Behavior Change Intervention( apa style and REAL references)

Throughout the term you have explored the ways in which applied behavior analysis is grounded in practical and philosophical foundations of natural science. This week your readings and activities will prepare you to examine the ways in which that foundation continues to support professional practice in applied behavior analysis. For this discussion, review the (Behavior Analyst Certification Board, 2018) video on areas of professional practice in ABA. Then, please create a brief scenario in which you imagine yourself as a behavior analyst who is developing an intervention to help an individual change a socially significant behavior by creating a simple system of reinforcement to increase a desired behavior. For instance, you might develop an intervention where time spent in-seat at school is reinforced with teacher praise or tokens or an intervention to improve productivity in a factory by offering incentives. For best results, keep your scenario simple!

Please respond to the following:

• Provide a brief description of a simple behavior change intervention.
• Describe a simple plan of reinforcement to increase the desired behavior.
• Taking into consideration readings throughout the term on goals of science, philosophical assumptions of science, and the seven dimensions of applied behavior analysis, describe how the plan you are proposing is grounded in a scientific foundation.
• Finally, describe the scientistpractitioner model and discuss how it will guide your hypothetical intervention.

Radical Behaviorism

In 1974, B. F. Skinner published About Behaviorism and more fully developed the concepts of radical behaviorism, with emphasis on the importance of seeking to identify observable and measurable environmental events, rather than mentalistic constructs, to explain all behavior, including internal behaviors (such as thinking) which could not be directly observed. This further solidified the approach that continues to guide inquiry and practice in applied behavior analysis to this day.

To prepare for this discussion, please review the assigned readings in this unit and select one of the scenarios below:

Scenario 1

Olivo is a 15-year-old who acquired a brain injury in a car accident. Prior to the injury, Olivo functioned typically for his age and was a sophomore in high school. He had no significant academic or behavioral challenges at home or at school. Since the accident, there have been notable changes in function and behavior. Olivo is easily frustrated when he cannot have what he wants and often becomes anxious. He has limited tolerance for waiting. Sometimes, Olivo decides to have a tantrum to get his way. The therapist working with Olivo has suggested that, when he is anxious or frustrated, his parents show him cards with his favorite items and have him point to what he wants. Olivo does not seem to like the cards because when they are presented, he throws them.

Scenario 2

Maxi is a 35-year-old resident at an inpatient rehab center. She is receiving treatment for alcohol and drug abuse. Her therapist suggests that Maxi tends to use substances when she is angry or stressed. The therapist suggests that it would be helpful to identify alternative activities to self-soothe when she is feeling these emotions.

Please respond to the following:

• Define methodological behaviorism, as described by B. F. Skinner.
• Next, define radical behaviorism, as described by B. F. Skinner, and differentiate it from methodological behaviorism.
• Based on the scenario you selected:
  • Identify whether the description of the case and the suggestions for treatment are representative of a radical behavioral approach. Why or why not?
  • In your analysis, identify at least three of the mentalistic terms and conceptualizations in the case scenario and present an alternative.
  • What explanatory terms need clearer definition?
  • How could this case study be reframed to constitute explanation and intervention in more behavioral terms (i.e., with a focus on observable and measurable causes of behavior that are found in the environment)?

EVERYONE VOTED NOT GUILTY

This is a group activity. For more information on groups, please see .

Examine the results of the jury’s decision to convict or acquit and consider the process and the reasoning you and your colleagues gave for their votes. Reflect, too, on what you have learned about groupthink from the course materials and readings. Write a post that reflects on the deliberation and considers the wider implications of groupthink for society. Consider: To what extent was the verdict in this case an example of groupthink? Where else do you see groupthink in our society? What implications does groupthink have for social welfare and social change?

PSY 530 Groupthink Activity Guidelines and Rubric

Overview

The groupthink activity provides you the opportunity to work with a simulated murder case to consider how groupthink may impact group decisions. You will then extend your thinking to consider the connection between the concept of groupthink and social welfare.

Prompt

A major movie star, Reginald Chase, is on trial for the murder of his ex-wife, media personality Lucerne Ludlow. You and your group are the jury assigned to this case. Everyone on the jury is somewhat familiar with the celebrities, but no one on the jury comes to the trial with knowledge of all the particulars of the case. In the , you will find the list of facts and evidence developed during the trial that you have been instructed to consult to reach your collective verdict. Ultimately, you will be submitting two posts in the group discussion area and two votes using the Initial Vote and Final Vote survey tool.

NOTE: The second post should contain relevant information from the readings and should end with a reference list. Finally, for your second post, you will relate this activity to the readings on groupthink and expand your thinking on groupthink in a groupthink analysis. NOTE: This post is due in Module Seven.

• Examine the results of the jury’s decision to convict or acquit and consider the process and the reasoning you and your colleagues gave for your votes.
• Reflect, too, on what you have learned about groupthink from the course materials and readings.
• Write a post that reflects on the deliberation and considers the wider implications of groupthink for society.
• Consider and respond to: To what extent was the verdict in this case an example of “groupthink?” Was your final vote influenced at all by groupthink? If so, how? Where else do you see groupthink in our society? What implications does groupthink have for social welfare and social change?
• Cite your sources in the text of the document and in a reference list using APA style.
  

  Introduction

  This course includes group work. Your instructor will assign you to a group before your first group activity. Once you’ve been assigned to a group, you’ll find a list of your group members under Tools -> Groups in the course top navigation.

  Why Group Work?

