Discussion Topic 6

Discussion Topic

A 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.

Don't use plagiarized sources. Get Your Custom Essay on
Discussion Topic 6
Get an essay WRITTEN FOR YOU, Plagiarism free, and by an EXPERT!
Order Essay

Client: J. T.

Observer: Ms. Cooper

Target 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 Classroom

Antecedent

Behavior

Consequence

Function

Peer picks up toy beside J.T.

Target Behavior

Peer gives toy to J. T.

Tangible; Escape; Attention;

Self-stimulatory

Children are asked to line up to go back to classroom from recess.

Target Behavior

Children are given 5-more minutes to play before returning to classroom.

Tangible; Escape; Attention;

Self-stimulatory

Teacher tells J. T. to finish her worksheet.

Target Behavior

Teacher picks J. T. up and puts her on her lap and helps her complete her worksheet.

Tangible; Escape; Attention;

Self-stimulatory

While J. T. is sitting beside the teacher, a peer walks over and asks the teacher if he can sit beside her.

Target Behavior

Teacher escorts J. T. to the office for hitting a peer.

Tangible; Escape; Attention;

Self-stimulatory

Transition from art back to classroom.

Target Behavior

The 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-stimulatory

Teacher tells J. T. to put away the toys to get ready for circle time.

Target Behavior

Para picks up toys and J. T. walks to circle with a toy.

Tangible; Escape; Attention;

Self-stimulatory

Teacher leaves J. T. to help another child with a writing sheet.

Target Behavior

Teacher goes to work with J. T. and asks the Para to help the other child.

Tangible; Escape; Attention;

Self-stimulatory

Please 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.
For the second page provide feedback to two students’ discussion posts
Amanda Guilfoyle posted Oct 26, 2020 9:11 PM
Subscribe

In the first scenario, when J.T. engages in the Target Behavior, she gets the toy, hence, it serves a tangible function. In the second scenario, it serves as an escape reinforcement since it allows J.T. and the other children 5 more minutes of play (avoiding the return to the classroom). In the third scenario, the behavior also serves as an escape function, in order to avoid finishing her work and allowing the teacher to do it for her. In the fourth scenario, the behavior serves as an attention function, in order to regain attention from the teacher and divert her from her peer. In the fifth scenario J.T. uses the behavior as a escape function, in order to avoid going back to the regular classroom. In the sixth scenario she uses it as a tangible function, getting to keep the toy. Finally, in the seventh scenario she uses it to regain the teacher’s attention, away from the other child (Watson & Steege, 2003).

Considering the sixth (tangible function) and second scenario (escape function), different strategies would have to be used in order to reduce or extinguish the target behavior. In the first case, the teacher should not allow J.T. to keep the toy, instead make a deal that if she comes to the circle and behaves in the activity she will then be allowed to play with the toys again. In the second case, the return to the classroom should be carried out, giving a time out inside the classroom for J.T.

In this way we can see that the consequence can either reinforce or reduce the target behavior. How others respond to J.T. behaviors gives her the perception that she can engage in it in order to get what she wants, however consequences that do not give her immediately what she wants, but has to work and cooperate in order to get it are likely to reduce the behavior.

Angela Milburn posted Oct 24, 2020 7:30 PM
Subscribe

Incident one’s function is tangible. Escape is the function for incident two. In incident three I feel the function could be either escape or attention. Attention is the function for incident four. Incident five could possibly have two functions as well, either tangible or escape. Incident six could also serve either function of tangible or escape. Attention is the function for incident seven.

