Chaining And Token Economy Case Study
Chaining and Token Economy Applied behavior analysis can be applied in several situations. In the following case studies we look at how it can be used to encourage a third grade class to engage in learning through modifying disruptive behavior with the use of a token economy system. We also look at how behavior analysis can used to improve sports performance with the use chaining to improve each individual step in the swing of a tennis racquet. The application potential for ABA is vast and has potential positive implications for every aspect of our lives. Brenda is a 17 years old who participates in competitive tennis. She is having difficulty with her serve; lacking the speed and accuracy to win matches. Her coach has referred her to
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Each part of the chain leads to the next, and each individual step is reinforced and performed until mastered. In Brenda's case, the behaviorist will break her serve down into individual units of behavior through task analysis. The behaviorist can complete a task analysis through various routes such as observing the behavior, practicing the behavior herself, or interviewing. Once the task analysis has been done, and the individual steps are broken down into the smallest possible steps, Brenda will be assessed for her current mastery level to see what units she can complete independently. Mastery level assessment is done through either the single or multiple opportunity method. In single-opportunity method, the assessment ends as soon as the performance fails; it offers a faster, but less informative assessment than multiple opportunity method. The multiple opportunity method continues, with instructor assistance, through the difficult steps to see if steps past the non-mastered step are mastered. Forward chaining could then be introduced as an efficient means of helping Brenda reach her goals with the completion of the assessments and task …show more content…
By breaking her serve down and teaching it in pieces, Brenda will be able to find the weak links and practice until she has mastered them. Mrs. Riley is taking over a class of third graders who are very energetic. 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. Disruptions in the classroom are interfering with educational goals. After contacting a ABA professional, they have decided to implement a token economy system to help manage the classroom behaviors. Token economies reward desired behavior with a token or chip that can be exchanged for a desired object or privilege. In a token economy, there are three major rules: There must be a specific list of target behaviors; desired behaviors must have a point or token value; and there must be a list of items for which the saved tokens can be exchanged. In Mrs. Riley's class, a token economy would build a desire to meet a daily goal of earning a token; further it would build a desire to earn enough tokens to spend at the
Each part of the chain leads to the next, and each individual step is reinforced and performed until mastered. In Brenda's case, the behaviorist will break her serve down into individual units of behavior through task analysis. The behaviorist can complete a task analysis through various routes such as observing the behavior, practicing the behavior herself, or interviewing. Once the task analysis has been done, and the individual steps are broken down into the smallest possible steps, Brenda will be assessed for her current mastery level to see what units she can complete independently. Mastery level assessment is done through either the single or multiple opportunity method. In single-opportunity method, the assessment ends as soon as the performance fails; it offers a faster, but less informative assessment than multiple opportunity method. The multiple opportunity method continues, with instructor assistance, through the difficult steps to see if steps past the non-mastered step are mastered. Forward chaining could then be introduced as an efficient means of helping Brenda reach her goals with the completion of the assessments and task …show more content…
By breaking her serve down and teaching it in pieces, Brenda will be able to find the weak links and practice until she has mastered them. Mrs. Riley is taking over a class of third graders who are very energetic. 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. Disruptions in the classroom are interfering with educational goals. After contacting a ABA professional, they have decided to implement a token economy system to help manage the classroom behaviors. Token economies reward desired behavior with a token or chip that can be exchanged for a desired object or privilege. In a token economy, there are three major rules: There must be a specific list of target behaviors; desired behaviors must have a point or token value; and there must be a list of items for which the saved tokens can be exchanged. In Mrs. Riley's class, a token economy would build a desire to meet a daily goal of earning a token; further it would build a desire to earn enough tokens to spend at the