Using Schedules of Reinforcement to Support Behavior Change

Using Schedules of Reinforcement to Support Behavior Change

• For this assignment, you will provide a response to only one of the case studies below for one of the client scenarios. Use the ABLLS-R (Case 1)assessment materials provided below and peer-reviewed resources from the university library to support your responses. Please do not copy and paste the whole question into your document. Rather, provide only the question number and your response.

• Select two skill-acquisition target behaviors based on the client’s assessment results and background information.
• Choose skills that would be useful and meaningful for the client.
• Write an operational definition for each skill.
• Make sure each skill definition is:
  • observable
  • measurable
  • clear enough for another person to identify
• Write one short-term goal for each target skill.
• Write one long-term goal for each target skill.
• Make each goal clear and measurable by including:
  • the behavior
  • the conditions
  • the performance criteria
  • the timeframe
• Select a teaching strategy or intervention for each skill.
• Explain exactly how each skill will be taught.
• Use a task-analysis style when describing the strategy.
• Break the teaching process into clear, step-by-step instructions.
• Include relevant procedures already covered in the course, such as:
  • prompting
  • prompt fading
  • modeling
  • reinforcement
  • schedules of reinforcement
• Describe what the instructor will do, what the learner is expected to do, and what happens after a correct response.
• Make the teaching procedure technological, meaning another trained person could read it and implement it correctly.
• Support each selected teaching strategy with evidence-based literature.
• Use assigned course readings or other approved scholarly sources to explain why the intervention is supported by research.
• Connect the teaching strategy to the client’s assessment results and learning needs.
• Use this week’s discussion post as practice because it covers a smaller version of the same type of work.
• Review the rubric again before submitting to make sure every required section is included.
• Do not reuse or resubmit an assignment from another course, even if the same client pseudonyms were used before.
• The final assignment must be original and focused specifically on skill acquisition.

Main structure of the paper

• Introduction to the selected client
• Target Skill 1
  • operational definition
  • short-term goal
  • long-term goal
  • teaching strategy
  • step-by-step procedure
  • research support
• Target Skill 2
  • operational definition
  • short-term goal
  • long-term goal
  • teaching strategy
  • step-by-step procedure
  • research support
• Brief conclusion
• APA 7 reference list