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For this assignment, you are a Board Certified Behavior Analyst who has been consulting with six school districts in your state. You have provided guidance to school psychologists and have conducted Functional Behavior Assessments (FBAs) and made recommendations to Individualized Education Program (IEP) teams regarding academic and behavior goals.Recently, your state school board contacted you to thank you for the work you have been doing in the schools and to ask a favor. The members of the state school board recently read a peer reviewed research article about the efficacy of training school teachers to conduct FBAs. The paper was convincing, and the Board would like you to conduct training not only in how to conduct a FBA but also how to implement some basic behavior acquisition and reduction programs based on applied behavior analysis (ABA) principles. You agreed to conduct a two-day workshop and begin preparations for the intensive training.Create a 10-12 slide narrated PowerPoint Presentation to include the following:Explain why identifying function is so important to successful behavior intervention programs.Base this on your Unit 9 reading assignment and present facts supporting the value of conducting Functional Behavior Assessments (FBAs) in the public-school system and why it is important that teachers have the skills needed to conduct them.To illustrate the importance of identifying the function of a target behavior before implementing a behavior intervention plan (BIP), provide an example of a target behavior that is being inadvertently reinforced because the function of the behavior has not been identified.Discuss the two components of the FBA, i.e., the Indirect Assessment and the Direct Descriptive Assessment, and explain how they are carried out. Include the following in your discussion:Describe two Indirect Assessment approaches/tools.Describe two Direct Descriptive Assessment approaches/tools.Detail how the probable function of a target behavior can be hypothesized based upon the results of the FBA.Define the two broad categories of behavior function.Acquisition Programs: Shaping and ChainingDefine Shaping and Chaining (Include the three types of chaining procedures in your discussion.)Create a simple scenario in which a complex behavior can be broken down and trained using one of the chaining methods. Create a task analysis to illustrate the concept.Using one of the components in the task analysis used for your chaining example, demonstrate how shaping can be used to train that one component.Reduction Programs: Differential ReinforcementDescribe the methods of Differential Reinforcement of Alternative (DRA) behavior; Differential Reinforcement of Other (DRO) behavior; and Differential Reinforcement of Incompatible (DRI) behavior.Create a scenario in which you illustrate the use of one of the Differential Reinforcement approaches (DRA; DRO; DRI).Generalization and MaintenanceDefine generalization and maintenance.Explain the importance of programming for generalization and maintenance.Present three techniques that can be used to “program” for generalization. ps385_assignmentrubrics.docx.docx Unformatted Attachment Preview College of Social and Behavioral Sciences Arts and Sciences Assignment Rubrics Course: PS385 TARGETED TOPICS IN APPLIED BEHAVIOR ANALYSIS A description of all Assignments/Projects to be completed can be found under each of the units in the course. Rubrics for all assignments/projects can be found below. Unit 3 Assignment Rubric Grading Criteria Points Points Possible Earned Content Defines the following principles and explains how they are used to either maintain behavior, diminish behavior, or extinguish behavior: • • • Positive and Negative Reinforcement Positive and Negative Punishment o Explains the difference between Negative Reinforcement and Punishment. Provides two brief scenarios that illustrate those differences. Extinction Explains the importance of identifying behavior function to the design of effective, function-based behavior intervention plans. • 0-25 Explains the following four functions of behavior: o Social Positive Reinforcement o Tangible Positive Reinforcement o Social Negative Reinforcement o Automatic Reinforcement 0-25 Discusses the purpose and the process of the Functional Behavior Assessment (FBA). (Includes Indirect Assessment and Direct Descriptive Assessment in the discussion.) • • • Explains the characteristics of an operational definition of a target behavior. Illustrates the difference between a label of a target behavior and an operational definition of a target behavior. Discusses the questions you must ask yourself when determining the social significance of a potential target behavior. Presents the criteria for prioritizing target behaviors. Based upon the given scenario: • • • • 30 0-30 Identifies and operationally defines the target behavior in the case. Identifies the antecedent and consequence in this case. Based upon the usual antecedent and consequence, hypothesizes the probable function of Lonnie’s target behavior. Using the Behavior Analyst Certification Board’s Professional and Ethical Compliance Code for Behavior Analysts, Code 3.0, discusses the ethical guidelines governing behavior intervention plans (BIPs). Writing Structure: The narrated Power Point presentation includes an APA Style title page, introduction with thesis statement, conclusion, in-text citations, and reference page. Power Point slides include reference to the text book and any other academic sources used. 0-10 Mechanics: 0-10 Power Point slides use Standard American English including correct grammar, spelling, punctuation, and complete sentences and paragraphs. Power Point slides are free of typographical errors. Power Point slides include a highly developed viewpoint and purpose. Presentation demonstrates superior organization; communication is highly ordered, logical, and unified. Total 130 An explanation of the points earned, as well as where the assignment could be strengthened will be included with your grade. Unit 6 Assignment Rubric Grading Criteria Points Points Possible Earned Content Provides a summary of each case study. 