PSY7713 WEEK 9

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Week 9

 

  • Behavior Change Systems

    “Good job!” you exclaim as your client makes the correct response during your DTT session. You affix a small picture of McQueen, a popular character from the movie Cars, to Velcro on a plastic board. You do this for every second or third correct response. This is token economy, a system in which generalized conditioned reinforcers (GCRs) mediate the administration of backup reinforcers. The McQueen picture was used as a token because it was something viewed favorably by the client. What are some tokens you have used with your clients?

    A behavior change system involves many interventions. A widely used procedure is the token economy, which consists of behaviors to be reinforced. This week, you will discuss the steps involved in designing a token economy, including token selection, establishing tokens as reinforcers, design, implementation, maintenance of token system, and eventually fading. You will also discuss the different types of group contingencies and behavior contracts, as well as what to consider when implementing these systems. In addition, you will explore self-management in ABA and discuss the advantages and specific types of self-management strategies. Further, you will compare the various derivatives of self-monitoring and self-administered consequences and address a plan for conducting an effective self-management program and its guidelines for use.

    TO DO LIST

    • What You Need To Know: Examine behavior change systems such as token economy, behavioral contract, and self-management.
    • Interactive Learning Module: Complete the Week 9 ABA Terminology Flashcards.
    • Discussion: Discuss examples in which you could use a behavioral contract with a token economy program.
    • Assignment: Summarize your intervention support plan into a quick reference guide.
    • Assignment: Attend the two-hour Instructor Contact Session.
    • Quiz: Complete the Week 9 Quiz.
  • Assignment Overview

    Summarize your intervention support plan in layperson’s terms so a caregiver or significant other can grasp it readily and use it as a quick reference guide.

  • Discussion Overview

    For this week’s discussion, describe an instance in which you might use a behavioral contract with a token economy program and discuss whether such a combination is appropriate.

  • Quiz Overview

    This quiz will assess your understanding of the topics covered in the Week 9 readings.

  • What You Need to Know

    Behavior Change Systems

    Changing behavior is a critical element of what we do in applied behavior analysis. In some contexts, we may want to increase behavior; in others, we may want to decrease it. Behavior change systems offer evidence-based techniques to help practitioners ensure the behavior change occurs. This week, you will be reading about behavior change systems such as token economy, behavioral contract, and self-management. You will also read a study in which these behavior change systems are applied in clinical situations.

    • Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
      • Chapter 28, “Token Economy, Group Contingencies, and Contingency Contracting,” pages 656–680.
    • Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Cengage Learning.
      • Chapter 20, “Self-Management,” pages 413–428.
      • Chapter 22, “The Token Economy,” pages 447–466.
      • Chapter 23, “Behavioral Contracts,” pages 469–484.
    • Kurti, A. N., & Dallery, J. (2013). Internet-based contingency management increases walking in sedentary adultsJournal of Applied Behavior Analysis, 46(3), 568–581.

    Instructional Activities

    This week, you will complete instructional activities through your participation in ICS, a quiz, and formative multimedia activities. The BCBA/BCaBA Task List (5th ed.) elements that will be covered during these activities include:

    • G-14: Use reinforcement procedures to weaken behavior (for example, DRA, FCT, DRO, DRL, and NCR).
    • G-15: Use extinction.
    • G-17: Use token economies.
    • G-18: Use group contingencies.
    • G-19: Use contingency contracting.
    • G-20: Use self-management strategies.

    Capella Compassion Code

    You may be directed to reflect on a section of the Capella Compassion Code in your ICS this week. Please remember to add any notes you find useful as you dive further into this code.

  • Interactive Learning Module: ABA Terminology Flashcards – Week 9

    Each week, you are provided with resources to help you study and practice behavior analysis terminology. Mastering the terminology during your program will give you a solid foundation to develop examples of these terms and ultimately for practical application in the field.

    This media will help you master your knowledge of the terms used this week.

    Note: This media piece is included in your required instructional activities. Although you will not receive a grade for this activity, you must complete it to pass the course. You must answer each question correctly to receive credit for completing this activity.

    Follow the practices in the ABA Media Best Practices [DOCX] guide to have the best possible experience with the media and to make sure you get credit for this activity.

    LAUNCH INTERACTIVE MODULE

  • Assignment Instructions

    CAREGIVER QUICK REFERENCE GUIDE

    Overview

    This assignment requires you to summarize the work you did for the Weeks 2, 5, 6, and 8 assignments in layperson’s terms so a caregiver or significant other can grasp the material readily and use it as a quick reference guide. Your successful completion of the assignment will reflect your ability to condense all of the material that you have compiled for the assignments to 1–2 pages.

    Instructions

    Using the literature you have gathered and formative feedback received from your instructor, create your final assignment, in which you:

    1. Define the target behavior to be prioritized for intervention using language appropriate for caregivers and significant others.
    2. Identify the social significance of the target behavior.
    3. Apply measurement, data display (graphing), and data-based decision-making skills to make changes in human behavior, presented in a manner in which a parent without an ABA background can understand.
    4. Describe assessment results and interventions in language appropriate for caregivers and significant others.
    5. Evaluate key ABA concepts, principles, and methods to analyze and change target behaviors from research using language appropriate for caregivers and significant others.
    6. Design function-based interventions that address response effort, practitioner skills, contextual fit, practicality, treatment acceptability, and administrative support.

