ASSIGNMENT HELP | Concepts and Principles of Applied Behavior Analysis

Concepts and Principles of 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.

 Assignment Rubrics

**Note: Students must complete ALL CBA Modules at 100% criteria to earn the 20 points for this Assignment. This is a pass/fail Assignment. If any CBA module is not completed at the 100% criteria this will result in zero points for that section of the Assignment.

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Grading Criteria CBA Learning Module Assignments	% – Points	Points Earned
Course Content
Complete all assigned CBA Learning Modules for the unit to 100% criterion and submit a PDF copy of Exercise Log to the Dropbox.	15
Summarize the specific content covered for the CBA Learning Modules completed in one paragraph (8-10 sentence minimum).	5
TOTAL	20

Unit 5 Assignment Rubric

Grading Criteria Unit 5 Assignment Midterm Written Exam	% – Points	Points Earned
Content
Historical Perspectives:Identifies the three branches of behavior and makes detailed comparisons between each.Explains how specific historical perspectives of behaviorism have influenced Applied Behavior Analysis.	0 – 35
Philosophical Perspectives:Discusses six attitudes/assumptions of Experimental Analysis.Discusses the seven dimensions of behavior.Examines how these perspectives contribute to the development of technology used to influence socially significant behaviors.	0 – 35
Respondent Conditioning: (Using Behavior Analytic Vocabulary):Explains specific characteristics of Respondent Conditioning, including specific relationships between stimuli and responses and the environmental contexts that contribute to conditioning.Explains a process of how to reverse a reflexive responseIdentifies all elements of Respondent Conditioning in the given scenario.	0 – 40
Operant Conditioning: (Using Behavior Analytic Vocabulary):Explains how Operant and Respondent Conditioning paradigms differ from one another.Discusses how a three term contingency influences behaviorIdentifies all schedules of reinforcement and explains how each influences behaviorShows how a sample behavior is influenced by each of the five differential reinforcement contingencies.	0 – 40
Student uses at least four scholarly sources to support the ideas presented.	0 -10
Writing
Style and Mechanics: A clear and logical organization with a theoretical introduction and conclusion is included. Paragraphs and sentences are well developed. Uses correct grammar, spelling, and punctuation. Meets length requirements.	0–20
APA Style: Formatted correctly and included headings/levels using APA style. Provides citations and references to support conclusions. Paraphrased correctly and accurately; direct quotes used minimally.	0–20
Total	0 – 200

Unit 9 Assignment Rubric

Grading Criteria Unit 9 Assignment Final Written Exam	% – Points	Points Earned
Content
Motivating Operations and Differential Reinforcement:Discusses differences between EO’s and AO’s, and explains the need to manipulate MO’s as part of a behavior change planExplains Differential Reinforcement Procedures:DRO, DRI, DRA, DRLProvides basic example of how two DR’s can be used to promote behavior changeDiscusses how other procedures are used as part of DR as a component for behavior reduction	0 – 30
Stimulus Control, Maintenance & Generalization:Defines stimulus and stimulus class, providing an example to demonstrate understandingDefines stimulus control, and how it is established, differentiating between discrimination and generalization of stimuliExamines how to use response and stimulus prompt fading to transfer stimulus control to more relevant stimulus, using differential reinforcement as part of a maintenance plan for a target behavior.	0 – 30
Verbal Behavior:Discusses verbal behavior as an operant paradigmDefines each elementary verbal operant, and categorizes them according to characteristics of point-to-point correspondence, formal similarity, and reinforcement.Provides an accurate real-life example to demonstrate each operant and its role in the development of language.	0 – 25
Derived Stimulus Relations:Discusses Derived Stimulus Relations as it applies to development of language and cognition.Explains the similarities and differences in Verbal Behavior and Derived Stimulus Relations regarding the development of language and cognition.Identifies the three parts of stimulus equivalence and explains how each part applies to the development of derived stimulus relations.	0 – 25
Student uses at least four scholarly sources to support the ideas presented.	0 -10
Writing
Style and Mechanics: A clear and logical organization with a theoretical introduction and conclusion is included. Paragraphs and sentences are well developed. Uses correct grammar, spelling, and punctuation. Meets length requirements.	0–15
APA Style: Formatted correctly and included headings/levels using APA style. Provides citations and references to support conclusions. Paraphrased correctly and accurately; direct quotes used minimally.	0–15
Total	0 – 150

ANSWER

1. Historical Perspectives

Behavior analysis can be described as a natural science that explains the behavior of individuals. The analysis is looked at in the realm of both biological, pharmacological, and experimental factors that dictate the human and nonhuman behavior. The three categories of behavior analysis are applied behavior analysis that explains the science of understanding and bettering socially significant human behavior. Additionally, the action focuses on using tenets of behavior to an individual’s needs in advocating behavior change and improving the quality of life (Skinner, 2019). The second branch is the experimental analysis of behavior, which explains the necessary research regarding behavior. The research adds to the body of knowledge regarding a phenomenon that influences and controls human behavior. The branch is therefore the scientific basis of applied behavior analysis. The last branch is behaviorism/conceptual behavior that is a philosophy that explains the science of behavior. The branches are interrelated and are informed by each other’s practices, theories, and procedures (Sturmey, Ward-Horner & Doran, 2020).

Behaviorism, whose influence can still be felt today, has for several decades dominated experimental psychology. The philosophy was first studied by Ivan Pavlov, who introduced a form of learning behavior in animals called the conditioned reflex. He argued that if a dog salivates as a result of a stimulus such as food, an introduction of an accompanying stimulus like sound would still subject the dog to similar salivation when food | PLACE YOUR ORDER NOW AT writtask.com | the dog adapts to the second stimulus’s response, the food stimulus could be omitted. Behaviorism was explained by Edward Thorndike, who used a cat and puzzle boxes to explain how fast an animal is ready to respond to a given stimulus. He designed a box and put in a cat that could only escape after pressing a bar or | PLACE YOUR ORDER NOW AT writtask.com | cat would be rewarded food whenever it managed to leave the box. The observation was that initially, the cat had trouble leaving the box. However, it improved its response time. The plotted learning curve showed that different species responded in the same way though at different speeds. The learning curve, which describes the law of effect, therefore, shows that if an association is to be followed by satisfaction, the response time will be high.

Another historical perspective is described by John Watson, an American psychologist at John Hopkins University. His works directly focused on observable behavior and how the action can …