Test 1 Flashcards
What is CI3T?
Comprehensive, Integrated, Three-Tier Model of Prevention:
Tier 1: Primary prevention - 80%
Tier 2: Secondary prevention - 15%
Tier 3: Tertiary prevention - 5%
What are the goals for CI3T?
Tier 1 goal: prevent harm school/classroom wide systems for all students, staff, and settings.
Tier 2 goal: reverse harm specialized group systems for students at risk
Tier 3 goal: reduce harm specialized individualized systems for students with high risk
What is SRSS?
Student Risk Screening Scale
The SRSS is 7-item mass screener used to identify students who are at risk for antisocial behavior.
Uses 4-point Likert-type scale:
never = 0, occasionally = 1, sometimes = 2, frequently = 3
Teachers evaluate each student on the following items
- Steal - Low Academic Achievement
- Lie, Cheat, Sneak - Negative Attitude
- Behavior Problems - Aggressive Behavior
- Peer Rejection
Student Risk is divided into 3 categories
Low 0 – 3
Moderate 4 – 8
High 9 - 21
Before Thinking About Tier 2 for Students …
Instructional Considerations
General Classroom Management
Low-intensity Strategies
Elements of Instruction that Promote Intrinsic Motivation
Control
Challenge
Curiosity
Contextualization
Student with emotional and behavioral disorders
internalizing -externalizing
Functional Assessment Methods
Interviews (Student and Teacher)
Direct Observation
Rating Scales
A-B-C Data Collection
Multiple Intervention Methods
Adjust antecedent conditions
Increase rates of reinforcement for replacement behaviors
Use extinction to eliminate target behaviors
target behavior
behavior which is the cause for concern
replacement behavior
behavior which will replace target behavior and allow student to be successful
ABC
antecedent, behavior, consequence
Treatment Integrity
teacher, project liaison
social validity
teacher: intervention rating profile, student children’s intervention rating profile
ABA
Applied Behavior Analysis
Science: Assumptions and Attitudes
Determinism:
universe is lawful and orderly place in which phenomena occur as a results of other events
Empiricism:
the objective observation of the phenomena of interest
Experimentation:
controlled comparisons of some DV under 2 or more conditions in which only one IV differs from one condition to another. Replication:
repeating experiments to determine the reliability and utility of findings
Parsimony:
simple, logical explanations considered before more abstract or complex explanations
Philosophic doubt:
continually questioning the truthfulness and validity of all scientific theory and knowledge
Science
Science is a systematic approach to the understanding of natural phenomena – as evidenced by description, prediction, and control – that relies on determinism as its fundamental assumption, empiricism as its prime directive, experimentation as its basic strategy, replication as its necessary requirement for believability, parsimony as its conservation value, and philosophical doubt as its guiding conscience. …. Cooper et al., 2007
Characteristics ofApplied Behavior Analysis
Applied Behavioral Analytic Technological Conceptually Systematic Effective Generality
Behavior
Respondent Behavior
Behavior elicited by antecedent conditions
Pavlovian tasks
Operant Behavior
Any behavior whose future frequency is determined by its history of consequences.
Selected, shaped, and maintained by the consequences that have followed it in the past
Three-term contingency
A-B-C
Behavioral Explanations:Major Tenets
All behavior is learned
Learning occurs as a results of consequences of behavior
Behavior must be observable and quantifiable
Functional relations
Predictive utility is critical
Key Principles of ABA
Behavior is controlled by its consequences.
Behavior is strengthened or maintained by reinforcement.
Positive Reinforcement
Negative Reinforcement
Behavior is weakened by withholding the consequences that have maintained it: Extinction.
Behavior is weakened by punishment.
Consequences must consistently and immediately follow the behaviors they are meant to control: Contingency
Behavior is strengthened, weakened, or maintained by modeling.
SRC
Stimulus - Response - Consequence
Positive Reinforcement
Providing a consequence following a behavior which INCREASES the behavior’s rate of occurrence
Negative Reinforcement
The contingent removal of an aversive stimulus immediately following a response.
Negative reinforcement increase the probability of the behavior occurring in the future.
Removing or reducing the intensity of an environmental condition (usually unpleasant) which INCREASES a behavior’s rate of occurrence.
Extinction
Withholding reinforcement for a previously reinforced behavior to reduce the occurrence of the behavior.
When a previously reinforced behavior is no longer reinforced, the rate of occurrence is reduced.
Often difficult to do in a classroom.
