Controlling Variables of Target Behavior Assignment

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Controlling Variables of Target Behavior Assignment

Throughout this course, many opportunities are available to post an initial response to a Discussion topic as well as to respond to your classmates’ responses. After you have completed the reading, and without reviewing your classmates’ responses, post your initial response to the following Discussion. Your post should be at least 300 words in length and should extend the discussion of the group supported by your course materials and/or other appropriate resources. After you have submitted your initial post, review some of your classmates’ posts and respond to at least two of your classmates. Refer to your Discussion Board Rubric for specific grading explanation.

Discussion Topic

In previous Discussion Boards, you have had the opportunity to identify the antecedents and consequences of target behaviors and hypothesize the probable functions of target behaviors based upon the controlling variables. You have also reviewed the process of identifying the level and trend of data through visual analyses of graphic displays. In this discussion, you will identify the controlling variables of target behaviors in three scenarios. Then, you will discuss modifications to the antecedent and/or consequences to affect behavior change.

Scenario #1

Brian is 7-years-old. He had a great time at recess and is just settling back in his desk in the classroom when Mrs. Jenkins directs the students to take out their math worksheets and complete problems 1 through 15.

Brian immediately throws his pencil toward the front of the room, slides out of his desk, and begins screaming, “I won’t do it!” at the top of his lungs.

Mrs. Jenkins walks to Brian’s desk and tells him that he must settle down and do his work – and not disturb his classmates. Brian screams louder and begins banging the heels of his shoes against the floor.

Mrs. Jenkins tells Brian to come with her, and takes his arm and leads him out of the class to “Brian’s time-out desk” in the hallway. Suddenly, Brian settles down and stops screaming.

For Scenario #1, discuss the contingencies involved in Brian’s target behavior. Address the following in your discussion:

  • The antecedent that triggered Brian’s target behavior
  • The consequence of the target behavior
  • The probable function of the target behavior
  • The type of consequence this is (positive or negative reinforcement; positive or negative punishment)
  • The likelihood of the target behavior repeating in the future
  • How you would alter either the antecedent or consequence to modify the target behavior

Scenario #2

Jenny hates to do homework! Fifth grade is too hard. The teacher gives her hours and hours of homework every night! She is sick of it! Mr. Griffin phoned Jenny’s mother that afternoon and reported that Jenny has not turned in her homework for the last two weeks. He was concerned that there might be something wrong that is preventing her from completing her assignments.

Jenny’s mother thanked Mr. Griffin for the phone call because she did not realize that Jenny was not completing her assignments. She explained that Jenny has never had this much homework before and that she seems to be having a difficult time adjusting to the work load. She assures Mr. Griffin that she will work on this.

That afternoon, Jenny’s mother picked her up from school and told her about Mr. Griffin’s phone call. She sympathized with Jenny’s workload but explained that now that she is in middle school, she would have more work to do. She is growing up and she can expect teachers to push her a little harder. Jenny always plays video games after dinner. Her mother told her that if she did not complete her homework before dinner, she would not be able to play her games after dinner.

All went well for two days. Then, Mr. Griffin called to say that Jenny did not turn in her homework that morning. When Jenny’s mom picked her up, she explained to Jenny that she would not be able to play her video games after dinner that night because she did not submit her homework to Mr. Griffin that day.

For Scenario #2, discuss the contingencies involved in Jenny’s target behavior. Address the following in your discussion:

  • The antecedent of the target behavior
  • The target behavior (identification)
  • The immediate consequence of the target behavior
  • The probable function of the target behavior
  • The type of consequence that Jenny’s mother designed (positive or negative reinforcement; positive or negative punishment)
    • How a motivating operation could be used to increase the effectiveness of this consequence
  • The likelihood of the target behavior repeating in the future based upon Jenny’s mother’s consequence
  • How you would modify Jenny’s behavior

Scenario #3

Joanna was assessed for Attention Deficit Disorder (ADD) just two months ago. She had trouble completing her work and following the teacher’s instructions throughout 2nd grade and her mother decided to seek a doctor’s guidance before she began school again in the fall.

The doctor ran some tests and had Joanna’s parents and 2nd grade teacher fill out some questionnaires regarding Joanna’s behaviors. Dr. Palmer said that she may be borderline ADD, but he would not recommend medication at this time. He felt that the teacher should use some behavioral approaches to try to maintain Joanna’s focus first. Then, if that did not seem to help, he would prescribe something.

Joanna’s mother began doing some research on applied behavior analysis and found a study that was done several decades ago about a device that could be placed on a student’s desk that could be controlled remotely by the teacher. This device acts as a prompt when the student’s attention wanders and brings the student back to the current task. When the teacher notices the student’s attention wandering from the task, he/she uses the remote control to turn on the light on the small device on the student’s desk. This makes the task more noticeable and the student returns to the work. Joanna’s mother thought she would send a copy of the study to Joanna’s teacher. Perhaps that would be all the help Joanna would need to maintain her focus.

For Scenario #3, identify the type of prompt (response or stimulus prompt) Joanna’s mother read about that could be used in the classroom. Address the following in your discussion:

  • Explain how this type of prompt influences behavior.
  • Discuss how you would transfer stimulus control from the remote-controlled prompt to more natural contingencies.

References

Cooper, J. Heron, T., & Heward, W. (2007). Applied Behavior Analysis, 2nd Edition. Upper Saddle River, NJ: Pearson Education, Inc.

Miltenberger, R. G. (2016). Behavior Modification: Principles and Procedures, 6th Edition. [Purdue University Global Bookshelf]. Retrieved fromhttps://purdueuniversityglobal.vitalsource.com/#/b…

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