Two Peer Responses 1 Reference Each

Please do two peer responses 150 words, 1 reference, for each. Psychology.

PEER 1:

Hello class,

The function of target behavior occurrences for J.T.:

Occurrence 1: attainment of a tangible item.

Occurrence 2: escape/avoidance of classroom setting.

Occurrence 3: attainment of the teacher’s attention.

Occurrence 4: attainment of the teacher’s attention.

Occurrence 5: escape/avoidance of classroom setting

Occurrence 6: attainment of a tangible item.

Occurrence 7: attainment of para’s attention.

With the first instance of the target behavior, since that function of the behavior is the attainment of a tangible item, it could be beneficial to used extinction paired with differential reinforcement of alternative behavior. First, we much teach J.T. the appropriate responses of asking if she can play with the toy as well. Once the appropriate behavior is taught we can instruct anyone in the classroom to ignore the behavior. When J.T. stops the behavior and uses the alternative response, she will then be given a toy or access to play with her peer. Eventually, over time the target behavior will decrease because we are withholding reinforcement and denying access to that tangible item. While increasing the replacement behavior by providing reinforcement immediately afterward.

With the fourth instance of the target behavior, it is clear that the function of the behavior is the attainment of the teacher’s attention. To reduce the target behavior we can use differential reinforcement of other behaviors and fixed-interval reinforcement. The teacher will give J.T. small praises for any instance of behavior that isn’t the target. To ensure that J.T. is satiated with the attention it could be beneficial to provide this same reinforcement every 30 seconds J.T. is sitting next to the teacher and he doesn’t display the target behavior. If the target behavior is displayed, extinction should be applied.

Consequences can also be modified to change a specified behavior. The main focus in modifying behavior is to find the function of behavior, then replace that behavior with appropriate behavior that serves the same function. The reason it is so important to use function-based interventions is to ensure that we are reinforcing the correct behaviors. If the function is difficult to find, a functional assessment can be done to determine the function of the target behaviors (Miltenberger, 2016). If we had focused on the function we can ensure that doesn’t happen.

PEER 2:

Upon reviewing the antecedent-behavior-consequence sheet regarding J.T.’s behavior, the function of each occurrence can be identified. The functions of the behavior are to gain access to a tangible item, to escape a demand, or to gain attention. There are seven different incidents on the sheet. Each occurrence has happened in different environments but includes the same people. The first occurrence function is to gain a tangible item. The second occurrences function is to escape a demand. The third function is to gain attention. The fourth occurrence function is to gain attention. The fifth function is to escape a demand. The sixth function is to gain access to a tangible item. The seventh function is to gain attention. The first two occurrences of the target behavior occur for different reasons. The first is because the peer has picked up a toy that T.J. wants. The second is because T.J. is asked to return to the classroom after recess. During the first occurrence I would teach T.J. to ask to have it back instead of yelling no and hitting the peer. Each time she engaged in the alternate behavior; they would be rewarded. During the second occurrence, I would have T.J. express her desire to continue playing with a question instead of screaming no at the teacher. The consequence of the behavior is practically a reinforcement. For example, with the teacher giving 5 more minutes for recess, this is reinforcing T.J. that screaming no will always get her more recess time. If the teacher were to stand behind her request and not give in to T.J., then T.J. would learn that extended recess is not an option. With changing the consequence to the behavior, we are changing how the client views the target behavior’s effectiveness. Changing how a person reacts to the behavior can change the rate of the target behavior.

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