Eex 3601 Applied Behavior

In the operant conditioning model, an antecedent refers to a stimulus that occurs before a behavior. It sets the occasion for the behavior to occur. This stimulus can be a cue, signal, or event that signals the individual to engage in a specific behavior. The antecedent does not directly cause the behavior but rather influences the likelihood of the behavior occurring.

The objective is to identify a target behavior that is NOT appropriate. The other three options - increase the number of times student raises her hand during a 30-minute lesson, independently operate a microwave oven, and point to the correct algebraic formula - are all specific, observable behaviors that can be measured. However, "understand the value of coins" is not a specific behavior that can be directly observed or measured.

The teacher's frequent praises for students who are attending and ignoring those who are not paying attention is an example of Differential Reinforcement of Incompatible behavior (DRI). In this case, the target student's off-task behavior is incompatible with attending to the task, so by praising the attending students, the teacher is reinforcing the behavior that is incompatible with being off-task. This leads to a decrease in the off-task behavior of the target student.

The law of contingent reinforcement states that reinforcement should only be delivered when a desired or targeted response is made. In this case, the teacher is only providing reinforcement when the student makes the desired response, which aligns with the law of contingent reinforcement.

The condition statement in a behavioral objective specifies the context under which the behavior is to occur. It includes instructions, materials, and setting, as well as any types of assistance available to students. This statement provides the necessary information for understanding the specific circumstances in which the behavior is expected to be demonstrated.

The statement is false because ending the baseline phase after only two stable data points have been collected and plotted is not appropriate. The purpose of the baseline phase is to establish a stable and consistent level of behavior before implementing any interventions or treatments. Ending the baseline phase prematurely may not provide an accurate understanding of the behavior or allow for proper comparison and evaluation of the effectiveness of any interventions.

The statement suggests that teachers write behavioral objectives solely to address behavioral excesses, such as excessive talking during independent work. However, this is not true. Behavioral objectives are written by teachers to outline specific, measurable, and observable behaviors that students should be able to demonstrate after a lesson or activity. These objectives can be used to address a variety of learning goals and outcomes, not just behavioral excesses.

Baseline refers to the data collected on a behavior prior to intervention or instruction, which describes a student's current performance level. It provides a starting point or reference point against which the effects of intervention or instruction can be measured. Functional relationship refers to the relationship between the independent variable and the dependent variable, while independent variable and dependent variable are terms used to describe variables in an experiment or study.

Humanists believe in the importance of personal freedom and free will. They reject any attempts to change behavior through coercion or force, as they believe it goes against an individual's autonomy. Instead, they focus on promoting self-actualization and personal growth, emphasizing the importance of individual choice and responsibility.

Event recording is the most accurate record of behavior because it involves directly observing and recording each occurrence of a specific behavior. Interval recording is less accurate as it involves dividing the observation period into intervals and recording whether the behavior occurred or not within each interval. Time sampling is the least accurate as it involves observing and recording the behavior only at specific time points or intervals, which may not capture the full range of behavior.

Frequency data collected with event records can be converted to percentages or rates if the number of trials or the amount of time in each observation session cannot be held constant. This is because converting the data to percentages or rates allows for comparison and analysis across different observation sessions with varying trial numbers or time durations. Converting to percentages or rates helps to standardize the data and make it more meaningful and comparable.

The correct answer is ascending. This means that the number of baskets Ana makes in each basketball game is consistently increasing over the last seven games. This trend can be observed on a graph where the data points representing the number of baskets made would be moving upwards or towards higher values as the games progress.

Interval recording is a data collection method where observations are made at specific time intervals. It is not specifically used for very long observation sessions, but rather for situations where continuous observation is not feasible or necessary. Therefore, the given statement is false.

A contract should not be stated negatively because it focuses on what should not be done rather than what should be done. This type of language can create a negative and punitive atmosphere, which is not conducive to fostering positive behavior. It is more effective to frame contracts in positive terms, stating what actions or behaviors are expected and reinforcing those behaviors with positive reinforcement.

Directly observable behaviors refer to actions or behaviors that can be seen or witnessed directly without any interpretation or inference. These behaviors include naming objects or things, pointing to specific items, and reading aloud. These actions can be easily observed and verified by others without any additional explanation or analysis.

