+1 862 207 3288 Read the following vignette of a classroom case study setting and answer the questions based on your ABA training and reading of the course textbook:
Mrs. Crawford teaches 6th grade. During math, she has three resource room students who join her class. She’s noticed that the aide who accompanies them is having an especially difficult time keeping one of the kids in his seat during the whole group instruction. Mrs. Crawford is concerned the class is distracted because of his behavior, and she’s starting to blame him for the lack of retention her kids seem to have of the concepts she’s teaching. Friday test scores are low. Every Monday when she goes over the test, Mrs. Crawford feels like she is re-teaching everything she covered the week before.
The aide also has her own set of concerns. Mrs. Crawford always does her lessons the same way: explain the concept on the board and have the students copy as she explains. Then, they do three problems together as a class. Then, the class independently completes the worksheet that goes with the lesson. The aide has noticed that many students seem unable to complete the worksheets independently after whole group instruction. Plus, she can’t keep Jack focused and in his seat to save her life.
In this assignment make sure you cover the following points:
1.What research-based recommendations from Applied Behavior Analysis and the models of teaching from the four families listed in our text would you make to help Mrs.Crawford teach more effectively? Be sure to cite and explain your recommended methods.
2. If the changes in teaching methods don’t help Jack’s behavior, what steps would you take in order to help him develop appropriate in-seat behavior if his maladaptive Bx are maintained by escape? Describe your BSP (Behavior Support Plan) for the situation and relate it to two, or more models of instructions from the text.
3.Create an ABC chart and one graph demonstrating the need for intervention. The graph needs to have a minimum of 3-5 data points, and need to demostrate that treatment is necessary (E.g. number of time student left his desk during a 15 minute observation period; or, if more appropriate, the average duration of out-of-seat behavior during a one-hour block of time should be charted). The graph must be black and white only. NO color. It must be an equal-interval line graph, and it should be clearly labeled and scaled correctly.
4.Explain what kind of data should be taken: frequency or duration? Whole interval recording or partial interval recording? Momentary time sampling? Which makes more sense based on Jack’s behavioral needs? The teacher’s abilities to take data needs to be kept in mind: even though you as a behavior analyst may be able to take duration data during assessment, can the teacher or aide do the same for program monitoring? The type of data collection done during assessment needs to be the same type done during program monitoring. Otherwise, you get skewed data that doesn’t necessarily portray improvement accurately. Show an example of the type of data collection sheet they would give a teacher for program monitoring.
5. After the ABC charting and the graph demonstrating the need for intervention, an intervention strategy should be outlined. The strategies selected need to be research-based, which means students should cite specific reinforcement/teaching strategies straight from the behavior analytic literature. The Journal of Applied Behavior Analysis is online for free. Strategies that work in the classroom can be found there and should be explored. You have the option to relate their treatment plan to JABA or other ABA journal articles as well as the text.
6. Summary: Start with charts and graphs, and include an explanation of data collection underneath the graph. Summarize effective, research-based interventions for Mrs. Crawford to implement (the condition change) with citations. Plot mock data showing a need for treatment after the condition change because out-of-seat behavior doesn’t abate. Summarize effective, research-based interventions to address the out-of-seat behavior with citations. Break down the summary into a treatment plan, delineating how monitoring will take place. Make sure the treatment is viable for a classroom setting and something the teacher or aide could actually accomplish. Where indicated during treatment, set specific short-term goals, and possibly link them to a behavioral contract between the student and an administrator who will give Jack a reinforcer for obtaining the behavior goal.
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