    Use the following subheadings to organize your paper and format them in current APA style:

    1. Target Behavior.
    2. Measurement and Visual Display.
    3. Research.
    4. Intervention.

    Reminder: It is important to use language appropriate for your audience in this assignment.

    Additional Requirements

    Your assignment should meet the following requirements:

    • Written communication: Should be free of errors that detract from the overall message.
    • APA formatting: References and citations are formatted according to current APA style guidelines. Refer to Evidence and APA for more information.
    • Resources: At least three scholarly or professional resources.
    • Length: 1–2 double-spaced content pages plus title page and references list.
    • Font and font size: Times New Roman, 12 points.
    • SafeAssign: You are required to use SafeAssign before submitting the completed assignment to your instructor. Submit your work to SafeAssign as a draft, review the results, and make any needed changes. When you are ready, submit your assignment to the assignment area for grading.

    Read the Caregiver Quick Reference Guide Scoring Guide to ensure that you meet all criteria.

    SCORING GUIDE

    Your work will be evaluated using this criteria.

    VIEW SCORING GUIDE

    Competencies Measured

    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    • Competency 1: Recommend intervention goals based on client preferences, supporting environments, risks, constraints, and social validity.
      • Define target behavior to be prioritized for intervention.
    • Competency 2: Design research-based interventions for individual cases based on the principles of applied behavior analysis.
      • Describe assessment results and interventions.
      • Evaluate key applied behavior analysis concepts, theories, principles, and methods to analyze and change target behaviors using research.
      • Design function-based interventions that address response effort, practitioner skills, contextual fit, practicality, treatment acceptability, and administrative support.
    • Competency 3: Develop a plan to measure, generalize, and maintain intervention strategies.
      • Apply measurement, data display, and data-based decision-making skills to effect positive changes in human behavior.
    • Competency 4: Develop compassionate interventions.
      • Explain the social significance of the target behavior.
    • Competency 5: Communicate in a manner that is scholarly and consistent with expectations for professionals in the field of psychology.
      • Demonstrate an academic writing style through well-organized prose that follows assignment guidelines.
      • Demonstrate compliance with APA style, citation, and referencing guidelines.

    SUBMIT YOUR ASSIGNMENT

  • Assignment Instructions

    INSTRUCTOR CONTACT SESSION

    In this two-hour session, your instructor addresses specific topics related to ABA. Listen to the lecture, then respond to any ASR questions through polls, participate in small breakout groups, and engage in discussions with your peers and instructor in the chat area.

    ICSs are not graded, but you must attend and participate in seven of the 10 sessions to pass the course. Participation is defined as:

    • Attending ICS by phone or Zoom.
    • Actively providing spoken or written input during ICS.
    • Responding to the ASRs through polls in Zoom.
    • Being available if code words are given out by your instructor.

    It is strongly recommended that you view the recordings of any sessions that you miss, as important information on assignments, discussion posts, and other assigned work may be provided.

    Note: If you require assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

    SUBMIT YOUR ASSIGNMENT

  • Write Your Discussion Post

    Behavioral Contract and Token Economy

    Behavioral contract and token economy are two behavior change procedures you have explored this week.

    In your post:

    • Describe a situation in which you could use a behavioral contract with a token economy program.
    • Explain how these two behavior change procedures could be combined.
    • Identify whether such a combination is appropriate.

    Response Guidelines

    Read the posts of your peers and respond to one. Your responses should be substantive and demonstrate your understanding of the material. Which aspects of the post do you like or agree with? Are there areas that are unclear? Did the post spark questions that you would like to ask your peer? Remember to keep your tone scholarly, respectful, and professional.

    GO TO DISCUSSION BOARD

  • Quiz: Take the Quiz

    This quiz covers Week 9 elements from the BCBA/BCaBA Task List (5th ed.). This quiz will help you and your instructor assess your learning gains, mastery of the relevant learning objectives, and the following course competency:

    • Competency 2: Design research-based interventions for individual cases based on the principles of applied behavior analysis.

    Please read the following instructions carefully before beginning the quiz:

    • You must complete and submit the quiz by Sunday 11:59 p.m. CST.
    • Do not start the quiz until you have completed all weekly study activities. The quiz must be completed without referring to reading materials, study aids such as flash cards, or notes. A dictionary is permitted to check spelling; a glossary is not permitted. Contact with other learners or any informant during a quiz is expressly prohibited.
    • There is no time limit for this quiz.
    • You may take this quiz up to three times. Study content related to any incorrect answers before making the next quiz attempt. The average of your scores will be recorded as your grade.

    Click the linked activity title to access the quiz. If you have any issues with the quiz, contact your instructor.

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