The teacher who frequently presents aversive consequences to reduce inappropriate and challenging behaviors risks all of the above. Students may develop fear and avoidance towards the teacher, as they associate them with negative consequences. Additionally, students may learn aggressive forms of behavior as they observe the teacher's use of aversive consequences. Lastly, the teacher may have to resort to using more intense levels of punishment in order to maintain control over the students' behavior.

The given answer "None of the above" is correct because the question asks for forms of recognized applied behavior analysis, and none of the options listed (hypnosis, drug therapy, electroconvulsive shock therapy) are recognized forms of applied behavior analysis. Applied behavior analysis is a scientific approach that focuses on understanding and improving behavior through the application of behavioral principles and techniques.

The correct answer is "all of the above" because the delivery of the most basic reinforcement includes all the mentioned elements. The teacher presents the antecedent discriminative stimulus, which cues the student to perform the requested response. After the student performs the response, the teacher presents the appropriate reinforcer as a consequence. Therefore, all three elements are necessary for the delivery of the most basic reinforcement.

Rate or percentage refers to the number of times a response occurs within a given period of time or per opportunity. This dimension of behavior focuses on the frequency or occurrence of a behavior, rather than the duration, intensity, or latency of the behavior.

Operant behavior refers to any behavior that is influenced by its consequences. It is controlled by the events that follow it, such as rewards or punishments. This behavior is not automatic or reflexive, but rather voluntary and influenced by the outcomes it produces. Unlike respondent behavior, which is elicited by specific stimuli, operant behavior is shaped and modified through reinforcement and punishment. A releaser refers to a specific stimulus that triggers a fixed action pattern in an organism. Therefore, the correct answer is operant behavior.

This statement is not an acceptable rate statement because it does not specify a measurable behavior or a specific rate. It only states a duration of time without any indication of what the person should be doing during that time. The other options provide clear and measurable rate statements such as solving a certain number of problems correctly, completing a specific number of reports, or reading a certain number of words per minute.

To be maximally effective as a reinforcer, teacher praise should be delivered only after a student makes a target response. This ensures that the praise is directly linked to the desired behavior, reinforcing its occurrence. Additionally, specifying the target behavior being reinforced, such as saying "good sitting!" or "great job raising your hand!", helps the student understand exactly what they are being praised for, further strengthening the association between the behavior and the praise. Finally, pairing teacher praise with tangible or activity reinforcers, such as giving a small reward or allowing the student to participate in a preferred activity, can enhance the effectiveness of the praise as a reinforcer. Therefore, all of the above options contribute to maximizing the effectiveness of teacher praise as a reinforcer.

The Premack principle states that a more preferred activity can be used to reinforce a less preferred activity. In this scenario, teachers are using the high frequency behavior of working on the computer as a reward or reinforcement for the low frequency behavior of completing classroom assignments. By applying the Premack principle, teachers are motivating students to engage in the less preferred behavior by offering them the opportunity to engage in the more preferred behavior.

In this behavior management technique, the teacher reinforces a behavior that is a functional equivalent of an inappropriate behavior. This means that instead of punishing or ignoring the inappropriate behavior, the teacher identifies a more socially acceptable behavior that serves the same purpose for the student. By reinforcing this alternative behavior, the teacher is teaching the student to engage in a more appropriate behavior instead of the inappropriate one. This technique is known as Differential Reinforcement of Alternative behavior (DRA).

The teacher is using event recording because they are directly observing and noting the specific events of the student making errors while reading the passage aloud. This method involves recording the occurrence and frequency of specific behaviors or events as they happen in real-time.

Experimental control refers to the researcher's efforts to ensure that changes in the dependent variable are directly related to manipulations of the independent variable. This means that the researcher carefully designs and controls all aspects of the experiment, such as controlling for extraneous variables and randomizing conditions, in order to isolate the effects of the independent variable on the dependent variable. By doing so, the researcher can confidently attribute any observed changes in the dependent variable to the manipulation of the independent variable.

In single-subject designs used in research, it is common to include a measure of stable baseline performance. This helps establish a baseline level of performance before any intervention is introduced. Additionally, it is important to measure performance under an intervention condition to determine the effectiveness of the intervention. Finally, replication of the use of the intervention within the design is necessary to ensure the reliability and validity of the results. Therefore, all of the above components are considered common in single-subject designs.

