Chapter 6 Burton

When an intervention like a token system works for all but one or two students in a group, it is likely that there are powerful competing reinforcers available outside the token system. This means that these particular students are being motivated by other factors or rewards that are more appealing to them than the rewards offered by the token system. These competing reinforcers could be anything from social interactions, personal interests, or other external rewards that hold more value for these students. As a result, they are not as responsive to the token system as the other students in the group.

When students lack the ability to communicate effectively, they may resort to inappropriate behaviors as a means of expressing their frustrations or needs. Communication plays a crucial role in resolving conflicts, seeking help, and expressing oneself in a constructive manner. Without this ability, students may feel misunderstood, ignored, or unable to effectively convey their thoughts and emotions. As a result, they may engage in inappropriate behaviors as a way to communicate their underlying issues or seek attention.

Teachers often miss the function of a behavior because they are preoccupied with a behavior's topography. Topography refers to the physical form or appearance of a behavior, such as how it looks or sounds. However, understanding the function of a behavior is crucial in order to address the underlying reasons or motivations behind it. By solely focusing on the topography of a behavior, teachers may overlook important contextual factors or antecedents that can help identify the function of the behavior.

An "operational definition" refers to a definition that clearly states the form of the behavior. This means that it provides a specific and measurable description of the behavior being observed or studied. It focuses on outlining the observable aspects of the behavior, such as its physical characteristics or actions, rather than subjective interpretations or assumptions. By clearly stating the form of the behavior, an operational definition allows for consistent and objective measurement and analysis of the behavior.

During a functional analysis, various conditions are examined to determine the function of a behavior. Attention, demand, and play are all conditions that are commonly examined. However, sleep is not typically considered as a condition during a functional analysis. Sleep is a natural physiological state and does not involve the same behavioral functions as attention, demand, or play. Therefore, it is not a condition that is typically examined during a functional analysis.

The A-B-C descriptive analysis is not considered a behavior rating scale because it is a method used to identify antecedents (A), behaviors (B), and consequences (C) of a specific behavior. It is a systematic observation and recording of the events that occur before, during, and after a behavior. In contrast, behavior rating scales such as the functional analysis screening tool (FAST), motivation assessment scale (MAS), and problem behavior questionnaire (PBQ) are standardized instruments used to assess and measure various aspects of behavior, such as functional analysis, motivation, and problem behaviors.

Functional analysis is the process of systematically manipulating antecedents and consequences to determine their effect on occasioning and maintaining the target behavior. This involves analyzing the function of the behavior and identifying the variables that influence it. By understanding the function of the behavior, appropriate interventions can be implemented to address and modify it. The other options, such as setting events and enhanced functioning, do not accurately describe this specific process of analyzing and manipulating antecedents and consequences.

To determine the most effective intervention for a behavior, it is necessary to analyze both consequences and antecedents. Consequences refer to the outcomes or results of a behavior, whether they are positive or negative. Antecedents, on the other hand, are the events or circumstances that occur before the behavior takes place. By examining both the consequences and antecedents of a behavior, one can gain a comprehensive understanding of the factors that influence it. This analysis allows for the development of appropriate interventions that can either reinforce desired behaviors or discourage undesirable ones.

The primary purpose of scatter-plot assessment is to identify time-related patterns of behavior. Scatter plots are graphical representations that show the relationship between two variables. By plotting data points on a scatter plot, patterns and trends over time can be observed and analyzed. This helps in understanding the temporal aspects of behavior and identifying any recurring patterns or trends that may exist. It allows researchers to study the relationship between variables and make predictions about future behavior based on past patterns.

The next step in developing a Behavior Support Plan is to identify the target behavior. This involves clearly defining and specifying the inappropriate behaviors that Joseph has been exhibiting. By identifying the target behavior, Mr. Williams and the IEP team can focus on understanding the specific behaviors that need to be addressed and develop strategies to effectively manage and modify them. Conducting a functional assessment and analysis may come later in the process, once the target behavior has been identified.