be if a student was doing the correct behavior, the teacher would praise the student for using the correct behavior. Example: Jimmy raised his hand to answer the questions the teacher directed to the class. The teacher smiled at Jimmy, and told him he was doing a great job answering the questions by raising his hand. Jimmy is proud of himself and continues to raise his hand to answer questions.
An example of extinction would include having the student’s challenging behavior be ignored. Example: Jimmy makes rude comments when his classmates answer the class discussion questions. The class ignores Jimmy. Jimmy’s comments start to fade away when he does not get the attention from the class.
2. Discuss at least two benefits …show more content…
of conducting an FBA to address problem behaviors.
Two benefits to an FBA are: An FBA can help a teacher understand the function of a behavior.
The teacher can use this information from the FBA to find appropriate interventions that will help support the student and help them achieve what they want. An FBA can reduce the negative behavior in a classroom and increase the desired behaviors. Teachers can utilize this information to correct the challenging behavior and be able to get teaching back on track without daily disruptions.
3. Watch the video below and fill out the ABC analysis form on Kira, the girl in the white shirt. What do you think is the function of Kira’s behavior?
I think the function of Kira’s behavior is to gain peer attention. Kira is seen smiling at her peers when she answers the teacher’s questions. The students are seen giggling around Kira after she makes her comments.
4. Nigel’s problem behavior includes cursing, making derogatory comments toward other students, yelling, spitting, and shoving chairs. What type of a measurement system would you use to collect data on Nigel’s problem behaviors? Explain your
answer.
I would want to use interval recording to collect data on Nigel’s problem behaviors. Interval recording would work to see if the behavior is absent or present during the selected time to record. It would allow the teacher to not have to count the frequency to which Nigel is exhibiting the behaviors. It would be hard for the teacher to mark down every time Nigel made an inappropraiate comment towards his classmates. However, since he has many challenging behaviors, the interval recording would just make sure to mark wherther Nigel was showing those behaviors at the given time frame. If I was the one observing Nigel, it would work with my schedule, since I have to be in and out of the room at certain times.
5. Look at the matrix below for Nigel. Use this information to determine a possible function of the behavior and to develop a hypothesis statement.
Nigel’s behavior function would be peer avoidance. My hypothesis statement would be: The setting includes Nigel participating in group activities. The trigger requires Nigel to interact with peers to work on the activity. The class problem behavior is Nigel makes rude comments, spits, yells, and throws chairs at his peers. Nigel is sent to a corner in the room where he is allowed to read a book to cool down as his consequence. Therefore, Nigel’s function of behavior is peer avoidance.
6. Look at the graph below. The objective of the function-based intervention was to reduce the instances of Nigel’s problem behaviors (i.e., cursing, making derogatory comments toward other students, yelling, spitting, shoving chairs) during a twenty-minute small-group activity. Is the intervention successful? If you were the teacher, would you keep, modify, or discontinue the intervention? Explain your answers.
I believe the intervention is not working at preventing Nigel’s challenging behavior. I would modify the intervention. Based on the observations, Nigel’s appropriate behavior is declining while his aggressive behavior is going up. The replacement behavior does not seem to be having an effect on Nigel. Therefore, I would as his teacher change his plan from participating in a 20-minute group activity to only having Nigel participate for 5 minutes instead. If the goal is lowered, perhaps Nigel will not feel anxious and agitated when being having to interacte with classmates if he knows the amount of time he has to participate is lower. I would also have Nigel practice appropriate group behavior skills at some point during the day. He needs to know what skills to use in order to be able to work well with others.
7. How would you go about evaluating an unsuccessful intervention? Include two specific factors that you would examine and explain why they are important.
If I was to evaluate an unsuccessful intervention, I would look at the data across the board. For example, Nigel’s replacement behavior was declining while his aggressive behavior was inclining. This shows that Nigel was feeling more and more agitated as the assessment was being conducted. Therefore, I would see that this plan was not working for Nigel. When examining the data, I would look at the replacement behavior to see that it was growing. I would also look at the aggressive or challenging behavior. I would look to see if the behavior was declining. If the aggressive behavior was not declining, then the intervention chosen is not working for the student. Besides looking at the data, I would also examine the interview assessments. The assessments provide valuable information that explains at times what is hindering the student from performing the best that they can. In Nigel’s case, he liked working alone. His parents, teachers, and himself all stated in the interview that he likes to be by himself.