Applied Behavior Analysis

Table of Contents:

Project Overview
Applied Behavior Analysis and Theory
Vocabulary
Overt Teacher Behaviors
Instructional Implications
Strengths of ABA
Weaknesses of ABA
The Role Play
References
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Overview

Paul A. Alberto and Ann C. Troutman developed the Applied Behavior Analysis Model based on work done by B. F. Skinner. The Applied Behavior Analysis Model is also known as Behavior Modification, Behavior Mod, Behavior Therapy,
Contingency Management or simply ABA (Wolfgang, 1999). Throughout this paper the authors have sought to explain the theoretical basis for Applied Behavior Analysis by examining how ABA was developed from the work of Behaviorists such as B. F. Skinner. The paper intends to explain the basic concepts of ABA and how these ideas can be applied by the teacher to improve classroom management and enhance instruction. This paper will evaluate ABA for its possible uses as well as its strengths and weaknesses with regard to its impact on the teacher, the student as well as on learning.

Applied Behavior Analysis and Theory

ABA requires strong intrusion and management techniques that demand the teacher to plan a systematic shaping process to help misbehaving students gain self-control and a reawakening sense of control (Wolfgang, 1999). The key to the model is the use of both positive and negative reinforcers to obtain desired behavior and to extinguish inappropriate behavior (Wolfgang,
1999).

After conducting his research, the well-known theorist B.F. Skinner described a form of learning in which responses that are followed by reinforcing stimulus are more likely to occur again (Ormrod, 2000). This is known as operant conditioning. In order for operant conditioning to occur, an individual must make a response, which is then followed by a reinforcer (Ormrod, 2000). The reinforcer must be presented only when the response occurs (Ormrod, 2000). The basic assumptions of ABA are that people's behaviors are largely the result of their experiences with the environment. Behaviorists believe that a person is born with no inherited tendency to behave one way or another. Teachers can apply this to the classroom by keeping in mind the very significant effect that students' past and present environments are likely to have on the behaviors they exhibit (Ormrod, 2000). Students are motivated to exhibit specific behaviors as a result of environmental stimuli. Teachers can modify and change behavior by changing the environment of the classroom.

Teacher Behaviors

When dealing inappropriate behavior the teacher must first define the behavior they wish to change to determine the target behavior. In order to define the behavior and determine target behavior the teacher must observe and assess the student. Once the target behavior has been determined the behavioral objective is defined. In the behavioral objective the teacher states: who, in what conditions the behavior will occur, what the behavioris, and the criteria for acceptable performance (Wolfgang, 1999). After the behavioral objective is defined the teacher observes the student and collects data describing when, where, and why the behavior is occurring. Once thedata is collected the teacher then designs an intervention that will correct the behavior (Wolfgang, 1999). The teacher will base the intervention on reinforcers and varying degrees of intrusiveness. The intervention can be as simple as removing the positive reinforcer of the negative behavior or it can be as invasive as overcorrecting.

It is important to remember when applying ABA to increase a student's behavior there must be a positive reinforcer after the behavior. To decrease a student's misbehavior there must be an adverse stimulus after the behavior occurs so the behavior will stop or decrease. The teacher must find the right reinforcer for the particular student whose behavior they are trying to modify. This varies from student to student since everyone is different. Once the modification plan is in place the teacher must assess and monitor for effectiveness. After the target behavior has been reached the teacher will begin to gradually phase out the treatment (Wolfgang, 1999). The goal is to have the student performing the target behavior independent of the reinforcer.

Vocabulary

1. Behaviorism- theoretical behavior in which learning and behavior are described and explained in terms of stimulus response relationships
2. Positive reinforcer- a consequence that brings about an increase of a behavior through the presentation of a stimulus
3. Negative reinforcer- a consequence that brings about an increase of a behavior through the removal of a stimulus
4. Shaping- a process of reinforcing successively closer and closer approximations to a desired terminal behavior.
5. Operant conditioning- a form of learning in which a response increases in frequency as a result of its being followed by reinforcement
6. Punishment- a consequence that decreases the frequency of the response it follows
7. Primary reinforcers- a stimulus that satisfies a basic physiological need
    a. Edible reinforcers- foods and liquids
    b. Sensory reinforcers- exposure to controlled visual, auditory, tactile, olfactory or kinesthetic experiences (Ex. Listening to music, placing hand on child's shoulder)
8. Secondary reinforcers- a stimulus that becomes reinforcing over time through its association with another reinforcer
    a. Tangible reinforcers- certificates, stickers, balloons, status clothing (police hat)
    b. Privilege reinforcer- being the first to the table at snack time, being the first to share at circle time
    c. Activity reinforcer- play activities, special projects
    d. Generalized reinforcers- tokens, points that can be traded in for other valuables
    e. Social reinforcers- expressions, contact, words and phrases, feedback

Instructional Implications

In ABA, learning is a gradual strengthening of a learned relationship between cue and behavior driven by a pattern of consequences (Schuman, 1996). Instruction will focus on shaping the learners behavior. The teacher sets the objective and the target behavior then designs the plan to help achieve the goal. The student follows the plan and is a passive participant in his
or her learning.

