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This document describes a behaviour program to increase sharing behaviour in a 6-year-old boy named Jake during social interactions and playtime. Baseline data showed Jake shared an average of 11.11% of the time. The program used differential reinforcement of an alternative behaviour by providing reinforcement on a fixed interval schedule when Jake shared. Prompts were also used. After 20 days, Jake's sharing increased to an average of 37.22%. The program aims to continue maintaining this behaviour and generalize it to other settings by fading prompts and reinforcement over time.
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This document describes a behavioural intervention program aimed at increasing sharing behaviour in a 6-year-old boy, Jake, during social interactions and playtime. Assessments including teacher interviews, observations, and baseline data collection found that Jake engaged in physical aggression to gain exclusive access to toys and escape social interactions. The intervention will apply differential reinforcement of alternative behaviour (DRA) to encourage sharing. Goals are to increase Jake's sharing from its baseline average of 11% to 80% by the end of the program through positive reinforcement of sharing and extinction of aggressive behaviours.
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Describe at least three characteristics of physical developm.docx
Describe
at least three
characteristics of physical development in a typically-developing child in the primary grades (ages 5-8).
Scenario:
Mr. Dinet has worked in an early childhood care center and pre-school setting for children ages 2
–
4 for many years. He is beginning his work as a student teacher in an elementary school this year. He will be working in kindergarten, first-grade, and second-grade classrooms. He is curious about the differences he can expect to see in the primary classroom environment.
In
1–2
paragraphs, describe at least three socio-emotional characteristics of development and at least three cognitive characteristics of development that Mr. Dinet can expect to see in his primary grade students.
Scenario:
Dante is a
4
-year
-
old in a pre-school class. His teachers notice that he generally displays poor motor control. For example, he frequently bumps into other children when moving around the classroom, cannot throw or catch a ball or bean bag, and has difficulty using crayons and scissors.
In
1–2
paragraphs, describe how Dante’s socio-emotional development might be impacted by his physical development.
Scenario:
Julie is a
6
-year
-
old in a first-grade class. She often comes to school in dirty and ill-fitting clothing. She is generally quiet and withdrawn and does not interact very much with the children in the classroom. Her teacher does some investigating and learns that the family has been in upheaval.Julie’s mother has recently entered a drug rehab center.Julie has been separated from her siblings and is living with her aunt, who works two jobs and has little time to attend to her.
In
1–2
paragraphs, describe how Julie’s cognitive development might be impacted by her social-emotional development.
References (follow APA style)
Berger, K. S. (2012).
The developing person through childhood
(6th ed.). New York, NY: Worth Publishers.
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 4:
Explain developmental and learning expectations and relevant influences within the domains of child development for children in the primary grades.
Learning Objective 4.1:
Describe key characteristics of physical development in typically-developing children in the primary grades.
Description is not present.
Description is vague or inaccurate.
Description is clear and accurate and includes key characteristics of physical development at this stage.
Demonstrates the same level of achievement as “2,” plus the following:
Description includes clear examples of how characteristics are exhibited by children at this stage of development.
.
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Describe at least three characteristics of physical developm.docx
Describe
at least three
characteristics of physical development in a typically-developing child in the primary grades (ages 5-8).
Scenario:
Mr. Dinet has worked in an early childhood care center and pre-school setting for children ages 2
–
4 for many years. He is beginning his work as a student teacher in an elementary school this year. He will be working in kindergarten, first-grade, and second-grade classrooms. He is curious about the differences he can expect to see in the primary classroom environment.
In
1–2
paragraphs, describe at least three socio-emotional characteristics of development and at least three cognitive characteristics of development that Mr. Dinet can expect to see in his primary grade students.
Scenario:
Dante is a
4
-year
-
old in a pre-school class. His teachers notice that he generally displays poor motor control. For example, he frequently bumps into other children when moving around the classroom, cannot throw or catch a ball or bean bag, and has difficulty using crayons and scissors.
In
1–2
paragraphs, describe how Dante’s socio-emotional development might be impacted by his physical development.
