Category: Applied behavior analysis

USE the ruberic as a guide to make sure you deatil the right information in each section. Please read the document uploaded and it has the scenerio you will use , the operartional defintion of what “engagement” is in this scenario , the data collection procedure used and based on the information provided in the document. Below you will add the following subsections detailing the reinforcement system you would create to teach and maintain “engagement”.  I Use the bolded words as headings for each section. ***Important***   Assignments without these headers will not be graded. PLEASE USE YOUR OWN WORDS AND MAKE IT READABLE THAT ANYONE WHO PROVIDES REINFORCMENT CAN UNDERSTAND.
Reinforcer Identification 
Reinforcement during Acquisition 
Reinforcement Monitoring 
Reinforcement after Acquisition 
Technical Term for Reinforcement
Rubric
Assignment Rubric
Instructions 
Points 
Exceptional 
100% of points 
Skilled 
80-90% of points 
Still Learning 
60-70% of points 
Unsatisfactory 
0-50% of points 
Reinforcer Identification 
Describe how you will identify potential reinforcers (50-100 words) 
10 points  
Identifies a preference assessment that is appropriate for the client. 
Preference assessment is described with enough detail for replication. 
-4 if the answer does not include the name of a preference assessment strategy. 
(indirect or direct) 
Point deductions for each critical feature (3 total). 
-2 for each critical feature that is missing or does not align with course materials. 
OR 
-1 if the feature is included and is an approximation to an accurate response but is vaguely described. 
Reinforcement during Acquisition 
Thoroughly describe what your reinforcement strategy would look like as you begin successfully. teaching this skill. If you will use shaping, please describe at least three successive approximations that would be used. (50-100 words) 
10 points 
Describes reinforcement strategy to be used, including critical features from class 
Point deductions for each critical feature 
-2 for each critical feature that is missing or does not align with course materials. 
OR 
-1 if the feature is included and is an approximation to an accurate response, but is vaguely described 
Reinforcement Monitoring  
During intervention, how will you know if your “reinforcers” are in fact reinforcers?25-50 words 
10 points 
Describes method of confirming reinforcers, including critical features from class (hint: How will data be analyzed?) 
Point deductions for each critical feature 
-5 for each critical feature that is missing or does not align with course materials. 
OR 
-3 if the feature is included and is an approximation to an accurate response, but is vaguely described 
Reinforcement after Acquisition 
Thoroughly describe what your reinforcement strategy would look like as your skill nears readiness for a maintenance phase (50-100 words) 
10 points 
Describes practices of transition from acquisition to maintenance (hint: Discuss fading; What consequences maintain the behavior after the intervention?) 
Point deductions for each critical feature 
-2 for each critical feature not described 
-2 Additional points if schedule thinning recommendations do not match the dimension of behavior 
Technical Term for Reinforcement  
Identify the terms that describe the types of reinforcement you would use. This should correspond to what you have described above. 
5 points 
Terms match the methods implemented in previous entry.  
-1 for: 
Each term that does not have a matching description in the previous entries. 
Each term that is described in the previous entries BUT is not identified 

