What dimension of Target Behavior is the Problem?
Tommy is increasing becoming disruptive and is seen through verbal outbursts and pushing of classroom materials onto the floor when assigned academic tasks in a quiet environment. The verbal outbursts include telling off a learner to shut up, and yelling that he isn’t doing an assignment given. His teachers feel that he takes much of their time dealing with the disruptive behavior. The teachers often respond to Tommy’s behavior by scolding the boy or by initiating a referral to the office.
Why was Differential Reinforcement used in this study?
Differential reinforcement was used in this study to decrease Tommy’s behavior. The instructions were received by Tommy concerning the procedure. With due regard to the procedure, 5 minutes of the play time at the day end was made available to Tommy for every 50-minute session in which there were 3 or less “talk-outs.” Therefore, the frequency of the talk-outs was not cons equated by a specific reinforce. The intermittent talk outs did not cons equate by the use of special reinforce.
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Graph 3 phases of Tommy’s Program data
Figure 1: Phases of Tommy’s Program data.
The figure highlights the phases of recording the Tommy’s behavior. It can be realized that the differential reinforcements program was quite effective based on the accomplishment in terms of Tommy’s assignments. Through the session, the student exceeded the expectations.
