Applied Behavior Analysis and Behaviorism/Operant Conditioning

B.F. Skinner's theory of Operant Conditioning defines formal education as "the teacher creating optimal patterns of stimulus and response (reward and publishment)." (Kalantzis & Cope). Rather than gaining knowledge or behavior change through naturalistic opportunities, operant conditioning requires creating contingencies between a behavior and reinforcement of that behavior. Teachers often create the conditions/stimuli/antecedents for which a behavior/learning can occur and then reinforce the behavior after it's occurrence.

These principles correlate to the theories of Applied Behavior Analysis and special education practices. When shaping a behavior, the instructor must take notice of the setting events, antecedents, behavior, and consequence/reinforcement provided to an operationally defined behavior. This information is usually charted in a graph like this one below:

In Applied Behavior Analysis, an operational definition of a child's behavior is stated. For example, "kicking," "biting," or "hitting," are operational definitions of specific challenging behavior. In order to shape this behavior and teach replacement behavior, ABA therapists or teachers need to discover the function for which this behavior is occurring by conducting a Functional Behavior Assessment. Some examples of functions of behavior include: escape, attention-seeking, and sensory needs. If challenging behaviors are being reinforced or maintained by any of these functions, then a behavior plan must be created so involved staff members/families/therapists avoid continuing to reinforce challenging behavior with its determined function. Examples of function are listed in the visual below:

Functions of Behavior from www.theautismhelper.com

Next, ABA therapists and/or teachers must discover highly reinforcing items, activities, materials, conditions, etc. for which they can use to begin to shape a child's challenging behavior and replace it with appropriate target behavior. These reinforcement items can be discovered through the implementation of a formal preference assessment. An example of a formal preference assessment template is shown in the atteched template below. The goal is that by establishing a "contingency contract" with a student, then the student will demonstrate the replacement behavior under the conditions of being reinforced by the contingent reinforcement. (Mann, Ronald). Often times, ABA therapists/teachers allow students to choose their reinforcement for behavior from a series of options. For example, one of my students has a reinforcer pouch, and inside are visual icons of all of his highly reinforcing items/activities (computer, iPad, music, playing with a friend, pretzels, etc.). After choosing his reinforcement choice, he works to demonstrate the replacement behavior, and after a designated amount of time and/or "work"/demonstration of target behavior, then he will be awarded his reinforcement choice. Each student's highest reinforcers will differ, in addition to the environmental conditions (time, amount of work, etc.) also varying based on the function of each child's behaviors.

Preference_20Assessment_20Template.docx

Preference Assessment Template

The principles of Applied Behavior Analysis relate to the theory of Operant Conditioning because of the fact that the theories go hand in hand for strengthening and weakening behaviors by controlling and manipulating environmental setting conditions, antecedents, and reinforcement.

References:

Types of Behavior Function {Why is that behavior occurring?}. (2017, February 09). Retrieved June 30, 2017, from http://theautismhelper.com/types-behavior-function-behavior-occurring/

Skinner's Behaviourism | Chapter 6: The Nature of Learning | New Learning | New Learning. (n.d.). Retrieved June 30, 2017, from http://newlearningonline.com/new-learning/chapter-6/skinners-behaviourism