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Geiger Counter Experiments and The Statistics of Nuclear Decay

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Chapter 3: Principles of Intervention PlanningChapter 3: OutlineChapter 3: ObjectivesSlide 4Case StudyPrinciples of Applied Behavior Analysis (ABA)Principles of ABASlide 8Slide 9Slide 10Slide 11Slide 12Slide 13Slide 14DiscussionSlide 16Slide 17Slide 18Slide 19Slide 20Slide 21Slide 22Slide 23Slide 24Slide 25Slide 26Slide 27Systematic Procedures for Influencing BehaviorSlide 29Slide 30Slide 31Slide 32Slide 33Slide 34Slide 35Slide 36Slide 37Slide 38Slide 39Slide 40Slide 41Slide 42Slide 43Slide 44Slide 45Slide 46Slide 47Slide 48Slide 49Slide 50Slide 51Slide 52Slide 53Slide 54Slide 55Slide 56Slide 57Slide 58Slide 59Legal and Ethical GuidelinesSlide 61Slide 62SummarySlide 64Mary Margaret Kerr and C. Michael NelsonStrategies for Addressing Behavior Problems in the Classroom 5eCopyright © 2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.1Chapter 3:Principles of Intervention PlanningCreated by:Elizabeth A. Borreca, Teresa Langford and Ellen StackUniversity of St. Thomas, Houston, TXMary Margaret Kerr and C. Michael NelsonStrategies for Addressing Behavior Problems in the Classroom, 5eCopyright © 2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.2Chapter 3: OutlineIntroductionPrinciples of Applied Behavior AnalysisSystematic Procedures for Influencing BehaviorLegal and Ethical GuidelinesEffective PracticesMary Margaret Kerr and C. Michael NelsonStrategies for Addressing Behavior Problems in the Classroom, 5eCopyright © 2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.3Chapter 3: ObjectivesAfter completing this chapter, you should be able to:Describe six principles of applied behavior analysis and give examples from school situations.Describe professional, legal, and ethical guidelines affecting the use of behavioral interventions.Locate and use information systems and Internet services that provide intervention planning resources.Mary Margaret Kerr and C. Michael NelsonStrategies for Addressing Behavior Problems in the Classroom, 5eCopyright © 2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.4Chapter 3: ObjectivesDescribe criteria for identifying effective (research-based) practices and list examples and nonexamples.Identify appropriate and inappropriate intervention alternatives for given behaviors and provide a rationale for each decision.Mary Margaret Kerr and C. Michael NelsonStrategies for Addressing Behavior Problems in the Classroom, 5eCopyright © 2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.5Case StudyMarcia versus Ms. Hill:After reading the case study on page 68, discuss the following questions:How would you approach the problems that the teachers are having with Marcia?What are some possible reasons that Marcia is acting out?Why isn’t the time-out intervention working?Suggest some alternative intervention strategies.Mary Margaret Kerr and C. Michael NelsonStrategies for Addressing Behavior Problems in the Classroom, 5eCopyright © 2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.6Principles of Applied Behavior Analysis (ABA)Explain the relationship of human behavior to immediate environmental events Help explain:The way behavior functionsThe environmental factors that influence itHow to use this information to design interventionsMary Margaret Kerr and C. Michael NelsonStrategies for Addressing Behavior Problems in the Classroom, 5eCopyright © 2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.7Principles of ABAUnder no circumstances should specific behavior analysis techniques be used by practitioners who do not thoroughly understand the principles on which they are based.Mary Margaret Kerr and C. Michael NelsonStrategies for Addressing Behavior Problems in the Classroom, 5eCopyright © 2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.8Principles of ABA1. Behavior is controlled by its consequences2. Behavior is strengthened or maintained by reinforcement3. Behavior is weakened by withholding the consequences that have maintained it4. Behavior is weakened by punishmentMary Margaret Kerr and C. Michael NelsonStrategies for Addressing Behavior Problems in the Classroom, 5eCopyright © 2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.9Principles of ABA5. To effectively influence behavior, consequences must consistently and immediately follow the behavior they are meant to control.6. Behavior is strengthened, weakened, or maintained by modeling.Mary Margaret Kerr and C. Michael NelsonStrategies for Addressing Behavior Problems in the Classroom, 5eCopyright © 2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.10Principles of ABAPrinciple 1: Behavior is controlled by its consequencesAntecedent—a stimulus that precedes the behavior. It may or may not serve as a discriminative stimulus for that behavior.Consequence—stimulus that occurs contingent on a particular responseMary Margaret Kerr and C. Michael NelsonStrategies for Addressing Behavior Problems in the Classroom, 5eCopyright © 2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.11Principles of ABAPrinciple 1: Behavior is controlled by its consequencesThe student’s behavior will be influenced by an antecedent stimulus when there is a predictable relationship between the antecedent and a consequence.Behavior is under antecedent stimulus control when student responds appropriately to an antecedent stimulus without always having to experience a direct consequence for the behavior.Mary Margaret Kerr and C. Michael NelsonStrategies for Addressing Behavior Problems in the Classroom, 5eCopyright © 2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.12Principles of ABAPrinciple 1: Behavior is controlled by its consequencesEstablish Antecedent Stimulus Control:Have predictable consequences for students who do and do not follow directionsSystematically apply positive consequences to appropriate responses made in the presence of stimuliMary Margaret Kerr and C. Michael NelsonStrategies for Addressing Behavior Problems in the Classroom, 5eCopyright © 2006 by Pearson Education, Inc.Upper Saddle River, New


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