Direct Observation Strategy Of B-Bgm
Introduction:
The A-B-C paradigm is a direct observation strategy that is used to record data on a specific event that is occurring. The A refers to the antecedent, which is the situation or event that is happening. The B is the behavior that is being observed. The C is the consequence or the action that is directly after the response. This kind of recording is a good way to keep track of what actions worked and the actions that didn’t work to get the result that you are looking for. This way if we used this in a classroom we would be able to see and have data showing what ways are effective and what ways that are not so effective.
Antecedent:
The antecedent is what the therapist did to evoke behavior from the student. In this video, …show more content…
The student had responded with both correct and incorrect behavior. The correct behavior was when the student would choose the correct card. When he would do this he would receive a piece of candy, rewarding the good behavior. This worked well at some points through the video. When she would ask him if he wants more and he would nod yes, then she would ask for a certain card, he would give her the correct card. Every time he did this he realized he would be rewarded for it. His incorrect behavior was crying, getting out of his seat, throwing the blanket, or whining. I think the consequence was semi- effective because it worked when the child only wanted more, so it was not consistent throughout. When the student decided he did not want to do it anymore he would whine, cry, and get up. When he did want to sit there and do it then the consequence did work to keep him to continue picking the correct card. I do not think the mastery of picking the correct color was achieved because the student was not completely focused on the task but focused on getting more of the candy. Also the mother showed him which card to choose after she asked for it, which is not learning but mimicking. There were consistent behavioral problems that the student had. The student tried to test her limits as well during the activity until he wanted more, or wanted to stop all together. Even when giving her the correct colored card, he still would
The A-B-C paradigm is a direct observation strategy that is used to record data on a specific event that is occurring. The A refers to the antecedent, which is the situation or event that is happening. The B is the behavior that is being observed. The C is the consequence or the action that is directly after the response. This kind of recording is a good way to keep track of what actions worked and the actions that didn’t work to get the result that you are looking for. This way if we used this in a classroom we would be able to see and have data showing what ways are effective and what ways that are not so effective.
Antecedent:
The antecedent is what the therapist did to evoke behavior from the student. In this video, …show more content…
The student had responded with both correct and incorrect behavior. The correct behavior was when the student would choose the correct card. When he would do this he would receive a piece of candy, rewarding the good behavior. This worked well at some points through the video. When she would ask him if he wants more and he would nod yes, then she would ask for a certain card, he would give her the correct card. Every time he did this he realized he would be rewarded for it. His incorrect behavior was crying, getting out of his seat, throwing the blanket, or whining. I think the consequence was semi- effective because it worked when the child only wanted more, so it was not consistent throughout. When the student decided he did not want to do it anymore he would whine, cry, and get up. When he did want to sit there and do it then the consequence did work to keep him to continue picking the correct card. I do not think the mastery of picking the correct color was achieved because the student was not completely focused on the task but focused on getting more of the candy. Also the mother showed him which card to choose after she asked for it, which is not learning but mimicking. There were consistent behavioral problems that the student had. The student tried to test her limits as well during the activity until he wanted more, or wanted to stop all together. Even when giving her the correct colored card, he still would