6 Functions of Behavior and How to Identifying Them

Behavior is what humans do, and its observable and measurable. Whether it is to walk from one place to another or to crack ones knuckles, behavior serves some type of function. In the research-based approach to modifying behavior, called  Applied Behavior Analysis, the function  of an inappropriate behavior is sought out, in  order to find a replacement behavior to substitute it. Every behavior serves a function and provides  a consequence or  reinforcement  for the behavior. Spotting the Function of a Behavior When one successfully identifies the function of the behavior, one can reinforce an alternate, acceptable behavior that will replace it. When a student has a particular need or function fulfilled by an alternate means, the mal-adaptive or unacceptable behavior is less likely to reappear. For example, if a child needs attention, and one gives them attention in an appropriate way because of appropriate behavior, humans tend to cement the appropriate behavior and make the inappropriate or unwanted behavior less likely to appear. The Six Most Common Functions for Behaviors To obtain a preferred item or activity.Escape or avoidance. The behavior helps the child to escape from a setting or activity that he or she doesnt want.To get attention, either from significant adults or peers.To communicate. This is especially true with children with disabilities that limit their ability to communicate.Self-stimulation, when the behavior itself provides reinforcement.Control or power. Some students feel particularly powerless and a problematic behavior may give them a sense of power or control. Identifying the Function ABA uses a simple acronym, while  ABC  (Antecedent-Behavior-Consequence) defines the three pivotal parts of behavior. The definitions are as follows: Antecedent:  The environment in which the behavior occurs and the circumstances that surround the occurrence of the behavior or people in the environment when the behavior occurs.Behavior: The behavior, what the student actually does, that needs to be defined.Consequence:  Everything that happens after the behavior, including how people respond to the behavior and what happens to the rest of the students educational program. The clearest evidence of how a behavior functions for a child is seen in the antecedent (A) and the consequence (C.) The Antecedent In the antecedent,  everything happens immediately before the behavior occurs. It is sometimes also referred to as the setting event, but a setting event may be part of the antecedent and not the whole. The teacher or ABA practitioner needs to ask if something is in the environment that may lead to the behavior, such as escaping loud noises, a person who always presents a demand or a change in routine that might seem frightening to a child. There also may be something that happens in that environment that seems to have a causal relationship, like the entrance of a pretty girl which can draw attention. The Consequence In ABA, the term consequence has a very specific meaning, which at the same time is broader than the use of consequence, as it usually is, to mean punishment. The consequence is what happens as the result of the behavior. That consequence is usually the reward or reinforcement for the behavior. Consider consequences like the child being removed from the room or the teacher backing off and giving the child something easier or fun to do. Another consequence may include the teacher getting really angry and starting to scream. It is usually in how the consequence interacts with the antecedent that one can find the function of the behavior.   Examples of the Pivotal Parts of Behavior Example 1: Jeremy has been taking his clothes off in the classroom. During a structured observation, the therapist noticed that when the time for art approaches, Jeremy gets really agitated. When the teacher announces, Time to clean up to go to art, Jeremy will throw himself on the floor and start pulling his shirt off. It has now gotten to the point where he quickly pulls his socks and pants off, as well, so the office will call his mother to take him home. The function here is to  escape. Jeremy doesnt have to go to art class. The teachers need to figure out what it is that Jeremy wants to escape from art. The teacher may start taking his favorite toy to art and not putting any demands on him, or he/she may want to put headsets on Jeremy (the room may be too loud, or the teachers voice may be too high pitched.) Example 2: The moment that Hilary is given a demand after group, she begins to tantrum. She clears her desk with a sweep, knocks it over, and throws herself to the floor. Recently she has added biting. It has taken as much as a half hour to calm her down, but after attacking the other students, the principal has been sending her home with Mom, who she has to herself for the rest of the day. This is another function of escape, though because of the consequence, one might say it is also indirectly attention since she gets the undivided attention of Mom when she gets home. The teacher needs to work on slowly shaping the academic behavior, giving her preferred activities at her desk, and making sure there is a home note that helps Mom give Hilary extra attention, away from her typical siblings, when she has a great day. Example 3: Carlos is a  seventh grader with low functioning autism. He has been hitting girls when he goes to lunch or gym, though not hard. They are affectionately referred to as love pats. He occasionally hits a boy with long hair, but his focus is usually girls. He usually grins after he has done it. Here, the function is attention. Carlos is an adolescent boy, and he wants the attention of pretty girls. He needs to learn to greet girls appropriately to get their attention.