  Practically all jobs and roles require working with others. Working with a team helps consider different viewpoints and take advantage of diverse backgrounds, which can ensure a stronger end product. It also boosts your collaboration skills, time management, as well as persuasive skills. Group work often also includes discussions, where you’ll participate in a smaller discussion with just your team members. This helps everyone participate in the conversation, respond to their team members, and contribute to the project.

  Tips for Success

  • First, create group guidelines. Get to know each other, your strengths, and your preferred ways of working.
  • Set clear goals.
  • Make a plan for the assignment and divide work among team members or subgroups.
  • Help each other stay accountable by ensuring everyone contributes.
  • Consider a timeline to keep track of the projects tasks and when theyre due.
  • Agree on deadlines with all group members.
  • Share resources, knowledge, and information.
  • Be positive. Even with differing opinions, openly sharing thoughts, feelings, and ideas is a must for successful group work. Constructive feedback is the best feedback.
  • Stay self-aware. Your productivity and effort are an important part of your group’s success.
  • Major movie star Reginald Chase is on trial for the murder of his ex-wife, media personality Lucerne Ludlow. You and your group (Group A or Group B) are the jury assigned to this case. You and the other members of the jury are somewhat familiar with who these celebrities are, but you are not familiar with the details of the case. (In order to qualify for a jury, jurors must not come to a trial knowing the particulars of the case.)
  • There are three parts to this activity:

    1. Initial Vote and Reasons. Your group’s discussion area is your deliberation room. Each of you should submit a post stating your reasons for convicting or acquitting Reginald by Thursday at 11:59 P.M. You should also submit a vote to your groups Initial Vote survey by this time.

    2. Further Reflection and Final Vote. Between Thursday and Sunday, you should take care to review all your fellow jurors’ posts and weigh them in your mind. You can take your colleagues’ opinions under consideration, but your final vote to convict or acquit Reginald falls upon you. You should submit a vote to your groups Final Vote survey by Sunday at 11:59 p.m.

    3. Groupthink Analysis. Examine the results of the jury’s decision to convict or acquit and consider the process and the reasoning you and your colleagues gave for their votes. Reflect, too, on what you have learned about “groupthink” from the course materials and readings. Write a post that reflects on the deliberation and considers the wider implications of groupthink for society. Consider: To what extent was the verdict in this case an example of groupthink? Where else do you see groupthink in our society? What implications does groupthink have for social welfare and social change? Post your response during Module Seven, by Sunday at 11:59 pm.The FactsHere you will find the developed during the trial that you have been instructed to consult to reach your collective verdict. Read through these facts prior to deliberating and be sure to have them handy while you consider your fellow jurors opinions.

After reading the two articles for this module on attraction, mating, and the internet, please answer the following questions: What are the key variables that a person looks for when they are looking for a long-term mate? How accurately can you predict long-term relationship success? What are the similarities and differences when comparing male-female romantic relationships with same-sex and LGBTQIA+ dating relationships?

Section A) To prepare for this week discussio

• Examine the data on the two most prevalent social issues impacting Harbor City, using the Harbor City Behavioral Health Center media in the Learning Resources. Select one issue to discuss for this Assignment.
• Review the descriptions of individuals in the Harbor City community or region who may be potential stakeholders for programs to address your selected social issue.

• Complete a stakeholder analysis using the template in this weeks Learning Resources.
• Provide a rationale for why you chose your selected stakeholders.
• Section B:
• Consider who the organizations stakeholders are. Where does environmental support come from? Who do you think needs to be informed and influenced so that they can become a program champion? Post the stakeholder analysis that you completed in this weeks discussion. Explain the sources of environmental support for the organization. Then, selecting two of the stakeholders you identified, explain how you would engage each to influence them to become program champions.
• Resources:
• Bourne, L. (2016). . Procedia – Social and Behavioral Sciences, 226, 431-438.
• National Network of Public Health Institutes. (2015). .

Reading:

• Chapters 1-3 of Briere and Scott (2023)
• ACE Study Overview document and full article (posted within the unit)
• Case example:

Discussion1

The initial post will include at least one peer-reviewed scholarly reference and one question to the class and will be a minimum of 250-300 words.

You will not be allowed to make up missed forums.

HiIve posted the professors exact instructions for you below. I need you to provide me with the PowerPoint presentation based on this questionn Which of the errors presented in this chapter have you committed? In each case explain the error and describe the circumstances under which it occurred. In addition, I need you to give me a separate Word document containing the exact script of what I need to say. I used Chapter 11. I’ve attached Chapter 11 for you as well, so you can work effectively. Please do not use artificial intelligence to create the PowerPoint, as the professor will be able to tell if you do.

Please submit your PowerPoint and summary here.

Difference of Opinion Presentation

The student will choose one (1) “Difference of opinion question” at the end of chapters 1-12 and present their answer to the question, in a cohesive PowerPoint presentation demonstrating the question they chose and the reasoning behind their responses. (i.e., research, videos, empirically reviewed articles, etc.)

Presentation Evaluation

The submission of the presentation MUST be recorded with your voice. Students not completing this assignment on the day it is assigned may receive zero (0) points. Re-scheduling is at the discretion of the professor. If the professor approves the rescheduling, there will be an automatic letter-grade (point) reduction on the grading for each week that it is late, up to three weeks.

The student is required to present the Difference of Opinion via a PowerPoint presentation, or equivalent; additional media may be used. The presentation will not be longer than fifteen (15) minutes; be explicit and concise. TIPS: Do not read from the slides or note cards (i.e., know your material), proofread for grammatical and/or syntax errors; do not clutter the slide with more than five (5) bullets or talking points. Your job is to inform (transfer learning) the class, paraphrased where appropriate, with material and theory covered in class. Furthermore: