3 hours agoKarissa Milano Scenario 1COLLAPSE

3 hours agoKarissa Milano Scenario 1COLLAPSE

The behavior analysis did conduct a functional assessment as well as identified the controlling variables for the child’s target behavior. This is crucial because the behavior analyst followed the ethical code 3.0 behavior-analytic assessment. The ethical code 3.0 (a) states that behavior analysts should always conduct assessments before implementing treatments ( Bailey & Burch, 2016). Although, the behavior analyst conducted the assessment, the behavior therapist should also get written consent from the client ( Bailey & Burch, 2016). Code 4.04 approving behavior change programs explain the important of getting written consent from the client( Bailey & Burch, 2016).  The behavior therapist should have gotten written consent which explain the client’s goals and new procedures that will be introduced ( Bailey & Burch, 2016). In this scenario it does not discuss whether the behavior analyst got written consent from the mother. Code 4.50 is also important because the behavior analyst should describe the objectives of the behavior changing programing in writing to the client in a way they can understand it (Bailey & Burch, 2016).  It is crucial for the behavior analyst to discuss this information with the clients to ensure that the clients understand everything and have time during the day to take the data. If the mother does not have time to collect the data I would change the intervention to fit her availability or chose a different intervention. I would make sure before implementing anything that I get the mothers consent and make sure she is okay with the treatment.

If these attempts fail then the behavior analyst should revert to code number 2.15 (d). The behavior analyst in this situation should review this goal due to the fact the mother is not collecting the data that is needed for the client. This code explains discounting services only when the client no longer needs the service is not benefiting from the service, is being harmed by the service, or when the client request to discounting services (Bailey 7 Burch, 2016). If the behavior analyst feels the client is really not benefiting from the services than the services may be discounted. This would be the very last resort the behavior analyst reverts to.

Reference

Bailey, J., & Burch, M. (2016). Ethics for behavior analysts. ProQuest Ebook

Central. https://ebookcentral-proquest-com.library.capella.edu

7711 REPLY POSTS

22 hours agoCassandra Huerta U5 Discussion AttachmentCOLLAPSE

I intend to research aggression in children with autism. Aggression is defined as any instance the individual intentionally makes physical contact forcefully with another individual using their body or an object to leave a visible mark, cause an audible sound, or causes the other individual to make an audible sound of pain such as “ouch”, or “that hurts” or causes them to cry; where tears excrete from their eyes.

Newcomb et al. (2019) studies a 13-year-old boy diagnosed with autism spectrum disorder, Ted, with underdeveloped communication skills and problem behavior. The study examined aggression maintained by access to physical attention by two preparations of a functional analysis (FA). After the FA, an assessment was performed to identify stimuli that competed with problem behavior. After the assessment, a non-contingent reinforcement (NCR) intervention, using competing stimuli, was implemented to reduce rates of aggression. Results indicated that implementation of the NCR intervention was followed by decreased rates, more predictable patterns, and diminished intensity of aggressive behavior.

A strength of this treatment is that the results indicate social validity by the decline in the intensity of aggression. However, some limitations of the treatment are that internal validity may be difficult to obtain because aggressive physical contact was unavoidable, therefore, it was not always realistic to expect staff to withhold physical attention. Also, since Ted attended a private specialized education facility, the external validity may be weak, seeing that schools may not be able to have the necessary staff or resources for more intensive treatment settings, therefore, may be less generalizable to other subjects or settings.

Figure 1 shows the rate of aggression across school days. During assessment and standard treatment aggression is extremely variable. However, after the phase change line of non-contingent reinforcement intervention (NCR) and competing stimulus (CS) the results show that the level of aggression is low and becomes stable.

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