Screening and Assessment Unit 8 Discussion
The Behavior-Analytic Problem-Solving (BAPS) Mode refers to a model that is used for identifying as well as describing the contextual variables that led to the target behavior. This model helps in grouping the findings of a function-based intervention.
- Contextual Variables – the group home setting is the contextual variables; this is because it is the only place that the behavior is occurring.
- Antecedent: Discriminative Stimuli- this refers to what is triggering the behavior. This can be asking the resident to do a task.
- Antecedent: Unconditioned Motivating Operations- these are unlearned motivating operations that have behavior-altering effects. In this case, it is anger from been asked to complete a task.
- Antecedent: Conditioned Motivating Operations- breaking the window to avoid something he does not like.
- Individual Mediating Variables- the developmental disability is the mediating variable.
- Individual Behavior Deficits- due to the developmental disability, the client may have challenges in communication and also carrying out the chores assigned.
- Target Behavior- breaking the windows. Which is operationally defined as using any part of the body to forcefully damage the window.
- Reinforcing Consequence(s)- the positive reinforcement is seeing the glass breaking, and the negative reinforcement is being removed from the environment.
- Parameters of Reinforcement– has a high magnitude.
Intervention
In this case, I make use of a token economy. The first thing will be to find out what the client likes and what makes an effective reinforcer in this case. After this has been identified, I will then evaluate the ability of the client to carry out any of the tasks that are assigned. This is because the tasks may be so challenging for the client. I will then teach the client an alternative behavior to express himself. The patient can call for attention by saying, “Excuse me,” and then staff will attend to him. Every time the newly learned behavior is used, it will be reinforced by the use of the preferred token; when it is not used, the client will not get any token. This will help to extinct the undesired behavior (Steege et al., 2016)
References
Steege, M. W., Pratt, J. L., Wickerd, G., Guare, R., Watson, T. S., 2016, Conducting School-Based Functional Behavioral Assessments, Third Edition.