In incident one, J.T.’s target behavior serves the function of keeping all the toys around her, tangible. First response would to be to ensure both the peer and J.T.’s safety. Peer would be removed away from J.T., letting the peer keep the toy that they wanted. J.T. would be given a minute to calm down. Not being given any toys until J.T. can ask for the toy. Working with J.T. to let peers play with her and the toys around her by first an adult playing with the toys around J.T., then inviting a peer to play along with us. Slowly working toward J.T. and the peer playing together without an adult. To flat out extinguish the target behavior would look like all the toys being removed from around J.T. in response of the target behavior. Once the target behavior has stopped, immediate verbal praise and access to the toys and an adult to play with. Teaching J.T. a replacement behavior to gain access to the toys would also require immediate and overly exaggerated praise to the replacement behavior while ignoring the target behavior, is the best way to extinguish an interfering behavior (Steege et al., 2019). To maintain the function of tangible access of toys for J.T., having J.T. pick a few toys that will be hers to play with for a certain amount of time. Making sure that the toys that J.T. was not able to pick is being played with by other children. Then switching to another set of toys as the timer goes on, may help to maintain the function of having toys around her and change the consequence of someone getting hurt and no toys for J.T.

The last incident of J.T.’s target behavior is aimed at getting attention. J.T. wants the attention of her teacher to be on her and not have to share it with any of the children. With this one, I would try to see if the attention that J.T. is wanted is from only the teacher or only attention from anyone. If it is specific to the teacher, having the Para come and work with J.T. until J.T. again performs the target behavior. When the target behavior happens once again, the Para will also walk away from J.T. Teaching J.T. a new behavior to get attention from the teacher first with instant response from the teacher of attention when J.T. performs the replacement behavior. Then working the Para into the mix of instant responses of attention when the desired behavior is shown

iWriteHomework
Order NOW for a 10% Discount
Pages (550 words)
Approximate price: -

Why Us?

Top Quality and Well-Researched Papers

All ourbpapers are written from scratch. In fact, Clients who ask for paraphrasing services are highly discouraged. We have writers ready to craft any paper from scratch and deliver quality ahead of time.

Professional and Experienced Academic Writers

Our writers keeps you posted on your papers progress - providing you with paper outline/draft. You are also at liberty to communicate directly with your writer.

Free Unlimited Revisions

If you think we missed something, send your order for a free revision. You have 10 days to submit the order for review after you have received the final document. You can do this yourself after logging into your personal account or by contacting our support.

Prompt Delivery and 100% Money-Back-Guarantee

All papers are always delivered on time, in many cases quite ahead of time. In case we need more time to master your paper, we may contact you regarding the deadline extension. In case you cannot provide us with more time, a 100% refund is guaranteed.

Original & Confidential

We use several writing tools checks to ensure that all documents you receive are free from plagiarism. Our editors carefully review all quotations in the text. We also promise maximum confidentiality in all of our services.

24/7 Customer Support

Our support agents are available 24 hours a day 7 days a week and committed to providing you with the best customer experience. Get in touch whenever you need any assistance.

Try it now!

Calculate the price of your order

Total price:
$0.00

How it works?

Follow these simple steps to get your paper done

Place your order

Fill in the order form and provide all details of your assignment.

Proceed with the payment

Choose the payment system that suits you most.

Receive the final file

Once your paper is ready, we will email it to you.

Our Services

No need to work on your paper at night. Sleep tight, we will cover your back. We offer all kinds of writing services.

Essays

Essay Writing Service

No matter what kind of academic paper you need and how urgent you need it, you are welcome to choose your academic level and the type of your paper at an affordable price. We take care of all your paper needs and give a 24/7 customer care support system.

Admissions

Admission Essays & Business Writing Help

An admission essay is an essay or other written statement by a candidate, often a potential student enrolling in a college, university, or graduate school. You can be rest assurred that through our service we will write the best admission essay for you.

Reviews

Editing Support

Our academic writers and editors make the necessary changes to your paper so that it is polished. We also format your document by correctly quoting the sources and creating reference lists in the formats APA, Harvard, MLA, Chicago / Turabian.

Reviews

Revision Support

If you think your paper could be improved, you can request a review. In this case, your paper will be checked by the writer or assigned to an editor. You can use this option as many times as you see fit. This is free because we want you to be completely satisfied with the service offered.