Bullying Is The Most Effective Tool Against Bullying Essay

In general, bullying happens during adolescence when a group of people bullies an individual. There are mainly two types of bullying-school and cyber bullying. A 2014 World Health Organization (2015) report findings show that, suicide rate caused by bullying is 60% higher in Japan than the global average. In addition, 25,000 Japanese people committed suicide in 2014. In other words, about 70 people took their own lives each day (The Japan Times, 2015). If we keep ignoring this problem, bullying and suicide rates will keep increasing. Even though decreasing birthrates and higher life expectancies are one of the biggest problems in Japan, bullying and suicide rates will keep increasing if this problem is never solved. Teaching Tolerance report findings show that prevention is the most effective tool against bullying (Teaching Tolerance, n.d.). My future dream is to be an English teacher in Japan. Since bullying is one of the biggest problems in Japanese education, it might happen in my classroom. As Teaching Tolerance (n.d.) presented above, prevention is the best way against bullying, so I have to know the reason why bullying happens a lot in Japan, and how I can prevent bullying. When I was in my high school, there was no bullying in my classroom whereas it happened in other classes. If I could unravel this reason, I would be going to know the most valuable intervention strategies to prevent bullying. Therefore, the aim of this research is to find the cause of bullying inShow MoreRelatedShould The State Or Federal Government Put Laws?884 Words   |  4 Pagesgovernment put laws in school to prevent bullying? â€Å"With ignorance comes fear, from fear comes bigotry. Education is the key to acceptance†. Kathleen Patel. Bullying can take place in or out of school and in person or through other means of communication. Bullying can be verbal or physical, and when physical, it can be directed against a person, a person’s property, or be used to intimidate, rather than inflict damage to the person or his or her property. Verbal bullying can include name calling threateningRead MorePersuasive Essay Bullying1200 Words   |  5 Pages Bullying in Schools Dog. That was one of my nicknames in elementary school. Human dictionary was another. Usually intelligence is something to be celebrated, but when you pair that with being awkward and overweight, it was a recipe for disaster. I was bullied in school by a group of boys for years. They would attack me verbally, mentally and emotionally. If anyone tried to be my friend, or showed any interest in me, they would also becomeRead MoreBullying Programs For Elementary Schools Essay1281 Words   |  6 Pageshas been a surge of anti-bullying programs that have come out for elementary schools. It is important to inform our youth on exactly what bullying is, strategies for prevention and coping. Education about bullying became a main goal for elementary school in the last two decades due to the exponential rate of school shooting, suicides and cyber bullying. The question is whether or not these programs are effective in education and prevention This paper will discuss why bullying is such a concerning issueRead MoreBullying And Its Effect On Schools1607 Words   |  7 PagesWhile bullying has occurred for many years, anti- bullying programs in schools are having a strict development. Bullying was not an important subject that was paid much attention in schools or classrooms before 1999. When the Columbine and Virginia Tech shooting happened, schools did not have any anti-bullying programs. In 1999, schools started to implement anti-bullying programs like The Espelage Lab and Collaborator and many others. Unfortunately, bullying is still happening in nowadays. BullyingRead MoreBullying Is An Emotionally Draining Issue Prominent Across The World Today1111 Words   |  5 PagesSenior English 18 January 2017 Rough Draft Bullying is an emotionally draining issue prominent across the world today. Bullying is unacceptable, and there are many, if not several movements in an effort to end bullying once and for all. Throughout the course of this essay, I am going to discuss the issue of bullying, and formulate an argument towards the issue at hand. In this argument, I will show my support in the fight against bullying. A lot of things have changed throughout the courseRead MorePrevention And Intervention Of Bullying Behaviors918 Words   |  4 Pagesa major role in prevention and intervention of bullying behaviors. Studies repeatedly suggest that bullying can be significantly impacted if teachers, students, student groups, administrators, and parents worked together to stop bullying (Mount, 2005). Social services can be useful through afterschool programs, specifically educating youth who might be at a greater risk of bullying and victimization. Social services can also work with parents to discuss parenting styles and attachments. Based onRead MoreBullying-Informative1231 Words   |  5 PagesPriscilla Stoddard Dr. JoAnna Kessler English 1301:83029 18 April 2013 Bullying Stopbullying.gov defines bullying as â€Å"unwanted, aggressive behavior among school aged children that involve a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time† (stopbullying.gov). â€Å"Traditionally bullying has included overt physical acts (e.g., hitting, shoving) and verbal abuse (e.g., taunting, name-calling) as well as more subtle or indirect actionsRead MoreCyber Bullying Research Paper1670 Words   |  7 Pagesforming a Bullying Prevention Coordinating Committee, consisting of representatives from each key stakeholder group such as school administrators, teaching staff, and non-teaching staff, parents, and other local authorities. The Bullying Prevention Coordinating Committee (BPCC) will attend a two-day training to better understand program implementation. The Olweus Student Questionnaire will be administered to all high school students in order to obtain a baseline for the prevalence of bullying. The questionnaireRead MoreCurrently There Is A Growing Awareness Of The Prevalence1558 Words   |  7 Pagesawareness of the prevalence of bullying and how this serious issue significantly impacts a substantial amount of adolescents worldwide. Bullying is the repeated victimization of an individual by intentional physical or verbal abuse, exploitation and exclusion, within a context in which there is an imbalance of power (Hoffnung, 2015). Olweus (1995), a bullying phenomenon researcher, estimates that 10% of children and adolescents between the ages of 7 to 16 years’ experience bullying. Subsequently, HoffnungRead MoreCyber Bullying And Its Effects On Society1537 Words   |  7 PagesBullying has been going on for generations, it’s not a new topic. That doesn’t mean times haven’t changed. New technology has made it possible for people to bully one another without even having to be near them. This is called â€Å"Cyber Bullying†. Teens are turning electronic devices into â€Å"weapons† by using social networking websites, chat rooms, text messaging, and even more ways possible. Through this they call each other names, demean each other, and even threaten each other. Kids are put i n serious