Scenario:
Julie is a
6
-year
-
old in a first-grade class. She often comes to school in dirty and ill-fitting clothing. She is generally quiet and withdrawn and does not interact very much with the children in the classroom. Her teacher does some investigating and learns that the family has been in upheaval.Julie’s mother has recently entered a drug rehab center.Julie has been separated from her siblings and is living with her aunt, who works two jobs and has little time to attend to her.
In
1–2
paragraphs, describe how Julie’s cognitive development might be impacted by her social-emotional development.
References (follow APA style)
Berger, K. S. (2012).
The developing person through childhood
(6th ed.). New York, NY: Worth Publishers.
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 4:
Explain developmental and learning expectations and relevant influences within the domains of child development for children in the primary grades.
Learning Objective 4.1:
Describe key characteristics of physical development in typically-developing children in the primary grades.
Description is not present.
Description is vague or inaccurate.
Description is clear and accurate and includes key characteristics of physical development at this stage.
Demonstrates the same level of achievement as “2,” plus the following:
Description includes clear examples of how characteristics are exhibited by children at this stage of development.
.
JEIBI
JEIBI VOLUME 4 – NUMBER 3
532
Social skills interventions for preschoolers with Autism Spectrum
Disorder: A description of single-
subject design studies
Jennifer M. Gillis, Ph.D., BCBA1 & Robert C. Butler, B.S.
Abstract
Social skill development is one of the primary areas of intervention for young children with Autism
Spectrum Disorders (ASD). The purpose of this article was to conduct a retrospective review of social
skills intervention research for preschool children with ASD. A review of 17 single-subject design studies
from twelve journals (1999-2006) was conducted. We assessed information concerning the features of
social skills interventions, the elements of single subject designs utilized across studies, and the overall
success of interventions for social behaviors. A comparison with a review conducted by Vaughn et al.
(2003) revealed some important common elements of interventions such as reinforcement, modeling and
prompting, providing converging evidence from group design studies and single subject studies.
Keywords: Autism Spectrum Disorders, Social Skills, Intervention, Preschool
The term, Autism Spectrum Disorder (ASD), is commonly used to identify a family of disorders,
including, Autistic Disorder, Asperger’s Disorder, or Pervasive Developmental Disorder Not Otherwise
Specified, in the Diagnostic Statistical Manual–IV, Text Revision (DSM-IV TR; American Psychiatric
Association, 2000). An individual with ASD exhibits deficits in core areas including social development
and social skills, language and communication skills, and repetitive, ritualistic, stereotyped behaviors.
Across the ASD spectrum, the expression of these deficits ranges from mild to severe.
Social Skills Deficits in ASD
The primary deficit of ASD is social impairment (Romanczyk, White, & Gillis, 2005; Weiss,
2001; Weiss & Harris, 2001a). We use the term, social impairment to refer to any deficit or limitation or
delay in social awareness, social competence, and social development. We define social skills as
behaviors each person learns to facilitate awareness of his/her social environment and social
contingencies, to be able to solve social problems (i.e., demonstrate social competence), and other
behaviors that are developmentally appropriate.
Social skills deficits are common to all individuals with an ASD, are pervasive, and typically
manifest at a very young age. The DSM-IV-TR (APA, 2000) lists the impairments in social interaction as:
1) deficits in nonverbal behaviors (e.g., eye-to-eye gaze, recognition of facial expressions, use of gestures
to regulate social interaction), 2) failure to develop peer relationships appropriate to the child’s
developmental level, 3) lack of spontaneous seeking to share enjoyment and interests (e.g., failure to
show, bring, or point out objec ...
Emotional Disorders Presentation
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Emotional Disorders Presentation
The presentation provides an overview of emotional disorders in students, including defining emotional disturbance, identifying characteristics and causes, assessment and teaching strategies. It discusses challenges students with emotional disorders face, and recommends collaboration between families, schools and community organizations to support these students.
