Activity 7/8

Look at Table 2.3, Examples of Discriminative Stimuli and Possible Responses. Table 2.3 Examples of Discriminative Stimuli and Possible Responses VERBAL s DISCRIMINATIVE STIMULUS RESPONSE Quiet hands. Student stops stereotyped behavior and puts hands in lap. Time to work. Student sits in assigned seat and waits for task. Stop, please. Student who is running from teacher stops immediately. Playtime! Student goes to toy shelf, selects a toy, and sits on play rug. NONVERBAL s DISCRIMINATIVE STIMULUS RESPONSE Teacher turns off the classroom lights for a few seconds. Students stop talking and look at the teacher. MECHANICAL s DISCRIMINATIVE STIMULUS RESPONSE Timer runs during independent work time. Student remains on task. Bell rings following recess. Students line up in front of teacher. SCHEDULE AS AN DISCRIMINATIVE STIMULUS RESPONSE A regularly scheduled activity ends. Student stands up and places the picture card for that activity in the finished pocket and then selects the picture card for the next activity. Student finishes toileting. Student approaches sink and washes hands. ROUTINE AS AN DISCRIMINATIVE STIMULUS RESPONSE Student approaches the lunchroom worker waiting at the end of the lunch line. Student enters her lunch number on the keypad. Youth gets in car. Youth fastens seat belt. A peer approaches student on playground and asks if he wants to play ball. Student responds verbally and joins the game. Young man approaches fast-food counter. Young man places order. Girl enters checkout lane at grocery store. Girl unloads cart. Bus pulls up to bus stop and door opens. Student enters bus. after reading this Come up with at least two more examples of discriminative stimuli and desired responses for each category presented in the table. Discuss the advantages and disadvantages you see for each instance. IN A PARAGRAPH OR 2 THEN SEPARATELY after that Look at Table 2.6, Measurement Systems for Specific Target Behaviors. Table 2.6 Measurement Systems for Specific Target Behaviors The following measurement systems can be used to monitor each of the target behaviors listed. More than one measurement system can be used. DESIRED BEHAVIORS POTENTIAL MEASUREMENT SYSTEM Responding to a greeting Event recording calculated as percentage of opportunities Number of words read correctly from a passage Event recording calculated as percentage of opportunities Number of math problems solved Event recording calculated as percentage of opportunities Following directions Event recording calculated as percentage of opportunities Number of dishes washed before refusing Event recording calculated as percentage of opportunities Making a request Event recording Number of envelopes stuffed Event recording Amount of time spent vacuuming before refusing Duration recording How long it takes student to put on jacket Duration recording Amount of time spent listening to music Duration recording Sitting next to peers without hitting Duration recording Time spent playing with a peer Duration recording Keeping glasses on face Duration recording Participating in group game Duration recording (length of time until student walks away) or event recording (number of turns student takes before leaving game) How long student spends brushing teeth Duration recording Amount of time spent climbing on playground equipment Duration recording CHALLENGING BEHAVIORS POTENTIAL MEASUREMENT SYSTEM Biting self or others Event recording Grabbing materials Event recording Screaming Event recording Hitting teacher in response to a direction Event recording calculated as percentage of opportunities Finger flicking Event recording or duration recording Rocking Event recording or duration recording Posturing (holding body in unusual positions) Event recording or duration recording after reading this Choose four to five of the desired behaviors, and discuss why the potential measurement system has been chosen. Do you see any potential disadvantages to using the noted system? How might you avoid possible problems?and write it in a paragraph or 2 NO RESOURCES