The current instructional practices follow the direct instruction components. Visual aids, rewards, corrective feedback are present throughout each lesson. The EBP also follows along with the school wide implantation of the Nurtured Heart Approach. When students gain attention from the teachers for positive behavior, it reinforces the practices of the EBP. Providing students with multiple ways of learning, the material that is being presented allows all students an opportunity to learn. The current instructional practices include the implementation of additional evidence-based practices. The implementation of social stories and rules and routines is present but not reinforced on a daily basis. The student that the EBP’s were implanted for
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The results state that without prior teaching of the alternative behavior the practice is not as beneficial. According to current literature, differential reinforcement can be implemented with students with and without autism. Based on the findings multiple aspects improved because of developing an alternative behavior for the undesired behavior. Collecting the necessary data and observations that need to be conducted prior to implementing the practice is possible in general education and special education settings according research findings (LeGray, Dufrene, Mercer, Olmi, & Sterling, 2013). “DRA has been successful at reducing severe behaviors for many participants, while replacing the unwanted response with appropriate behaviors that can enhance participants’ quality of life. It rarely produced unwanted side effects but instead commonly resulted in positive collateral changes. However, in those cases where the alternative behavior rate would be difficult to maintain, schedule thinning has been shown to successfully reduce the rate to acceptable levels (Petscher, Rey, & Bailey, …show more content…
Incorporating multiple practices simultaneously and consistently provides the students with multiple exposures of tools to gain independence, improve attention, social skills, decrease multiple undesirable behaviors, and increase on task productivity.
Assessment of the efficacy of the researched EBP(s) as they relate to key concepts of the course (strengths and weaknesses as found in each study, recommended applications, etc.)
The ability to produce a desired result is possible through the implementation of differential reinforcement. “Results from this study demonstrate that pre-teaching the alternative behavior immediately prior to DRA sessions resulted in a greater display of the alternative behavior and reductions in problem behaviors relative to DRA alone” (LeGray, Dufrene, Mercer, Olmi, & Sterling, 2013). “Consideration of the contextual fit of a treatment is a necessary component of designing a good intervention plan for students who engage in challenging behavior. An intervention that fits well within a teacher’s classroom schedule and is judged to be socially acceptable will have greater success than a treatment that the teacher feels is harmful for the student or interrupts the daily classroom routine” (Machalicek, O’Reilly, Beretvas, Sigafoos, & Lancioni,
The results state that without prior teaching of the alternative behavior the practice is not as beneficial. According to current literature, differential reinforcement can be implemented with students with and without autism. Based on the findings multiple aspects improved because of developing an alternative behavior for the undesired behavior. Collecting the necessary data and observations that need to be conducted prior to implementing the practice is possible in general education and special education settings according research findings (LeGray, Dufrene, Mercer, Olmi, & Sterling, 2013). “DRA has been successful at reducing severe behaviors for many participants, while replacing the unwanted response with appropriate behaviors that can enhance participants’ quality of life. It rarely produced unwanted side effects but instead commonly resulted in positive collateral changes. However, in those cases where the alternative behavior rate would be difficult to maintain, schedule thinning has been shown to successfully reduce the rate to acceptable levels (Petscher, Rey, & Bailey, …show more content…
Incorporating multiple practices simultaneously and consistently provides the students with multiple exposures of tools to gain independence, improve attention, social skills, decrease multiple undesirable behaviors, and increase on task productivity.
Assessment of the efficacy of the researched EBP(s) as they relate to key concepts of the course (strengths and weaknesses as found in each study, recommended applications, etc.)
The ability to produce a desired result is possible through the implementation of differential reinforcement. “Results from this study demonstrate that pre-teaching the alternative behavior immediately prior to DRA sessions resulted in a greater display of the alternative behavior and reductions in problem behaviors relative to DRA alone” (LeGray, Dufrene, Mercer, Olmi, & Sterling, 2013). “Consideration of the contextual fit of a treatment is a necessary component of designing a good intervention plan for students who engage in challenging behavior. An intervention that fits well within a teacher’s classroom schedule and is judged to be socially acceptable will have greater success than a treatment that the teacher feels is harmful for the student or interrupts the daily classroom routine” (Machalicek, O’Reilly, Beretvas, Sigafoos, & Lancioni,