0-20 Provides a brief overview of the results of the Functional Behavior Assessment (FBA) for each case that includes: 0-20 • • the identification and operational definition of the target behavior the hypothesized function of the behavior Details the proposed antecedent-based behavior intervention plan (BIP) for Scenario #1 and Differential Reinforcement BIP for Scenario #2 • • • 65 Explains the steps in, and provides the rationale for, the antecedent-based BIP and the Differential Reinforcement BIP. Explains why he/she is qualified to work with these clients using the Behavior Analyst Certification Board’s (BACB’s) Professional and Ethical Compliance Code for Behavior Analysts, Codes 1.02a and 2.01. One of the potential clients is Japanese. Explains his/her obligations to this client using the BACB’s ethics codes 1.05b and c. Discusses how he/she will fulfil these obligations. o Gift-giving in Japan is highly ritualistic and meaningful. o Explains the requirements of BACB ethics code 1.06d. o Discusses how to avoid a conflict between the potential client’s cultural practices and the BACB ethics code. Writing Structure: Paper includes an APA Style title page, introduction with thesis statement, conclusion, in-text citations, and reference page. Paper is appropriate in length (body of the paper should be 4-5 pages, not including the title page or reference page). Paper includes reference to the text book and any other academic sources used. 0-15 Mechanics: 0-15 Paper uses Standard American English including correct grammar, spelling, punctuation, and complete sentences and paragraphs. Paper is free of typographical errors. Paper includes a highly developed viewpoint and purpose. Paper demonstrates superior organization; communication is highly ordered, logical and unified. Total 135 An explanation of the points earned, as well as where the assignment could be strengthened will be included with your grade. Unit 9 Assignment Rubric Grading Criteria Points Points Possible Earned Content Students present facts supporting the value of conducting Functional Behavior Assessments (FBAs) in the public school system and why it is important that teachers have the skills needed to conduct them. • Explains why identifying function is so important to successful behavior intervention programs. o Illustrates the importance of identifying the function of a target behavior before implementing a behavior intervention plan (BIP) by providing an example of a target behavior that is being inadvertently reinforced because the function of the behavior has not been identified. 0-20 Discusses the two components of the FBA, i.e., the Indirect Assessment and the Direct Descriptive Assessment, and explains how they are carried out. Includes the following in the discussion: • • • 0-25 Describes two Indirect Assessment approaches/tools. Describes two Direct Descriptive Assessment approaches/tools. Details how the probable function of a target behavior can be hypothesized based upon the results of the FBA. o Defines the two broad categories of behavior function. Defines Shaping and Chaining (Includes the three types of chaining procedures in the discussion.) 25 Creates a simple scenario in which a complex behavior is broken down and trained using one of the chaining methods. Creates a task analysis to illustrate the concept. • Using one of the components in the task analysis used for the chaining example, demonstrates how shaping can be used to train that one component. Describes the methods of Differential Reinforcement of Alternative (DRA) behavior; Differential Reinforcement of Other (DRO) behavior; and Differential Reinforcement of Incompatible (DRI) behavior. • Creates a scenario illustrating the use of one of the Differential Reinforcement approaches (DRA; DRO; DRI). • • Defines generalization and maintenance. Explains the importance of programming for generalization and maintenance. Presents three techniques that can be used to “program” for generalization. • Writing 25 20 Structure: 0-10 Narrated Power Point presentation includes an APA Style title page, introduction with thesis statement, conclusion, and APA Style in-text citations and reference page. Power Point slides include reference to the text book and any other academic sources used. Mechanics: 0-10 Power Point slides use Standard American English including correct grammar, spelling, punctuation, and complete sentences and paragraphs. Power Point slides are free of typographical errors. Power Point slides include a highly developed viewpoint and purpose. Presentation demonstrates superior organization; communication is highly ordered, logical, and unified. Total An explanation of the points earned, as well as where the assignment could be strengthened will be included with your grade. 135 ... Purchase answer to see full attachment