Clearly identify rationale for the selection of behavior modification strategy in each case

Clearly identify rationale for the selection of behavior modification strategy in each case

Clearly identify rationale for the selection of behavior modification strategy in each case

Unit 6 Assignment Case Study Transcripts
Case 1: The Case of Brenda
This is Brenda. She is 17 years old and plays competitive tennis. In fact she hopes to get a scholarship to play in college. Brenda’s coach asked her to go see a sports psychologist who specializes in ABA because she is having difficulty with her serve. She does not have enough speed and accuracy to win matches. Her coach has tried every strategy he knows with no success. Based on her interview with Brenda and her review of videotapes of his serve, the behaviorist decides to use chaining to help. The behaviorist will break down Brenda’s serve into individual units of behavior such as the starting position; ball toss; swing of the racket back; acceleration of the racket, contact with the ball; and follow-through.

Case 2: The Case of Mrs. Riley
This is Mrs. Riley. She has just been asked to take over a class of third graders who are very energetic and have tried the patience of many teachers. In fact, Mrs. Riley is the third teacher to take over the class this year and it is only November! These students are not only unruly but most of them did not earn passing marks on their most recent state administered exam of basic skills. Mrs. Riley thinks these poor scores were due to class time lost to constant disruption.
The major behavior challenges in the class are, fighting, yelling out answers/questions, not staying seated during work time, and failure to complete in class assignments. Mrs. Riley contacted an ABA professional to design some effective behavior modification methods that would help the children settle down and be able to better focus on learning. The behaviorist recommended a token economy system in which Mrs. Riley would contract with the students on desired behaviors. Each student that makes it through the day without any behavior incidents will get a penny. Friday afternoons will be “store” time. The students will be able to trade their pennies in for different prizes. Some will be tangible items such as pieces of candy.
Others will be privileges such as a week without homework. Students can “spend” their pennies each week or save up to buy bigger items like a day with early dismissal from school.

Unit 6 Assignment Instructions
After reviewing each case study, write out the answers to the following questions for each case:

Case 1: The Case of Brenda
1. Provide the rationale for the behaviorist’s selection of behavior chaining to help Brenda.
2. Discuss the concepts of primary and secondary reinforcement and how these work in behavior chaining.
3. Suppose that Brenda was having difficulty mastering an aspect of the behavior chain. What would the behaviorist do to help with the mastery of this component of the chain?
4. Discuss the two ways that mastery of a unit of behavior may be assessed.

Case 2: The Case of Mrs. Riley

1. Discuss the rationale for the behaviorist’s recommendation of a token economy system to help Mrs. Riley with her class.
2. Explain the six steps in forming a token economy and the rationale for each step.
3. Discuss the role of tokens and back-up reinforcers in the token economy system. How does each work to modify behavior? Using the case study, identify the token and back- up reinforcer.

Your total Assignment must be between 2–4 pages in 12 point font. Please be sure to use proper APA format for all sources used. Direct quoting of sources should be kept to a minimum. For additional help, refer to the APA Quick Reference on the Course Home Page or to the Kaplan Writing Center.


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