The teacher must create learning events to help the learner reach the goal. When placed in the continuum of the degree of teacher control Applied Behavior Analysis fits best in the Interventionalist category where the teacher has more control and power in the classroom and there is an external control focus.

Strengths

·   The learner is able to focus on a proximal and clear goal, which allows them to have success, which increases the student's motivation to learn.
·   The plan is very detailed and depends on precise data.
·   The teacher is assessing the student's needs and designing the plan accordingly.
·   Today most models focus on positive reinforcement.

Weaknesses

·   The assessment and plan are very time consuming to the teacher.
·   The teacher can only effectively focus on one child at a time.
·   If the learner is in a situation where the reinforcer is not there then future problems can arise.
·   The learner is a passive participant.
·   Many times the behavioral approach is only effective with low degrees of processing skills like rote memorization.
·   Promotes extrinsic rewards

Role-play

Megan is a student in Mr. Jones' second grade class who is having difficulty
staying in her seat. The rule in Mr. Jones' class is to raise your hand to
ask to get out of your seat during whole class instruction. Megan is
constantly getting up to sharpen a pencil, get water, use the bathroom, get
her homework etcÖ At first Mr. Jones does not say anything to Megan about
her behavior. This only reinforces the behavior. She is not getting her
work done in class and is distracting the other students. Now Mr. Jones is
constantly telling Megan "You know you have to raise your hand before getting
out of your seat." The other children are focusing their attention on her as
well by laughing and repeating his instructions in a mocking manner.

Step One: Analysis:
Mr. Jones observed Megan's actions for a week. He wants to see if subject
matter is affecting her behavior. Every time Megan got out of her seat
during instruction he recorded a check beside the activity they were doing
when the action occurred. See the chart below.

Subject Getting out of her seat     Total
Reading Ö Ö   Ö    Ö    Ö     Ö    Ö   Ö   8
Writing     Ö    Ö     Ö    3
Math        0
Science Ö    Ö     Ö    3
Social Studies Ö    Ö     Ö    Ö     Ö    Ö   Ö    7

Step Two: Setting Objectives
Based on his observations Mr. Jones decides his objectives for Megan will be:
1. For her to raise her hand and ask permission before getting out of her
seat
2. Decrease the number of times she want to get out of her seat

Step Three: Plan the Intervention
1. Remove the positive reinforcement of the negative behavior by not
allowing her to get out of her seat without raising her hand.
2. Reinforce the times that she does ask with a reinforcer that means
something to Megan.
3. If Megan gets out of her seat without asking less than three times a day
during whole class instruction she receives a positive note on her daily
report home.

Step Four: Implementation of the Plan
In class the next day, Megan gets out of her seat without raising her hand.
Mr. Jones: Megan you need to stop and get back in your seat and raise your
hand for permission to leave your chair.

Megan: All right. (As she walks back to her seat)

Mr. Jones: Thank You.

Megan: (Back at her seat, raises her hand.)

Mr. Jones: Yes, Megan?

Megan: Can I go to get some water?

Mr. Jones: Yes you may. Thank you for raising your hand and asking for
permission.

Step Five: Evaluation
During class Mr. Jones would assess Megan's progress. If the plan is working
then Mr. Jones would continue and eventually come to step six. If the plan
was not working, Mr. Jones would plan a new intervention and implement the
plan.

Step Six: Phasing out the Reinforcer
Megan raises her hand.

Mr. Jones: Yes Megan?

Megan: Can I sharpen my pencil?

Mr. Jones: Yes you may.

References

Journal of Applied Behavior Analysis.

Ormrod, Jeanne E. (2000). Educational Psychology: Developing
learners, 3rd Edition. Merrill. Columbus, Ohio.

Schuman, Lisa. (1996). Perspectives on Instruction: Behaviorism,
cognitivism, and constructivism. [On-Line]. Available:
http://edweb.sdsu/courses/edtec340/Perspectives/Perspectives.html.

What is Applied Behavior Analysis? (2000). [On-Line]. Available:
http://members.tripod.com/Rsanran/whausaba.html.

Wolfgang, Charles H. (2000). Solving Discipline Problems: Methods
and models for today's teachers, 4th Edition. John Wiley and Sons,
Inc.