Vice President and New Executive Vice Free Essays

Case Analysis ReportFMBT Bank I. Statement of the Problem The new Executive Vice President and Chief Information Officer of FMBTBank have no clear authority and responsibility. II. We will write a custom essay sample on Vice President and New Executive Vice or any similar topic only for you Order Now Objective There should be a clear authority and responsibility for the new IT Executivein order for her to be effective and efficient. III. Analysis of the Causes a. Relationship between IT Department and other bank business units ismixed up causing considerable confusion, friction and inefficiency. . Work request are vague and not coordinated and consolidated to reflect aclearer picture of the problem making it hard to formulate a quick solutionwhich the bank’s other business units require. c. The presence of the new IT executive was not welcomed by the unitmanagers of other business units of the bank making it harder for her tofacilitate solutions for IT problems. d. IT staff responsibilities are limited only to application works. They are notgiven the freedom to explore and apply new developments in the ITindustry. e. There is considerable influence from other regional executives todecentralize IT operations to regional branches because they feel thatresponse will be faster to meet their requirements. IV. Choices a. Define an explicit authority and responsibility of the new IT executive. Thespan of authority should include all business units involve in the use IT toensure that all will follow IT processes and procedures. . The new IT executive must formulate strict IT policies and procedureswhich have the approval of the CEO and all IT users are required to follow Failure to follow IT policies and procedure should be dealt with inaccordance with company’s existing rewards and punishment policies. c. Involve IT staffs in a more flexible working environment and give them thefreedom to take advantage on new IT innovations and apply it to thecompany’s IT system. d. Re-organize the company’s whole organizational structure to adapt intothe new requirement of IT technology rather than remain as rigid as thecurrent vertical structure. e. Decentralize the whole IT department operations to regional branches inorder that implementation will be faster. V. Selection from the Choices As a CEO, I will reorganize the whole organizational structure of the companyand include IT as a major division in the implementation of companystrategies. If a bank wanted to grow in this generation, it must be willing toadapt to technological innovations. Task the new IT executive to formulate ITpolicies and procedures that will be implemented company wide where all ITusers are required to follow. VI. Implementation IT department should be given blanket authority in terms of implementing ITstrategies of the company and this should be understood by all departmentsand divisions. The new IT executive should create a company wide IT helpdesk where allwork requests are consolidated, analyzed and collated to come up with anintelligent solution to all IT problems. This will also eliminate confusion;friction and inefficiency since all information needed to create a solution arealready consolidated. The only thing that IT will do is to design a frameworksolution to any imaginable IT problems that were presented based on the IThelpdesk consolidated information. With this strategy, IT will have moreefficient control of its resources and channel saved resources in developingnew IT innovations that they can apply for the development of the company. 2 VII. Work place application In our company, the IT department has full control of all IT related issues. ITdepartment has regional helpdesk to cater to all IT related work requests. TheIT helpdesk will in turn consolidate all work requests and assign qualifiedtechnical staffs that can best address the problem. For minor IT problems,the helpdesk will address it immediately by giving direct instructions to theuser. If technical intervention is required, a district IT technical staff will beimmediately dispatched to address the problem How to cite Vice President and New Executive Vice, Essay examples

