Behavior analysis
The seven dimensions of applied behavior analysis discussed in this lesson were first introduced by Baer et al. (1968) in their seminal article, “Current Dimensions of Applied Behavior Analysis.” Choose 3 of the 7 dimensions (Applied, Behavioral, Analytic, Technological, Conceptually Systematic, Effective, and Generality) and discuss them with respect to the scenario described below. For each dimension you choose,
- Define what it means as a dimension of applied behavior analysis, and
- Discuss how it relates to the scenario below. (Hint: What characteristics of the scenario demonstrate that dimension, or how could you relate that dimension to the scenario?)
Scenario:
When a 5th grade student is given an assignment that requires reading, he engages in disruptive behavior that often results in the teacher sending him to the principal’s office. A behavior analyst who works for the school is asked to observe the student’s behavior and make recommendations. After the behavior analyst observes the student’s behavior, she decides to conduct an assessment of his reading skills. The assessment reveals that the student can only read on a “kindergarten level.”
The behavior analyst decides to target the student’s reading behavior by introducing an intensive reading intervention. The intervention includes evidence-based reading instruction delivered in an individualized format plus assistance with reading his assignments in class. Data are collected throughout the intervention on his reading skills, as well as occurrences of disruptive behavior in every class.
The student’s reading skills improve to a 5th grade reading level by the end of the intervention. Furthermore, occurrences of disruptive behavior decrease to none or almost none in every class (reading, social studies, math, etc.). The behavior analyst writes up a report of her findings and includes details about the procedures used, the data collected, and the results. She describes her findings by discussing behavioral concepts such as “escape from task demands” and “performance vs. motivational deficits.” She also reports that the improvements last throughout the remainder of the school year, and that the student tells teachers how he likes reading now. The teachers and the students’ parents are pleased with the procedures and the outcomes of the intervention.
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