Scenario 1: Structural Analysis
Betty engages in self-injurious behavior, a common behavior with autistic children. A functional analysis is hypothetically done to provide an outline for the behavior analysis under professional supervision. Before conducting a structural analysis for Betty, it is necessary to make descriptive assessments of her behavior through direct observation for the purpose of establishing the behavior function and function analysis development. Possible antecedent in this case study that triggers Betty’s behavior is escape from difficult and non-preferred task demands. Self-injurious behaviors are learned behaviors which make Betty gain external reinforcement from her environment and the people around her.
To conduct a structural analysis for Betty’s behavior, manipulation of the antecedent is achieved by task adjustments. A structural analysis is to be conducted by presenting the events most likely to contribute to her behavior. These events include giving her sets of easy tasks, difficult tasks and giving her breaks where no tasks are given simultaneously. Behavior occurrence was recorded in every instance. The results of this analysis show that Betty engaged more in self-injurious behavior when given difficult tasks and there was low behavior occurrence when subjected to easy tasks. There was no observed head-banging during the break she was given because she had no tasks assigned to her. The analysis revealed that Betty’s behavior is prompt when she is given difficult tasks while she shows compliance to requests that are not difficult. Since she is autistic, she has a problem with language therefore giving her easy and short tasks in a slow manner reduced the head banging. These data were consistently matched with the results of BCBA’s hypothesized function of self-destructive behavior. Ethical considerations in this scenario include according Betty with provision of treatment with quality care to minimize harm since her behavior is very dangerous to herself as she could end up hurting herself.
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Scenario 2: Consequence Analysis
A consequence analysis is done to determine behavior responses through manipulation of consequences to understand why the subject behaves in a particular manner. Subjecting Jake to the four conditions of functional analysis enables identification of behavior consequences. Data is to be collected through recording of Jake’s behavior in every condition and then it is analyzed by a graph to show functional relations.
Step 1: attention condition – for every time Jake exhibits his disruptive behavior, he should be given attention. This condition is known as contingent attention whereby the frequency his behavior suggest that the behavior function is to get attention.
Step 2: alone condition- Jake is secluded and behavior observation is made via CCTV. Frequency of disruptive behavior in this situation suggests that occurrence of the behavior is due to automatic reinforcement.
Step 3: free play condition- frequency of the behavior is monitored when Jake is playing games of his choice with a practitioner. He receives attention with no demands put on him.
Step 4: Escape condition- every time Jake engages in disruptive behavior; the teacher should stop academic tasks. The functional analysis done revealed that the interfering behavior occurred frequently every time Jake did not receive attention and less frequent when he was given attention. Therefore, it was evident that teacher attention functionally related to the exhibition of Jakes disruptive. These results match BCBAs hypothesis that his behavior is maintained by positive reinforcement in form of social attention.
Ethical considerations in this case includes according Jake a right to privacy while undertaking a consequence analysis since it will be done in the classroom setting where h exhibits this type of behavior. It would be unethical to let other students watch how Jake is reinforced to engage in his target behavior.
Reference
Steege, M.W..and Watson, T.S. (2009). Conducting school-based functional behavior assessments practitioner’s guide (2 nd ed.). New York, NY: The Guilford Press
