Jane Doe's major problem is aggression toward teachers and other students. Jane is unable to cope well due to a lack of social skills, which makes her aggressive and possessive. Therefore, the risk/benefits ratio analysis looks to find an appropriate intervention to reduce aggressive behaviors and make her integrate well in the classroom ( Carbonneau, 2020). Also, the program monitoring system looks to enhance better ways of data collection during the implementation period to ensure that there is a track record to allow for proper correction of the behaviors. The data collection aim to get good behaviors trend to allow for evidence-based correction when there is a necessity during the implementation stage.
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Risk-Benefit Worksheet |
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| ABA Procedure: Restitution and Time out | |
| Protocol: Amending restitution, loaning restitution, exclusion time out and non-exclusion time out | |
| Risk | Notes |
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1. Jane can potentially harm to other children and teachers with her level of frustrations |
It is a significant concern for the aider and the mother. They have all complained about the potential intimidation and reaction after frustrations. The aider should be present to allow Jane sometimes to take off the classes and also isolate her when necessary |
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2. Jane Can potentially harm herself when frustrated. |
Jane’s mother is concerned with potential aggression and behaviors to change, and this is significant. Therefore, there is a need to reassess her situation and find proper guidance by the teacher during the class session. |
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3. Can be stressful and this place her at risk of self-harm |
Mode changes are reported every time Jane plays with others, and it is critical to focus on this area to eliminate isolation by the aider |
| Benefits | Notes |
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1. Restitution is suitable for behavior change. |
Restitution will allow Jane to take responsibilities mostly where aider or the teacher uses a positively reinforce after Jane harms another child or teacher |
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2. Time out allows Rapid suppression of the Behaviors |
The teacher agrees that they will be working together with Jane during a time out that will be used immediately Jane indulge in behaviors that can be a handful to herself and others |
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3. Time out and restitution can lead to behaviors extinction. |
With some form of passive isolation and consequences of the wrong act, the procedure work against unwanted behavior and this will be significant in Jane’s Case |
| 4. Can work interchangeably to suppress the bad behaviors | Both supplement each other to suppress aggression. |
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Summary of Risks vs. Benefits: The benefits are substantive, and they outweigh the challenges. Therefore, Time out and restitution can work better to reduce the extent of Jane's aggression. |
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Implementation
For Jane's case, the teacher and the aider will be responsible for implementing the ABC process. The aider will implement the restitution while the teacher will be performing the time out process. Therefore, both the teacher and the aider will be collecting data from Jane's behaviors. The will frequency datasheet for the data collectors will record time, duration, and how the events took place. The frequency datasheet will be critical as it allows for precision on a timer, and the action that teacher or the aider took initially after the behaviors are noted ( Evans, Butterworth & Law, 2019).
The aider and the teacher only will take data only after observing aggression and after applying either time-out or restitution. The details will include events before the behaviors, events during the behavior and activities after the preventive action is instituted to correct the behavior. For urgency, there will be a need to review the data after each day to understand the progress.
Evaluation
The success criteria will be the reduction in the number of similar aggressive behaviors after each week. The teacher and the aider will assess a specific type of aggressive behavior, such as slapping or pinching for a week. If there will be a reduction in such behaviors after the reinforcement of the corrective measures, this will be a positive indication of better progress. However, if there is no change and the frequency of the occurrences of similar behaviors is still high, there will be a need for the teacher to change strategy. They can change from time-out to restitution and vice versa, depending on the situation and the evaluations' results.
References
Carbonneau, K. J. (2020). Teacher judgments of student mathematics achievement: the moderating role of student-teacher conflict. Educational Psychology , 1-19.
Evans, D., Butterworth, R., & Law, G. U. (2019). Understanding associations between perceptions of student behavior, conflict representations in the teacher-student relationship and teachers' emotional experiences. Teaching and Teacher Education , 82 , 55-68.
