Discussion 6 ABA 630

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National University College *

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630

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Management

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Feb 20, 2024

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Discussion 6: Week 6 You are called in to consult on a school case. The learner is a 13-year-old male in a special day classroom. He exhibits high rates of "calling out" behaviors during instructional time. The teacher also reports that he does not submit any homework throughout the week. You have decided to implement a contingency contract. When working in a school session, there are different things to experience and deal with than with having session at home or in a clinical environment. In school sessions, there are different paperwork and contracts to be signed and agreed upon. One of the contracts that can be signed is called a contingency contract which is also known to be called a behavioral contract. This document specifies a contingent relationship between the completion of a target behavior and access to, or delivery of, a specified reward (Cooper et al.2020). When it comes to Mayer et al (2019) they defined a contingency contract slightly different in which it can be also known as a “therapeutic contract” (Sulzer,1962). Mayer et al, (2019) gives the definition as a detailed behavior analysis program goals and procedures that the client and the people involve come together to negotiate. This contract can be a great tool to increase the desired behavior or decrease/eliminate a problem one. The contract can be used in homes, clinical settings and at schools. When it comes to contingency contracts, it gives the chance for the individual to be a part of the process of improving their behavior(s) and would help them feel more eager to want to continue for themselves and others. The contract is made up of two components: task description and reward description with an optional choice of task record (Cooper et al, 2020). Also, when coming up with a contingency contract, we need to make sure that the contract is produced with well detailed tasks and rewards that would be valuable to everyone in the group. These contracts can also have numerous advantages such as keeping the goal conflicts to a minimum, giving every person a role in the behavior change process and specifying individual and mutual conclusions (Mayer et al. 2019). When developing a contingency contract, we need to understand that the contract’s expectations cannot be too high for the individual to succeed; needs to be in the person’s repertoire. The steps that I would need to take before finalizing the contract are: Step 1 : Hold a meeting by interviewing the family and/or teachers who are going to be involved. - The meeting can be about- o How the contract works. o Who are the members and what role each will play. o How the members will help the individual be successful in meeting their goals. - The group can also discuss and identify the problem (not always a negative behavior) behavior(s) that need to be increased or decreased.
Step 2: Each member would need to complete List A (each member needs to complete three lists prior to the actual writing of the contract). - Do some baseline with the behaviors that will be tracked and be in the contract. - Each member should be given a copy of list A. Everyone in the group should be careful when they describe all the tasks; making sure that it is easily understandable. - When the completed lists are done, they can be put aside and the group can proceed to the next step. Step 3: Complete List B and meet with the members who are part of the contingency contract. - List B can also help identify areas where disagreements exist between the group members when it comes to certain tasks being done on a regular basis and correctly. - Each member should be given a copy of List B and put their names on the three blanks on the top of the paper. - List B should be passed around and everyone should write at least one positive behavior. Step 4: Complete List C and have the group members identify potential rewards that would be earned when successfully completing the tasks in the contract. - The members should put special items or activities that they have been wanting or want to do. - With List A, this list identifies the tasks that are already tasks that are already in the client’s repertoire and with List B, is the list where there is a list of tasks that can be done by the other members of the group and add to what they are already doing in the contract. - When List C is completed, each member of the group should collect their other two lists and read them carefully, making sure all the information that was misinterpreted is talked about. At the end of List C, this list would help identify those possible rewards. Step 5: Write and Sign Contracts; making sure that everyone who is involved in making the contract to sign it and contribute to List A, B, and C (Tasks, Rewards and Task Records). - This is the final step which starts with picking a task for each person’s contract. Who is going to perform the task, how to do the task and when the task has to be done. - At the end of figuring out the tasks, the next thing to do is to see what reward would be given. For success to occur with using a contingency contract, one needs to see if having a contingency contract is a good pick for intervention for the given problem. For this to happen, the ABA practitioner would need to consider the nature of the wanted behavior change, the verbal and conceptual skills of the client and the individual’s relationship
with the people who are in the contract. It is important to make sure that the individual who the contract is for be part of the contribution of the contract in order to prevent maladaptive behaviors or emotional responses can be problematic. When the target behavior is to be changed by a contingency contract, the behavior should already be in the person’s repertoire and is under suitable stimulus control where the response is needed. This contributes to a successful contingency contract. Resources Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis . Pearson Education, Inc. Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M. (2019). Behavior analysis for lasting change . Sloan Publishing.
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