Goals and Fundamental Principles of Applied Behavior Analysis
For this assignment, you will provide a long answer essay response to each of the questions below. For each question, you are encouraged to use the peer-reviewed resources provided throughout the units to support your responses. Please do not copy and paste the whole question into the document. Rather, provide the question number (1-4) and a brief heading that correlates with each section of the grading rubric. (Example: 1. Applied Perspectives)
1) Using Figure 1.3 (Improving people’s quality of life from A to Z) in Chapter 1 of Cooper et al. (2020) choose three different areas of practice where applied behavior analysis might be an appropriate and effective approach to improving quality of life in real world settings. For each area chosen, create a brief hypothetical scenario that illustrates a behavior change that would improve quality of life for an individual in a real world setting. For each scenario, use your course resources and readings to develop at least five supporting points that justify your assertion that the scenario represents applying the understanding of the science of human behavior to understand and improve socially significant behaviors in real-world settings.
2) Listen to the scenario: Cindy and the Magician (transcript) and complete the following:
Using Behavior Analytic Vocabulary, explain the various characteristics of Respondent Conditioning, identifying specific relationships between stimuli and responses and discussing how the elements of time and environment contribute to an organism’s respondent behavior. Next, explain the process used to reverse an established reflexive stimulus-response relationship. Finally, analyze the scenario and discuss each of the elements of Respondent conditioning that you identify.
3) Using course readings and resources for support, describe and define how the operant conditioning paradigm can influence an organism's behavior. Be sure to reference and describe stimulus response relations and the antecedent-behavior - consequence (three term) contingency. Next, create a hypothetical example that describes a behavioral excess for decrease or a behavioral deficit for increase. In your example, first identify how the behavior may be modified by changing antecedent stimuli. Then, describe how the behavior may be modified by changing consequences.
4) Using Behavior Analytic Vocabulary, explain how Operant Conditioning differs from Respondent Conditioning. Then, explain how different schedules of reinforcement can influence a behavior, with one example for each schedule. Next, choose an example of a behavior and show how each of the five possible differential reinforcement procedures would affect that behavior of an organism. Be sure to discriminate between ‘schedules of reinforcement’ and ‘differential reinforcement.’
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This assignment assesses the following Course Outcomes:
PS560-1: Summarize the relationship between fundamental concepts in applied behavior analysis and goals of applied practice.
PS560- 2: Explain how respondent conditioning paradigms influence an organism's behavior.
PS560-3: Explain how operant conditioning paradigms influence an organism’s behavior.
PC 6.2: Communicate the critical thinking process by which one arrives at a conclusion.
Goals and Fundamental Principles of Applied Behavior Analysis
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Applied behavior Analysis (ABA) refers to a therapy that utilizes behaviorism principles to modify specific behavior. In most cases, ABA is incorporated into treating minors with Autism Spectrum Disorder (ASD) and diverse developmental disabilities. However, its application varies across various behavioral issues in people of different ages. The ABA entails breaking down sophisticated behaviors into more realistic and manageable sections and applying positive reinforcement to attain desirable behaviors while at the same time mitigating unacceptable ones. This paper critically discusses the ABA in four different parts: the first part analyzes three distinct areas and develops hypothetical scenarios concerning the application of ABA, the second part delineates respondent conditioning analysis, the third evaluates operant conditioning and behavior modification, and the last distinguishes between respondent and operant conditioning.
Improving People's Quality of Life
ABA is arguably an approach solely anchored on evidence whose aim and goal is to enhance the life quality of individuals through altering socially significant behaviors in natural settings. Cooper et al. (2020) offer a comprehensive list in Figure 1.3 concerning different areas where ABA is applicable to enhance life quality. This section will identify three distinct practice areas and formulate hypothetical cases with five supporting prongs to show the application of behavior change to improve a person's life quality.
Scenario 1: Application of ABA improves life quality for people with ADHD.
The hypothesis scenario: Peter is an eight-year-old suffering from Attention-Deficit/Hyperactivity Disorder (ADHD) and experiences challenges in controlling impulses and finishing tasks. Peter's guardian seeks the insights of a behavior analyst to improve his behavior. The behavior analyst would apply the science of human behavior knowledge to improve Peter's behavior in the following ways:
* Assessment of ABA: the behavior analyst would significantly carry out the ABA to pinpoint the environmental issues which sustain Peter's ADHD symptoms. This assessment would involve observing Peter in different settings and collecting data from her teachers and guardians.
* Developing a reinforcement plan: considering the ABA assessment outcomes, the analyst would formulate a reinforcement plan to enhance Peter's appropriate behaviors and decrease her inappropriate behaviors. According to Collins et al. (2018), the plan would reward Peter for adhering to instructions and finishing tasks.
* Teaching self-management skills: The behavior analyst would equip Peter with self-management skills critical for improving his capacity to regulate his behavior. This equipping would entail Peter learning to monitor his behavior and apply self-instructions in guiding his behavior.
* Improving organizational skills: the analyst would encourage Peter to enhance his organizational skills. This process entails showing Peter how to organize tasks into smaller portions in order of priority and employing visual support in planning her environment.
* Monitoring progress: the behavior analyst would also observe Peter's progress to monitor the effectiveness of the interventions in enhancing Peter's life quality and behavior. This monitoring involves gathering data on Peter's behavior and adjusting the intervention plan to achieve high efficacy thresholds (Cooper et al., 2020).
Scenario 2: Application of ABA in enhancing the life quality of people with developmental disabilities.
The hypothesis scenario: Ann is a nine-year-old schoolgirl who has Autism Spectrum Disorder (ASD) and depicts challenging behaviors like throwing objects, hitting, and biting whenever she is frustrated. Ann's mother seeks a behavior analyst to help enhance Ann's behavior. The behavior analyst would apply the science of human behavior knowledge to improve Ann's behavior in the following ways:
* Assessment of functional behavior: the behavior analyst would carry out an intensive Functional Behavior Assessment (FBA), which Collins et al. (2018) assert will help to understand the functions of challenging behavior exhibited by Ann through monitoring her behavior in different settings. This will also include collecting data from her parents concerning the antecedent, behavior, and consequence of challenging behavior.
* Developing a personalized Behavior Intervention Plan (BIP): the behavior analysts would consider the results of FBA and formulate a personalized BIP, which encompasses strategies for mitigating Ann's challenging behavior and enhancing appropriate behaviors. The BIP would use positive reinforcement to reward Ann for proper behavior.
* Teaching replacement behaviors: the analyst would help Ann understand alternative behaviors for communicating her desires and needs. This teaching entails teaching Ann how to employ the Picture Exchange Communication System or a mobile application to request activities or items.
* Improving social skills: the behavior analyst would encourage Ann to enhance her social skills. This motivation would require the analyst to teach Ann how to develop and sustain social interactions with her peers, like sharing and taking turns.
* Monitoring progress: the behavior analyst would also observe Ann's progress regularly to ascertain the interventions' effectiveness in enhancing Ann's life quality and behavior (Cooper et al., 2020). The analyst would gather data on Ann's behavior and adjust the intervention plan accordingly.
Scenario 3: Application of ABA in improving adult eating habits
Hypothesis scenario: Ken is a 51-year-old who consumes unhealthy foods, has excess snacking, and lacks exercise. Ken would apply the science of human behavior knowledge to improve his behavior in the following ways:
* Setting goals: Ken would set goals specifically to address his eating and exercise habits, like eating vegetables and fruits, avoiding snacking, and exercising regularly.
* Incorporating positive reinforcement: Ken would apply positive reinforcement by rewarding himself for attaining his goals, like going for a vacation treat or buying something.
* Seeking social support: Ken would implore his friends and family to motivate him to achieve his goals and sustain his behavior changes.
* Improving self-control: Ken would practice self-control to improve himself such that he is not tempted to keep unhealthy snacks in the house and to go for fast foods (Cooper et al., 2020).
Respondent Conditioning Analysis
The language incorporated in outlining behavior scientific is known as behavior analytic vocabulary. Donahoe and Vegas (2004) assert that Pavlovian conditioning, commonly called respondent conditioning, implies learning where neutral and unconditioned stimuli are paired, thus leading to a conditioned response. The respondent behavior encompasses the growth of a relationship between the reflexive stimulus and response (Volkmann & Naturwissenschaf, 1896). The unconditioned stimulus (US) concerning respondent conditioning involves a stimulus that triggers a particular response despite lacking prior knowledge. On the other hand, the Conditioned Stimulus (CS) in the context of respondent conditioning is neutral before but gains the capacity to trigger responses after pairing with the US (Donahoe & Vegas, 2004). While Unconditioned Response (UR) happens to the US, the Conditioned Response (CR) happens to the CS but after pairing with the US.
Such factors as environment and time significantly influence respondent conditioning. For instance, the CS should come before the US with the short time between the two stimuli. Substantially, the occurrence environment of the two stimuli impacts the persistence and strength of the CR. It is vital to incorporate the extinction process when reversing an established relationship between the reflexive stimulus and response (Donahoe & Vegas, 2004). A continuous presentation of CS without the US leads to a progressive reduction of CR's strength during the process.
In the script scenario of Cindy and the Magician, there are various identifiable factors of respondent conditioning. The Magician brought forth different stimuli like a rattle, teddy bear, the rubber snake, live guinea pig, magazine, and a mask. Initially, Cindy did not react to these stimuli showing their neutrality. However, when the guinea pig was paired with the thunder or the loud noise, which acted as the US, it led to fear in Cindy (CR) for the guinea pig (CS). Volkmann and Naturwissenschaf (1896) argue that the relationship between reflexive stimulus and response becomes extremely persistent and more robust as time progresses. For instance, Cindy was frightened the following day she met the guinea pig, although there was no thunder or the loud noise. This incident shows how the time factor affected respondent conditioning as the relationship between the CS and the US strengthened quickly.
Moreover, the environment was critical in developing the fear response by Cindy. Her experience of loud noise or thunder in the room was an extreme US, and her confinement in the space significantly hyped her fear response. Also, the guinea pig at the pet store triggered her previous frightening experience in the Magician's room, resulting in a recurring fear response. Lastly, the extinction process could be vital in reversing the fear response exhibited by Cindy about the guinea pig. This process would entail availing the guinea pig ...