Implementing And Monitoring Intervention  New Target Behaviours - Management Assignment Help

Assignment Task

TASK

• Component D: Using the same case study as in Assignment 1, describe potential positive and negative reinforcers to use to encourage a new target behaviour . Choose a target behaviour you wish to increase and include the short term objective from assignment 1. You will need to devise a suitable schedule to employ the reinforcers. Write a rationale for your decisions about chosen reinforcers and also about the schedule you will use.
• Component E:  Based on your chosen path in component D, describe a suitable method of delivery of the reinforcers (i.e. contingency contracting, shaping, chaining, or token economy). You will also need to justify why you selected the method you chose. 
• Component F:  Describe a suitable method to have stimulus and response generalisation occur for target behaviour. You will need to justify why you selected the methods you chose. 
• Component G: Select an inappropriate / maladaptive behaviour of the case study student. Create the hierarchy of strategies as shown in task 16.Even though you will prepare examples for each of the strategies in the hierarchy, you also need to write a rationale for a particular strategy of choice to deal with this example of inappropriate behaviour.
• RATIONALE
• SUBJECT LEARNING OUTCOMES
• This assessment task will assess the following learning outcome/s:
• be able to write performance objectives for new target behaviours.
• be able to describe potential positive and negative reinforcers to use to encourage a target behaviour.
• be able to plan stimulus and response generalisation of target behaviour.
• be able to devise methods to accommodate reduction of inappropriate behaviour; and,
• be able to build a position on the continuum of behavioural strategies available to reduce inappropriate behaviour and justify their position.
• Component D: It is essential that educators have accurate understanding of the techniques they use in the classrooms. A clear understanding of differences between positive and negative reinforcers will lead to more positive rooms. The use of appropriate schedules will also prevent satiation occurring.
• Component E: It is essential that educators have accurate understanding of the techniques they use in classrooms. Different methods of reinforcement delivery are used for different reasons, they are not simply interchangeable.
• Component F: Generalisation is essential if improved behaviour is to occur beyond the initial training setting. It increases the student's chances of remaining in an inclusive environment.
• Component G: Some behaviours are resistant to reinforcement attempts and may require the use of behaviour reduction strategies as well. Teachers need to understand the hierarchy or continuum of strategies available to them so they always 'have something up their sleeve".
• MARKING CRITERIA AND STANDARDS
• Component D           
• 800-1000 words (case study not included).
• /10 FL PS CR DI HD INCLUDE YOUR CASE STUDY AGAIN PLEASE.
• Select a positive target behaviour to increase for components D, E and F.
• Also include the learning objective for that fair-pair behaviour developed in assignment one.  NO selection of target behaviour to increase, or selection of inappropriate behaviour. Selection of target behaviour to increase which must be observable.
• Make sure you include some likes and dislikes of your student.  N/A N/A /1
• Rationale for the selection of reinforcers (+R). How did you decide what to use as reinforcers?  How will you use them?
• Rationale for the selection of reinforcers NOT FULLY DESCRIBED
•  Positive reinforcement NOT FULLY DESCRIBED Rationale for the selection of reinforcers is given.
• Positive reinforcement process described.  
• Rationale for the selection of reinforcers and the use of positive reinforcement comprehensively discussed incorporating references provided.    Rationale for the selection of reinforcers and the use of positive reinforcement analysed. Distinction as well as being supported with extended literature. 
• /3
• Describe negative reinforcements (-R) to potentially use.
• Describe negative reinforcement NOT DESCRIBED, NOT CORRECT 
• Negative reinforcement described and related back to the case study.  
• Negative reinforcement comprehensively discussed incorporating references provided and related back to the case study.   Negative reinforcement analysed and related back to the case study. 
• Distinction as well as being supported with extended literature. /3
• Describe appropriate schedule to follow
• Describe appropriate schedule to follow NOT DESCRIBED
• Appropriate schedule to follow described and related back to the case study.   Appropriate schedule to follow comprehensively discussed incorporating references provided. Appropriate schedule to follow analysed and related back to the case study. Distinction as well as being supported with extended literature. /3
• Component E           
• 800 words
• /10 FL PS CR DI HD Describe a system of reinforcement delivery (for example ‘token economy’ or any others).  
• Method of reinforcement delivery NOT DESCRIBED Method of reinforcement delivery described. Method of reinforcement delivery comprehensively discussed incorporating references provided. Method of reinforcement delivery analysed.
• Distinction as well as being supported with extended literature. /5
• Outline the strengths of this delivery method for your case study. 
• Justify its use over other methods. Strengths NOT DESCRIBED.
• Justification NOT DESCRIBED Strengths described Justification described. Strengths and justification comprehensively discussed incorporating references provided. Strengths and justification analysed and related back to the case study.  Distinction as well as being supported with extended literature /5
• Component F
• 400 words
• /6 FL PS CR DI HD Describe examples of response generalisation that may increase.  
• Examples of response generalisation NOT DESCRIBED /NOT CORRECT Examples of response generalisation described. Examples of response generalisation comprehensively discussed incorporating references provided. Examples of response generalisation analysed. Distinction as well as being supported with extended literature. /2
• Describe method to increase stimulus generalisation. 
• Method to increase stimulus generalisation NOT DISCUSSED. Method to increase stimulus generalisation described. Method to increase stimulus generalisation comprehensively discussed incorporating references provided. Method to increase stimulus generalisation analysed. Distinction as well as being supported with extended literature. /2
• Rationale for including these elements in the behaviour plan. Rationale not included. Rationale noted. Rationale comprehensively discussed incorporating references provided. Rationale analysed. Distinction as well as being supported with extended literature. /2

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