JOURNAL OF APPLIED BEHAVIOR ANALYSISIMPROVING SOCIAL SKILL.docx
JOURNAL OF APPLIED BEHAVIOR ANALYSIS
IMPROVING SOCIAL SKILLS AND DISRUPTIVE BEHAVIOR IN
CHILDREN WITH AUTISM THROUGH SELF-MANAGEMENT
LYiNN KERN Koiwom, ROBERT L. KoEGia, CsmI HuRuLy, AND
WIn"IAM D. F"A
UNIVERSITY OF CAORNIA AT SANTA BARBARA
The literature suggests that children with autism typically are unresponsive to verbal initiations
from others in community settings, and that such unresponsiveness can lead to problematic social
interactions and severely disruptive behavior. The present study assessed whether self-management
could be used as a technique to produce extended improvements in responsiveness to verbal initiations
from others in community, home, and school settings without the presence of a treatment provider.
The results showed that children with autism who displayed severe deficits in social skills could
learn to self-manage responsivity to others in multiple community settings, and that such improve-
ments were associated with concomitant reductions in disruptive behavior without the need for
special intervention. The results are discussed in terms of their significance for improved development
of social skills in children with autism.
DESCRIPTORS: autism, self-management, social skills, language, disruptive behavior
Although language researchers traditionally have
been concerned with syntax (i.e., structure) and
semantics (i.e., referential meaning), a shift in the
field has gradually emerged that emphasizes a func-
tional approach to understanding communicative
competence and stresses a social perspective of lan-
guage use (Kaiser & Warren, 1985). With the
shift toward pragmatics, a greater emphasis is now
being placed on the social interaction of commu-
nicators within a given context, thus resulting in
the study of larger units of conversation. Some
questions of prime concern for pragmatic assess-
Funding for this research was provided in part by Cali-
fornia State Department of Education Special Study Grant
No. 42-03651-N27 1-00-33 that funded pilot work (USPHS
MH28210 and MH39434 from the National Institutes of
Mental Health) and by NIDRR Cooperative Agreement
G0087CO234 from the U.S. Department of Education. The
authors thank Alfred Bimbela, Yong Cho, Amanda Damron,
Diane De la Riva, Sherri Goldstein, Trina Gravelle, Julie
Jacobson, Kimberly Mullen, Teresa Paslawski, Deborah Ru-
more Parks, Annette Smith, Jodi Smith, Kimi Stahler, Shel-
ley Weichman, Laura Wilde, school personnel, and parents
for their assistance throughout the study. In addition, we
thank Rob Homer, Ted Canf, Wayne Sailor, and Glen Dun-
lap for their feedback on earlier drafts of this study.
Requests for reprints should be addressed to Lynn Kern
Koegel, Autism Research Center, Counseling/Clinical/
School/Psychology Program, Graduate School of Education,
University of California, Santa Barbara, California 93106-
9490.
ment are: (a) Does the child relay a message ac-
curately? (b) Can the child adhere to a topic without
abrupt transitions to ne ...
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Build Trust and Security:
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- 1. JAKE MATTHEWS B E H A V I O U R P R O G R A M A P P L Y I N G D I F F E R E N T I A L R E I N F O R C E M E N T O F A N A L T E R N A T I V E B E H A V I O U R T O I N C R E A S E S H A R I N G I N A 6 - Y E A R - O L D B O Y D U R I N G S O C I A L I N T E R A C T I O N S A N D P L A Y T I M E REFRENCES Age 6, Grade 1, public elementary school Aggressive behaviour, no previous medication or treatment Occurs during play time with other students Referred by his teacher (Ms. Lewis) from growing concern Examples of aggressive behaviour: grabs toys, pushes students away, physically hurts students, and refuses to share OPERATIONAL DEFINITION RATIONALE Sharing is recorded when Jake willingly takes turns using the class toys during play time and recess, and when he cooperatively completes tasks with other students. Jake is not expected to share if the items are his own personal items, or during independent work time using items assigned to him. He is considered to not be sharing when he pulls toys away from other students aggressively causing physical harm, pushes students away while he is playing, and refuses to play near or with other students. Sharing is an essential skill required throughout life Sharing helps build relationships, encourages social skills, and is important for him