Behavioral objectives are important elements of both individualized transition plans (ITPs) and behavioral intervention plans (BIPs). ITPs are personalized plans that outline goals and strategies to help individuals with disabilities transition from school to adulthood. Behavioral objectives are crucial in ITPs as they help identify specific behaviors that need to be addressed and improved upon to ensure a successful transition. Similarly, BIPs are plans designed to address challenging behaviors and provide strategies for improvement. Behavioral objectives play a vital role in BIPs as they help define the target behaviors and set clear goals for behavior change. Therefore, the correct answer is all of the above.

The criterion statement is the part of a behavioral objective that specifies the standards for determining when the objective has been accomplished. It outlines the specific criteria or measures that will be used to assess whether the desired behavior has been achieved. This statement helps to provide clarity and objectivity in evaluating the success of the objective.

Time sampling is a method used in behavioral observation where the observer records the occurrence or absence of a behavior during specific time intervals. While it provides some information about the behavior, it does not capture the continuous nature of the behavior and may miss important details. Continuous observation methods, such as event sampling or duration recording, are generally considered more accurate in representing the actual occurrence of a behavior. Therefore, the statement that time sampling is the most exact representation of behavior occurrence is false.

In single-subject research, the dependent variable is the variable that is being measured or observed to determine the effect of the independent variable. In this case, the dependent variable is the number of points Andy receives, which is being measured based on whether or not he raises his hand. Therefore, "raising his hand" is considered the dependent variable in this scenario.

Event recording is the most efficient way to measure moderate frequency, discrete behaviors. This means that when behaviors occur at a moderate frequency and are easily distinguishable from one another, event recording is the most effective method of measurement. Event recording involves tallying the number of times a specific behavior occurs within a given time period, making it suitable for behaviors that are not continuous and occur at a moderate rate.

Rate refers to the number of times a response occurs within a given period of time. It measures the frequency or frequency per unit of time of a behavior. In the context of the question, rate would be the appropriate dimension of behavior to consider when counting the number of times a response occurs during a specific time period, such as a 1-minute reading probe. Duration refers to the length of time a behavior occurs, intensity refers to the strength or force of a behavior, and latency refers to the time it takes for a behavior to occur after a specific event or stimulus.

The independent variable in this scenario is the seating arrangement of the students. This is because it is the variable that is deliberately manipulated by the experimenter to observe its effect on Tom's disruptive behavior. By separating Tom from Harry and seating them at opposite ends of the classroom, the experimenter is testing whether this change in seating arrangement will cause a decrease in Tom's disruptive behaviors.

The scenario describes an ABA reversal design. In this design, the intervention (separating Tom and Harry) is implemented during the B phase, and the behavior (Tom's disruptive behavior) is measured during the A and B phases. The baseline phase (A) is established when Tom and Harry are seated next to each other and Tom displays a high frequency of disruptive behaviors. The intervention phase (B) is when Tom is seated away from Harry and his disruptive behavior decreases significantly. The reversal phase (A) is when Tom and Harry are seated together again, and Tom's disruptive behavior increases back to the baseline level. This demonstrates that the intervention (separating Tom and Harry) caused the change in behavior.

Developmental explanations of human behavior are not necessarily more verifiable and parsimonious than behavioral explanations of human behavior. Both types of explanations have their own strengths and limitations. Developmental explanations focus on how individuals' behavior changes and develops over time, while behavioral explanations focus on the immediate causes and consequences of behavior. The verifiability and parsimony of an explanation depend on the specific research methods and evidence used to support it, rather than the type of explanation itself. Therefore, the statement that developmental explanations are more verifiable and parsimonious than behavioral explanations is false.

A multiple baseline across settings design would be most appropriate for rigorously evaluating the effectiveness of a behavior management intervention on a student's out-of-seat behavior in different classrooms. This design involves implementing the intervention at different times in different settings, allowing for a comparison of the student's behavior across settings. By establishing baselines and introducing the intervention at different times, it becomes possible to determine if the intervention is specifically responsible for any changes observed in the student's behavior. This design helps to establish a causal relationship between the intervention and the behavior change.

The missing component from the objective is the "condition". The objective states that Jason will fill the ice cube tray independently during 4 out of 5 sessions, but it does not specify any conditions under which this will occur. The condition could be something like "without any assistance" or "within a specified time frame". Without the condition, the objective is incomplete and lacks important information about the circumstances under which the target behavior should occur.

