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Psychology Dept | Library | Other SPCL OER

SPCL 7915 Behavioral Assessment and Intervention: Session 8 - Module 4, continued: Function-Based BIPs, continued

Open Educational Resource (OER) created for Professor Elizalde-Utnick's SPCL 7915 course.

TASK LIST TO PREPARE FOR ZOOM SESSION

Please complete the following PRIOR to our Zoom session on March 25:

1. Readings

Basic FBA to BIP Review Slides

2. Prepare for Blackboard Quiz (RAT)

The 5-question multiple-choice quiz will be on the assigned reading. 

3. Take Blackboard RAT#5 on Blackboard at 1:00/4:30 p.m.

4. Join Zoom session at 1:30/5:00 p.m.

5. Submit Blackboard Assignment

FBA Draft Report Due between Friday, March 26 and Monday, March 29. 

SUMMARY

In this session we will explore in detail the various components of the BIP: replacing problem behaviors; preventing problem behaviors by directly addressing the triggers; reinforcing the replacement and desired behaviors; redirecting the problem behaviors, and minimizing reinforcement of the problem behaviors when they resurface. 

SESSION SLIDES

CONTINGENCY SHAPED VS. RULE-GOVERNED BEHAVIOR

In the first two examples, determine whether the behavior is contingency shaped or rule governed.

1. While attending a religious service with his parents, Bobby whispers funny comments to his sister. His sister ignores Bobby and his mother gives him a firm look. What will happen in the future? Will Bobby whisper funny comments during a religious service?

2. During practice Bobby whispers funny comments to his teammates while his coach is trying to explain how to execute a play. Bobby’s teammates laugh at his comments. What will happen in the future? Will Bobby whisper funny comments during practice?

Now read the following that determine what happens next and why.

3. The coach says, “Bobby, if you listen carefully and don’t whisper when I’m talking to the team, we’ll have an extra 5 minutes of scrimmage at the end of practice.” (Note: Bobby and the rest of the team enjoy the scrimmage.)

VIDEO APPLICATION: HELPING YOUNG CHILDREN TO SELF-REGULATE