Hume Liberty and Necessity free essay sample

Hume wants to discuss what liberty and necessity mean and whether or not they can be compatible with each other. This is all really a discussion of Hume’s view of free will and determinism, and how they can be easily reconciled through compatibilism where for example both liberty and necessity are required for morality. He starts off by considering the idea of necessity and defines it as, â€Å"the constant conjunction of similar objects, and the consequent inference from one to another† (Hume 150). He wants to talk about its relation to what he calls liberty. He defines his hypothetical liberty as, â€Å"A power of acting or not acting, according to the determinations of the will† (Hume 159). This sounds like free will, meaning that people have the ability to act or not act in certain ways. He wants to deny any possibility of chance, because he’s an empiricist, and if you have the possibility of chance, what can you ever really know about the world. In every case, Hume is going to want to go out into the world and see where things come from even these ideas of liberty and necessity to see if there is a way to have both. To take it further, he goes on to claim that we’re all compatibilists without even realizing it. In order to explain his reasoning, he makes three arguments: the necessity argument, the spontaneity argument, and the anti-libertarianism argument. For the necessity argument, he says that when we look at the world around us, it appears that there is some constant conjunction between a person’s character and the actions that they make. This is very similar to his argument about cause and effect, but in this example, we’re no longer comparing things like billiard balls knocking into one another causing the other ball to move, he’s applying this idea of cause and effect to people. He basically says that people with a certain character will always go with the resulting action. This is an example of the constant conjunction between similar objects that he talks about and in this case, the similar objects would be the person and their action. For the second half of the necessity definition, involving inference, Hume says we make inferences between people’s character and their actions, and then he goes on to say that without making these inferences about people, we wouldn’t be able to function. For the spontaneity argument, Hume wants to address what the distinction between a free action and an unfree action is in relation to his idea of liberty. He says that free action can be distinguished from unfree action not because it doesn’t have a cause, but rather that it has a different type of cause than unfree action. Basically, he’s saying that responsible or morally free actions are caused by our own motives, while if there is an unfree action, it is caused by some external thing meaning something outside yourself is causing you to do this action. So with regards to the spontaneity argument, the person doing the free action has a conjunction to the action they’re doing, because it was done by their own desires or motives. Meaning if it was not an accident caused by some external thing making you do an action, you are held responsible for that action and were therefore determined by your own will. For the anti-libertarian argument, Hume wants to say that freedom of indifference, which is Descartes’ idea, would make moral responsibility impossible, because a liberty really does not exist. He says you couldn’t blame something that just happened on someone who had nothing to do with it. For a libertarian there would be no possibility of being held responsible, therefore morality would be impossible. So basically, Hume believes that liberty and necessity are compatible, because they really deal with different ideas. For example, liberty comes with a lack of constraint and necessity comes with the idea of cause and effect conjunctions. Therefore, compatibility is people have the liberty to do whatever they choose to do, but they can also be determined by their own desires to do something as well. Hume’s idea of freedom is radically different than Descartes. For Descartes, there are two types of freedom: freedom of indifference and freedom of inclination. Freedom of indifference is the freedom to assent to something ithout evidence of it or to assent to something obscurely. This is the lowest kind of freedom, because in this case, it can go either way meaning a good or bad outcome. In freedom of inclination, we have clear and distinct perceptions of something and you cannot help but assent to it. It’s sort of like God is somewhat forcing us along. According to Descartes, this is the highest form of freedom, because in this case, we could potentially be free from error since we’re going along in accordance with that perfect being. I want to argue in favor of Hume, because Descartes’ idea of freedom, doesn’t really seem to be an actual freedom, because some perfect being is putting these clear and distinct perceptions in your head, so there is really no choice in the matter. On the other hand, I’m not entirely sure that you can always make inferences about people’s character like Hume says. I understand that he believes that change is something we experience in the world, but I don’t know if we could make inferences with people that we’ve just met, even though I guess we do expect them to act a certain way. The example we discussed in class about the boyfriend randomly breaking up with you would definitely be an exception to the rule though, because how could you make inferences about someone who you think is one way and then is a completely different person the next. Other than that, I do believe that Hume has a stronger argument, especially in the sense that more people will be able to relate to his idea that freedom and determination can be compatible.