Read Part 1 & Part 2 that is completed located in the document uploaded, to help you with Part 3, 4 & 5 you will be adding these subsections to the file that is uploaded to finish adding to the research. Follow each instructions and follow the rubric for each subsection carefully
Operational Definitions Part 3
Operational Definitions (1 paragraph for each operational definition)
Provide operational definitions for all behaviors of interest.
Describe – in general terms – the range of behaviors that may be relevant to measure in your project. You do not need to describe specific features of the behavior unless those specific features are relevant to the project. For example, if you intend to address a behavior disorder, you may describe the behavior as self-injury, aggression, etc., but you do not need to include specific features (e.g., “face-slapping with sufficient force to be heard from 6 ft. away”) unless the intervention is designed to target those features specifically (e.g., an intervention designed to reduce the force, rather than rate, of face-slapping).
Define other behaviors that may need to be tracked (e.g., multiple target behaviors, other behaviors that may change [side-effects], social validity measures).
Grading Rubric
Terms. Use general terms to describe behaviors so that proposal could be easily adapted to several different individuals. (15 points)
Side effects. Define other behaviors that need to be tracked to monitor side effects or explain why this is not needed. (10 points)
Social Validity. Define other behaviors that need to be tracked for social validity. (15 points)
Data Collection Procedures Part 4
Instructions for Data Collection Procedures
Describe your measurement protocol and recording system:
Describe – and include justifications for – the types of measure(s) (e.g., rate, duration, percentage correct, etc.) you will use to evaluate behavior change. If you are collecting data on multiple variables (and most will) remember that different measurement procedures may be appropriate for different variables.
Include written protocols for all relevant measures above, including frequency of data collection, type of data collection system (e.g., electronic, pencil/paper, automatic transduction, etc.), and all procedural details. These protocols should be able to function as task analyses for competent data collectors (i.e., it should read like a general “how to” for data collectors). Include a separate heading for each variable to be measured.
Include data sheets and forms – when appropriate – as attachments.
Grading Rubric
Type. Describe and justify the type of data collection for each behavior. (15 points)
Frequency. Describe the frequency of each measure. (15 points)
Procedures. Provide task analysis type description for how data should be collected. (25 points)
Sample Data Sheet. Include a sample data sheet for all relevant measures. (30 points)
Interobserver Agreement and Treatment Integrity Part 5
Instructions for Data Collection Procedures
Describe the IOA and Treatment Integrity components of your Integration Assignment:
Include procedures for conducting and evaluating Interobserver Agreement (IOA) or some other method to ensure the integrity of the data collected in your study.
Be sure to detail the type of IOA you will collect, how often you will collect it, and how much (i.e., percentage of sessions) IOA will be collected.
Include procedures for ensuring treatment integrity.
This includes defining experimenter behaviors to be tracked for treatment integrity.
Be sure to detail how treatment integrity will be collected, how often you will collect it, and how much (i.e., percentage of sessions) Treatment Integrity will be collected.
Grading Rubric
IOA Procedures. Describe and justify procedures for interobserver agreement. Procedures should be realistic to the setting and appropriate to assess accuracy of data. (15 points)
Treatment Integrity. Define behaviors to be tracked for treatment integrity. (10 points)

Follow instructions attached. This paper is going to be checked by an Al detector by my professor. Please be sure to do this paper in human sentences and should come from human thoughts and considerations. Provide turnitin report. Please add citations.

Resources: 2–4 recent scholarly resources.
Length: 3–5 double-spaced pages, in addition to a title page and a references page.
Describe culture from a behavioral perspective.
Discuss the importance of incorporating culture as a part of a client’s/participant’s context in applied practice.
Describe cultural humility and discuss the potential benefits of adopting culturally humble approaches to applied practice.
Discuss specific skills needed to adopt culturally humble approaches and specific ways we can develop and maintain those skills.
Provide at least two supporting examples of a culturally humble approach in action based on the following statement from an anti-ABA Autistic Adult within the context of two groups of people in frequent conflict: (1) behavior analyst researchers and practitioners and (2) anti-ABA autistics and advocates.
As an autistic adult, I am strongly against the use of ABA therapy. ABA therapy is based on the harmful idea that autism is a deficit that needs to be fixed. It can involve coercive and aversive techniques, such as punishment, isolation, and physical restraint. These techniques can be traumatic for children and can lead to long-term psychological harm.
I believe that ABA therapy is fundamentally unethical. It teaches autistic children that they are wrong for being who they are. It also teaches them to suppress their emotions and to conform to social norms. This can lead to a number of negative consequences, including anxiety, depression, and self-hatred.
I am grateful that I did not receive ABA therapy as a child. However, I know many autistic adults who have been harmed by ABA therapy. They have shared stories of being punished for stimming, being forced to make eye contact, and being isolated from their peers. They have also spoken about the long-lasting psychological effects of ABA therapy, such as anxiety, depression, and post-traumatic stress disorder (PTSD).
I believe that autistic children should be supported and accepted for who they are. They deserve to learn and grow in a safe and inclusive environment. ABA therapy does not provide this kind of environment. It is a harmful practice that should be abandoned.
I urge parents and caregivers of autistic children to consider alternative approaches to supporting their children. There are many ways to support autistic children without using ABA therapy. These approaches focus on accepting and supporting autistic children for who they are, and on helping them to thrive in their own unique way.“

All instructions were uploaded including the paper turned in in week 3 that were referencing the feedback from week 3 is the comments uploaded and the behavior is aggression