The most appropriate design for evaluating the teacher's approach is the changing conditions design. This design involves systematically changing the conditions or interventions to observe their effects on the behavior being targeted. In this case, the teacher is providing different types of assistance to Michael in order to wean him off counting on his fingers. By changing the conditions and observing how Michael's behavior changes, the teacher can determine the effectiveness of each intervention and make informed decisions about how to proceed.

The missing component from the objective is "criteria for acceptable performance." This component specifies the standards or expectations that need to be met in order to determine whether Allison's behavior of opening her book and beginning to read is considered acceptable. It provides a clear benchmark for evaluating her performance.

In this scenario, the special education teacher uses a tape recording to capture the student's reading performance. The tape serves as a permanent product that can be played back and reviewed later to count the number of words read correctly. This method of data collection is known as permanent product recording, as it involves capturing and analyzing a tangible outcome or product of the behavior being observed.

The simplest form of the reversal design consists of three phases. In this design, the researcher introduces a baseline phase, followed by an intervention phase, and then returns to the baseline phase. This allows for the comparison of behavior before and after the intervention, providing a clearer understanding of the intervention's effectiveness. By having three phases, the design can capture the initial baseline, the intervention's impact, and the return to baseline, providing valuable data for analysis.

Jerry being taught to point to a picture to communicate his hunger instead of pushing materials off his desk is considered the least intrusive strategy for reducing behavior. This approach focuses on teaching Jerry an alternative and appropriate way to express his needs, rather than punishing or removing privileges like in the other options. By teaching him a non-disruptive method of communication, it promotes positive behavior and reduces the likelihood of negative behaviors occurring in the future.

Behavior modification is the correct answer because it refers to the application of operant procedures to change behavior. This term is often confused with other procedures such as electroconvulsive shock and drug therapies, which has resulted in negative reactions towards applied behavior analysis.

Predictive utility refers to the ability of an explanation to accurately predict the behavior or actions of individuals in specific environmental conditions. It means that the explanation can reliably forecast what students are likely to do in certain circumstances. This suggests that the explanation is practical and useful in understanding and anticipating student behavior, making it a valuable tool for educators and researchers.

The teacher in this scenario was using time sampling to observe Jerry's behavior. Time sampling involves checking the behavior at specific intervals, in this case every fifteen minutes, during a longer observation session. This method allows the teacher to get a snapshot of Jerry's behavior at different points in time without having to continuously monitor him throughout the entire session.

The baseline data shows that the student spelled an average of 8 words correctly. To reach the goal of 40 words spelled correctly, the criterion level in each intervention sub-phase will need to be increased by the computed mean of the baseline data, which is 8. Therefore, it will take 9 intervention sub-phases (8 + 8 + 8 + 8 + 8 + 8 + 8 + 8 + 8 = 72) to reach the goal of 40 words spelled correctly.

The correct answer is VR. VR stands for Variable Ratio schedule of reinforcement, which means that reinforcement is delivered after a variable number of responses. This schedule is the least resistant to extinction because it is unpredictable and provides reinforcement at an unpredictable rate. As a result, the behavior is more likely to persist even when reinforcement is no longer provided consistently.

Extinction is the most effective strategy to decrease behaviors that are being maintained by teacher attention in the classroom. When a behavior is no longer reinforced or rewarded, it gradually decreases and eventually stops. In this case, if a behavior is being maintained by teacher attention, by removing or withholding that attention, the behavior will no longer be reinforced and will decrease over time. This can be achieved by ignoring the behavior, redirecting attention to other students, or implementing a behavior plan that specifically addresses the use of extinction.

This answer is correct because the reinforcing properties of a stimulus can only be determined by observing its effect on a target behavior. The availability of the stimulus in the classroom setting, the schedule of reinforcement, and the teacher's preference may provide some context, but they do not directly determine whether the stimulus is reinforcing or not. Only by observing the effect of the stimulus on a target behavior can it be determined if it is reinforcing or not.

In the operant learning model, a reinforcer is any event that follows a response and increases the probability of that response occurring again. It can be something pleasant or unpleasant, but in this case, it is specifically mentioned that the event is generally considered unpleasant (e.g., teacher reprimands). However, because it quickly follows a response (e.g., student talk-outs) and increases the probability of that response, it is still considered a reinforcer in the operant learning model.

Interobserver agreement refers to the level of agreement between different observers when assessing a behavior. It is a measure of reliability and is usually expressed as a percentage or a correlation coefficient. This index helps to determine the consistency and accuracy of behavioral assessments, making it the most suitable answer in this context.

