Questions On Behavior Analyst Certification Board

Martin, a behavior analyst, is working with Sara, a 14-year-old girl with severe developmental delays who exhibits self-injurious behavior (SIB). The self-injurious behaviors included pulling her hair, biting her arm and banging her head against the wall. After conducting a functional analysis, Martin decided to employ an intervention program consisting of differential reinforcement of other (DRO) desired behavior. Martin collected data on Sara's SIB before and during the intervention. Below is a depiction of the data that Martin collected:

Alexander Stephens in “The Cornerstone Speech,” (1861). Alexander Stephens was the Vice President of the Confederacy during speech, but was originally a Whig. As a Whig, Stephens opposed the Deep South’s secession, but while attending the Georgia convention, Stephens signed the Ordinance of Secession. “The Cornerstone Speech,” overtly stated slavery was the decisive reason for secession, and it was the foundation of southern society and therefore would be the main principle of the Confederate States of America. [INSERT STEPHEN THESIS HERE]. Stephens arrogantly throws away his past liberal principles to guide the Confederacy, resulting in a struggle with his personal ideologies

Almost everyone has had a tantrum before, so there should be no surprise when it occurs in novels and short stories. Notable characters such as Lizabeth from the short story, “Marigolds”, by Eugenia Collier and Jem in To Kill a Mockingbird, a novel by Harper Lee, impulsively burst with rage, unable to control their emotions because after all, they are just children. The fourteen-year-old African-American girl named Lizabeth along with her family struggle financially in an impoverished town during the Great Depression Era. Despite this, Lizabeth and her little brother enjoy childish acts, especially annoying Miss Lottie, an elderly neighbor who cultivates Marigolds in her yard. Later in the novel, Lizabeth lets loose her emotions from her

Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.

Topography of Behavior: A tantrum episode consist of any of the following: Julie Dao 1) whining or crying with or without tears for at least 5 seconds; 2) pushing another person, hitting, biting, or grabbing another person (hair or clothing); and/or 3) yelling and screaming for at least 5 seconds. Onset/Offset: Onset is when Julie Dao engages in any tantrum topographies above. Offset is when she will abstain from the above behaviors for more than 1 minute or longer. Course of Behavior: Julie Dao will usually start to whine or tantrum and then proceed to cry. She will sometimes fall to the floor and engages in physical aggression (biting, pulling’s another person’s clothing or hair) as mentioned above, when physically prompted to complete

Among the most widely disseminated procedures derived directly from the principles of applied behavior analysis have been those applied to the analysis and treatment of common childhood problems (e.g., Arndorfer, Allen, & Aljazireh, 1999; Schroeder & Gordon, 1991; Watson & Gresham, 1998). Applied behavior analysts have developed a countless effective interventions for common childhood problems and have repeatedly demonstrated that, even in loosely controlled applied environments, behavior often responds rather quickly to properly managed contingencies. Yet, despite these successes, some have maintained that simply providing repeated demonstrations of the effectiveness of behavioral technology eventually will yield diminishing returns to the field (Kunkel, 1987). The success of an intervention is dependent not only upon its effectiveness but also upon its precise delivery by a clinician and the consistency with which parents and staff implement that treatment with all of its essential

The article “Reducing Behavior Problems Through Functional Communication Training” by Edward G. Carr and V. Mark Durand addresses the issues of choosing replacement behaviors. The research consisted of two experiments. The first experiment considered when problem behaviors are more likely to take place. The problem behaviors were aggression, tantrums, and self-injury. The results disclosed lack of adult attention and the difficultly of the task both activated behavioral problems. The second experiment used the assessment data collected from the first experiment to select a replacement behavior. The children were taught to verbally seek help, attention, or both from adults. The purpose of the study was to provide more direction when choosing a functionally appropriate replacement behavior in order to decrease inappropriate behaviors.

Uncontrolled impulses that result in recurrent episodes of aggressive behavior. These may be verbal (temper tantrums, verbal arguments, or fights) or physical (injury to property, animals, or other people). Physical acts of aggression may result in damage to property or injury of an animal or another person, but usually do not.

The above ABC data appears to indicate Kevin’s chewing behavior as being maintained by multiple functions including gaining access to sensory stimuli (automatic reinforcement), social reinforcement in the form of attention from his father, and escape from the environment. The primary function that this study focuses on is automatic reinforcement, as it appears to be exerting the most control over Kevin’s problem behavior.

This essay will compare and contrast two theories of behaviour management by Carl Rogers and BF Skinner and argue ways in which one of these theories could be implemented for a particular context and practice. Roger’s theory is based on a humanistic approach, while Skinner’s theory takes a behaviourist approach; each theory has both benefits and shortcomings. Their views form opposite ends of the learning spectrum. These theories will be examined as their respective works address the underlying issue of how children learn to behave.

| Recognise patterns and triggers which may lead to inappropriate behavioural responses and take action to pre-empt, divert or diffuse potential flash points

On the same day Luke told his friend Velko of his purchase and he told his girlfriend who told her

From a very early age, children begin to learn about the association between behaviors and consequences. They realize that there is always going to be a consequence whether it’d be positive or negative, that would follow the behavior. Sometimes children behave very well and most of the time, children tend to give parents and others around them a hard time. When it comes to behavior modification, some basic steps include identifying the behavior, setting expectations, monitoring progress, and reinforcing correct behaviors. Positive reinforcement has a lot of effect on children when it comes to modifying a targeted behavior. A reinforcer,

The vertical hierarchical structure and authoritarianism in bureaucratic organizations is what distorts communication, and reduces accountability, responsiveness and commitment towards core activities (Morris, Farrell, 2007). Instead a flatter hierarchy with decentralized management would be more favourable. It would be cost-efficient as wages would be allocated to fewer levels of management. For example, Call centres in the US adopted flat hierarchies to achieve minimization in costs (Bozionelos, 2008). Subordinates at lower levels of management will be expanded which will motivate staff and provide greater opportunities and sustainability wherein management leads and engages, but does not control and delegate (Dhillon et al. 2015). And consequently,

Watery eyes, flaring nostrils, flailing limbs, and the temper of a furious bull, your child is having a horrendous tantrum. Even though you’ve taught them morals and positive values, this seems to recurring issue. There is one question all parents must ask themselves, “ What kind of outside influences am I allowing my child to govern themselves with on a daily basis?” These days, boys and girls alike face the incessant impact of society in their social, intellectual, emotional, and behavioral lives. This influence starts at a young age with the toys and games our little tykes surround themselves with.