to learn while he is still young Sharing is an important skill for Jake to learn because he currently shows withdrawal from other students and favors isolation and independent work rather than working in group settings and playing with the other students Overall, Jake successfully accomplished each objective over the two consecutive days, which increased his sharing behaviour to 37.22%. If this program continues to be maintained, Jake's sharing behaviour will become an effortless social skill. Barrera, F. J., & Graver, E. E. (2009). A comparison of behavior functions in community and facility settings. Journal on Developmental Disabilities, 15(1), 30-34. Gabor, A. M., Fritz, J. N., Roath, C. T., Rothe, B. R., & Gourley, D. A. (2016). Caregiver preference for reinforcement-based interventions for problem behaviour maintained by positive reinforcement. Journal of Applied Behavior Analysis, 49(2), 215-227. Lucas, R. L. (2000). The effects of time-out and DRA on the aggressive behaviour of a spirited two- year-old. Child & Family Behavior Therapy, 22(2), 51-56. doi: 10.1300/J019v22n02_04 N a t a l i e P e r c y , K r i s t i n a B r a d y , J e n n a S u r e t t e , a n d L i a m M a c M u l l i n ABOUT JAKE Summary
- 2. Primary Sponsors Megan Yokovic Sarah Haleen Dr Mark Hopson Jacques Webster Laura & Matthew THE WEDDING OF AUGUST 9, 2021 HYPOTHESES ASSESSMENT PROCEDURES Functional Assessment Checklist for Teachers & Staff GB Motivation Screening Tool Naturalistic Observation RESULTSGOALS & OBJECTIVES INTERVENTION PROCEDURES During each of the observational periods between 9:00 am – 9:30 am, 11:45 am-12:15 pm, and 2:00 pm – 2:30 pm, Jake will share for 1. 20 % of the three times 2. 30 % of the three times 3. 40 % of the three times 4. 55 % of the three times 5. 70 % of the three times Each of the above objectives will be achieved when Jake has reached the specified criterion for 2 consecutive days. The two functions of Jake's behaviour is escape from other students and gaining access to his preferred tangible items. Sharing is not a skill deficit, he is just unwilling to share. Because he has the skill to share, the absence of this behaviour could be due to the lack of reinforcement, reinforcement schedule, or the type of reinforcement given. If the function of Jake's behaviour is maintained by escape and access to tangibles, then the opportunity to have independent play periods and access to his preferred items should decrease the rate of aggressive behaviour. During baseline Jake's sharing behaviour was observed using frequency recording. Jake's sharing behaviour was observed over 5 school days for 3 periods throughout the day, for a total of 54 minutes. Jake shared for an average of 11.11% overall during baseline recording BASELINE ASSESSMENT Positive Reinforcement Using DRA Increasing sharing and decreasing physical aggression Used a Fixed Interval of 2 (FI2) schedule of reinforcement Jake was given access to tangible items, social praise, and independent play time when he successfully shared with his peers Prompts Visual prompt was taped to Jake's desk to remind him to share He was then given a gestural prompt towards the visual prompt at the beginning of each observational period He was given a verbal prompt if he failed to share Depending on whether or not Jake shared and if he met the sharing objective, he was reinforced following every second 3-minute observation interval. Treatment was implemented over a 20-day period Jake's sharing behaviour averaged 37.22% This average percentage represents and increase of 235% PROGRAM CHANGES To avoid satiation Jake would have the opportunity to choose from three different reinforcers, which could easily be faded out. This strategy made it possible to keep Jake's utmost interest in motivation to accomplish this specific behaviour objective, while slowly phasing out the unwanted behaviour. MAINTENANCE AND GENERALIZATION The treatment program is to be implemented in three different settings. The visual prompt is to be faded out first so Jake does not rely on the reminder to share. The gestural and verbal prompts given to Jake when he is not sharing continued to be used because they require minimum effort, and they are natural prompts to Jake. Jake continues to have the opportunity to have access to tangible items, and the other reinforcers were phased out. The initial reinforcement schedule of FI2 was phased out to a FI4, VI2 and then to VI3, VI4, and finally to a VI6.