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Essay / Research Paper Abstract
A 4 page paper that reports the key steps in the applied behavior analysis approach to behavior management. Examples are used to illustrate the positive outcomes of this approach. Bibliography lists 5 sources.
Page Count:
4 pages (~225 words per page)
File: MM12_PGapamg.rtf
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Unformatted sample text from the term paper:
be working with the ADHD student. One approach that has been shown to be effective is applied behavior analysis. The key steps in applied behavior analysis are: to observe the
behavior focusing on what the student does, when he does it, at what frequency rate, and what happens before the behavior (antecedent) and what happens after the behavior (consequence). This
analysis provides insight into how much of a problem a perceived behavior problem is and what is happening that reinforces the behavior. The skills observed as lacking are then taught
to the student in small increments. When the desired behavior is done, there is positive reinforcement. One thing that is true is that there is always a "payoff" for the
student who does an inappropriate behavior (Warner and Lynch, 2002/2003). This is why it is so important to really observe and analyze the behavior that is causing the teacher a
problem. Warner and Lynch call it looking at the "ABCs of the behavior" (2002/2003, p. 97). A is for antecedent, what is going on before and when the behavior occurs,
B is for the specific, quantifiable behavior, and C is for the consequences, what happens after the child does the behavior (Warner and Lynch, 2002/2003). The consequence, i.e., what
happens is the payoff (Warner and Lynch, 2002/2003). Duhaney discusses this approach but calls it functional behavior analysis (2003). Its the same thing. Duhaney reports that research has shown this approach
to be effective with ADD/ADHD students to "decrease hyperactivity, reduce off-task and disruptive behavior, and curtail acts of aggression" (2003, p. 267). As an example, one teacher was able to
decrease a students impulsive verbalizations by teaching the student self-talk (Duhaney, 2003). Duhaney asserts that teachers can help students gain more control and reduce inappropriate behaviors by using this behavior
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