Outcome recording is a recording technique that allows the teacher to observe the result of a student's behavior, rather than the behavior itself. This means that instead of focusing on the specific actions or behaviors displayed by the student, outcome recording focuses on the end result or outcome of those behaviors. This can be useful in situations where the teacher wants to assess the effectiveness or impact of a student's behavior on a specific outcome or goal.

The changing criterion design would be most appropriate for evaluating the effectiveness of an intervention designed to incrementally increase the number of math workbook pages completed by students. This design involves gradually increasing the criteria or goals for the intervention over time. It allows for a systematic evaluation of the intervention's impact on the desired behavior by comparing the student's performance at different stages of the intervention. This design is ideal for studying behavior change and determining the effectiveness of interventions in a single-subject study.

The alternating treatment design is the design that teachers should use when they want to rapidly evaluate the effectiveness of two different interventions without withholding or delaying the intervention. This design allows for the quick comparison of the two interventions by alternating between them in a systematic manner. It is particularly useful in situations where ethical concerns, such as self-injurious behaviors, prevent the withholding or delaying of interventions.

The given statement "remain in seat for 10 minutes" is not an acceptable latency statement because it does not specify a time frame or duration within which the behavior should occur. Latency statements typically describe the time it takes for a behavior to occur after a specific event or cue. In this case, the statement should specify the time it takes for the individual to remain in their seat after a particular event or cue, such as "within 10 seconds after being asked to sit down" or "within 5 minutes after the start of the class."

Ratio strain occurs when teachers thin the reinforcement schedule too quickly and students do not earn enough reinforcement to maintain their responding. This leads to significant decreases in student responding.

Pinpointing refers to the process of refining broad generalizations into specific, observable, measurable behaviors. It involves narrowing down and specifying the behaviors that need to be observed or measured in order to accurately assess or understand a situation or phenomenon. This process helps in making the generalizations more precise and concrete, allowing for a more accurate analysis or evaluation.

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The ultimate goal of using any schedule of reinforcement should be to have a student on a natural reinforcement schedule. This means that the reinforcement is provided in a way that closely resembles real-life situations and natural consequences. It allows the student to generalize their skills and behaviors to various settings and contexts, promoting long-term retention and application of learned skills. Unlike continuous or intermittent schedules, which may not reflect real-life situations accurately, a natural reinforcement schedule ensures that the student's behavior is reinforced in a way that aligns with their everyday experiences.

Positive punishment is the correct answer because it involves following a response with a consequence that causes a decrease in the rate of that response. This means that something unpleasant or aversive is added or applied after a behavior to decrease the likelihood of that behavior occurring again in the future. It is a form of punishment that aims to decrease the frequency of a behavior by introducing an undesirable consequence.

Respondent behavior refers to a type of behavior that can be present at birth or acquired through the arrangement of antecedent events. It does not require previous learning. This type of behavior is reflexive and involuntary, meaning it is elicited by a specific stimulus without conscious control. Examples of respondent behavior include blinking when a bright light is shined in the eyes or salivating at the sight or smell of food.

The level of learning that requires the use of methods, concepts, or theories in various concrete situations is application. This level involves applying knowledge and skills to solve problems or complete tasks in real-life situations. In the given example, the FSU practicum student is using applied behavior analysis (ABA) techniques in her classroom to observe and record behavior, which demonstrates the application of theoretical knowledge in a practical setting.

A fixed-interval schedule of reinforcement is when an individual is reinforced for the first response that occurs after a specific amount of time has passed. In this case, the individual is reinforced for the first target response that occurs after a five-minute time period. This means that regardless of how many responses the individual makes within the five minutes, they will only receive reinforcement for the first response after the time period has elapsed.

Interval recording is the most effective and efficient way to record continuous behaviors. This method involves dividing the observation period into equal intervals of time and recording whether the behavior occurs or not within each interval. It provides a systematic and structured approach to data collection, allowing for the measurement of behavior frequency and duration. This method is particularly useful when the behavior being observed is continuous and occurs at a high frequency, as it allows for a more manageable and accurate recording process.

VR3 stands for variable ratio 3 schedule of reinforcement. In this schedule, reinforcement is delivered after an average number of responses, but the exact number of responses required for reinforcement varies. In this case, Paige is reinforced after an average of every third correct response, but sometimes it may take fewer or more responses to receive reinforcement. This type of schedule tends to produce high and steady response rates, as the individual is unsure of when the reinforcement will occur and therefore continues to respond consistently.

Extinction is considered the least intrusive procedure on the hierarchy of procedural alternatives for behavior reduction. It involves removing the reinforcement that is maintaining a behavior, which leads to a decrease in that behavior over time. Unlike overcorrection, response cost, and time-out, extinction does not involve any form of punishment or aversive consequences. It simply involves withholding the reinforcement, making it a less intrusive method for behavior reduction.

The given scenario describes a situation where a student's off-task behavior is reduced by using a study carrel as a nonseclusionary time-out. A nonseclusionary time-out involves removing the student from the regular learning environment without isolating them completely. In this case, the student is sent to the carrel to work independently, which helps to decrease their off-task behavior. This strategy is effective in redirecting the student's attention and providing a more focused learning environment.

The baseline recording period is used to establish a stable performance level. In this case, Nicola worked on her math homework for six days and the number of correct problems recorded each day was 2, 3, 6, 7, 8, and 10. To determine the lowest number of correct problems that should be recorded for the baseline to be considered stable, we need to find the lowest number that is representative of Nicola's performance. Since 3 is the lowest number recorded and it is not an outlier compared to the other numbers (2, 6, 7, 8, and 10), it can be considered as the lowest number of correct problems that should be recorded for the stable baseline.

The colleague who used the label "anal-retentive" to describe Professor Grundy's organization of his research material was utilizing the cognitive explanation of Grundy's hoarding behavior. This suggests that the colleague believes Grundy's hoarding behavior is a result of his thoughts, beliefs, and cognitive processes. The label "anal-retentive" implies that the colleague sees Grundy's behavior as being excessively organized and controlling, which aligns with cognitive explanations that focus on how individuals' thoughts and beliefs influence their behavior.

To determine the highest number of correct problems that should be recorded for the baseline to be considered stable, we need to look for a pattern in the data. The numbers 2, 3, 6, 7, 8, and 10 show an increasing trend, but the increase is not consistent. The highest number recorded is 10, but it is an outlier compared to the rest of the data. To ensure stability, we should consider the majority of the data points rather than the outlier. Therefore, the highest number of correct problems that should be recorded is 9, as it is the second highest value and more representative of the overall trend.

The correct answer is "strategies reinforcement". This means that the first procedure a teacher should choose to reduce inappropriate and challenging behavior should involve implementing strategies that reinforce positive behavior. This could include using rewards, praise, or other forms of positive reinforcement to encourage and promote appropriate behavior. By focusing on reinforcing desired behavior, the teacher can help to decrease the occurrence of inappropriate behavior over time.

Winett and Winkler (1972) conducted a study on the application of ABA procedures and found that the primary use of applied behavior analysis was to establish "law and order" in the classroom. This suggests that ABA techniques were being implemented to promote discipline and create a structured and controlled environment within the educational setting. The study implies that ABA was not primarily focused on improving academic performance, developing self-control behaviors, or enhancing language skills, but rather on maintaining order and discipline in the classroom.

The given behavioral objective represents the level of knowledge in Bloom's taxonomy. In this objective, George is expected to state the appropriate label for a coin when asked about its name. This requires him to recall and remember the information about the coin's name, indicating a basic level of knowledge.

The teacher is using a variable-response-duration schedule because the reinforcement is delivered based on the average time of every 5 minutes that the student remains continuously in-seat and continuously on-task. This schedule does not specify a fixed ratio or interval, but rather varies the duration of time between reinforcements based on the student's behavior.

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Mr. Martin is ignoring the ethical rule of "Programs that teach functional skills" by writing Frankie's IEP goals, objectives, and behavior management plan before the actual IEP meeting. This rule emphasizes the importance of individualized education programs that focus on teaching functional skills to students. By not involving Frankie and his team in the development of the plan, Mr. Martin is disregarding the collaborative and individualized approach required for effective teaching and learning.

A multiple baseline design would be the most appropriate design to evaluate the effectiveness of Mr. Smith's intervention. This design involves implementing the intervention at different times or in different settings with multiple participants or behaviors. By comparing the baseline data with the intervention data across different participants or behaviors, it allows for a more robust evaluation of the intervention's effectiveness. This design helps to establish a cause-effect relationship between the intervention and the observed changes in behavior.