Completed the course evaluation in place of this A/AA assignment. Thank you!

Hello all! My name is Diana and I am in my first year of graduate school pursuing an MA in Special Education. I am taking the ABA track in hopes of becoming a BCBA. I became interested in this field during my undergrad years when I was a caretaker for a child with Autism. I worked closely with this child for most of my undergrad years and thus I became very interested in the field of ABA because of this special opportunity. I look forward to learning from you all and to sharing our knowledge.

Hi everyone! My name is Kelsie and this is my last semester in graduate school before receiving my Masters in Special Education. I currently work at a ABA day program clinic and have been there about a year and a half. My goal is to become a BCBA and hopefully open a clinic of my own! I am also thinking about going back to school and receiving my Doctorate. I am looking forward to a great last semester!

Hey yall, My name is Abigail Palacios. I am pursuing an MA degree with a concentration in Special Education. Currently, I am a speech therapist working with children in a school and home health setting. My kiddos at work range in their disabilities from moderate to severe, so I am excited to gain knowledge that will aide in my treatment practices. I look forward to working with all of you and wish everyone luck with this course.

My Name is Maureen Pirog and I am currently embarking on the path to my next career (which is to become a BCBA). I have previously worked as a school nurse for the Department of Defense and was allowed the opportunity to work with children of many differing abilities. I have obtained my RBT certificate and am currently working with ATC. As I would like to go back into a school setting, I feel that this class has a lot to offer me.

Hello class! I'm Ariane "Ari" Lopez and I am currently pursuing my Master's in Special Education with a concentration in ABA. I previously worked as an assistant speech language pathologist, and now work as a registered behavior technician at a center for learners with autism and other developmental disabilities. Like many of you, I too, hope to pursue a future career as a BCBA!

Good evening class,

My name is Alexis and I am currently in my third semester of graduate school. I am in the Special Education program with a concentration in applied behavior analysis. I am a former speech therapist and current behavior therapist. I have had the opportunity of working alongside children with mild, moderate, and severe disabilities while providing behavior and speech and language therapy to children. I currently work alongside with children diagnosed with Autism. I look forward to learning new information with all of you.

Hello everyone! My name is Catalina Pino and I am in my second semester of graduate school. I am pursuing my ABA certificate with my master's degree in order to provide more for my students and hopefully become a BCBA in the future. I currently teach in a middle school ALE classroom at Northeast ISD and have loved every minute of it. I am looking forward to all the summer semester has to offer and working with everyone!

Hi Everyone, My name is Sierra Sanchez. I have two years clinical experience with individuals with moderate/severe disabilities. I currently hold two certifications in ABA as a registered behavior technician and a board certified autism technician. My goal is to be a BCBA and work in the schools as a Behavior analyst/ Specialist.

Hello, My name is Alex and I am currently a special education teacher in Austin ISD. I have to years experience working in a ABA clinic as an RBT, and hope to become a BCBA after graduation. SPE6443UTSA

Hello all! My name is Raven, I am in the process of completing my masters in Special Education with concentration in ABA. I hope to either become a BCBA or special education teacher. I am currently working as an RBT to gain more clinical experience. I look forward to working with you guys this semester!

Hi! My name is Erin Ramirez. I'm a masters student in the SPE department, following the ABA route. I am an RBT and looking forward to becoming a BCBA in the near future. I have experience working with individuals with moderate/severe disabilities through my job. I'm looking forward to learning more throughout this course!

Hello! My name is Alexandria Arriaga and I am currently a doctoral student in the ILT department. I am a BCBA and I served as Dr. Mason's GRA this past spring/fall as well. I have experience working with individuals with moderate/severe disabilities in the public school setting in the role of special education teacher, behavior specialist, behavior analyst, and program specialist for SPED. Looking forward to working with everyone in this class!

Keller and Schoenfeld (1950) presented extinction as something that is emitted or reached in a time interval either 5 or 10 minutes in which a response is not observed. Yang (2003) used this same notion in order to diminish self inflicted injuries brought on by scratching various surfaces of the body. Restraints were removed, during the extinction the physical blocking and verbal instructions stopped. In this study the extinction was successful and the scratching subsided without any major incidents. When working with children that have mild to severe disabilities, these behaviors can range in severity. As a trained professional when is it appropriate to intervene or subside extinction treatment if the behaviors continue? How many trials are enough? What restraints if any are appropriate? How do we keep it from getting out of hand and triggering a melt down or severe episode?

[]http://eds.b.ebscohost.com.libweb.lib.utsa.edu/ehost/pdfviewer/pdfviewer?vid=7&sid=cf2d05ac-6c89-40fb-9481-f9a08aa422e7%40sessionmgr120http://insert-your-link-here.com)

After reading chapter one of Principles of Psychology by Keller and Schoenfeld (1995), I was able to gain a better understanding of psychology and the necessary approach that psychologist take in the field to better understand those that they work with. In the book, they spoke about stimulus and response, and how each play their own role in modern psychology. According to Keller and Schoenfeld (1995), “A stimulus may be provisionally defined as “a part, or change in a part, of the environment, “and a response may be defined as “a part, or change in a part, of behavior” (p.3). Basically, a stimulus cannot be define on its own without having a detectable change in its internal or external environment.

Peters-Scheffer, N., Didden, R., Mulders, M., & Korzilius, H. (2010). Low intensity behavioral treatment supplementing preschool services for young children with autism spectrum disorders and severe to mild intellectual disability. Research in Developmental Disabilities, 31(6), 1678-1684. Doi:10.1016/j.ridd.2010.04.008

Scheffer, Didden, Mulders and Korzilius (2010), conducted a study to evaluate the effectiveness of low intensity behavioral treatment on 22, 3-6 year old children with autism spectrum disorder, and mild to severe intellectual disabilities in the preschool setting. It was also stated that they children with Autism Spectrum Disorder (ASD) and Intellectual Disorder (ID) show restricted, repetitive behaviors, deficits in social reciprocity and communication. In addition to that, “They showed internalizing and externalizing behavior problems” (Scheffer et al, 2010, p. 1678) as cited by (Harley, Sikora and McCoy, 2008). “The aim of the study was to assess the effects of low intensity one to one behavioral treatment with an environment that formally uses behavioral principles, on development age and adaptive skills in 12 children with ASD and ID” (Scheffer et al., 2010). Additionally, symptom severity, emotional and behavioral problems were assessed because it was believed that they could interfere with treatment and change as a result of that. The intervention used consisted of elements of TEACCH to structure and visualize the environment (visual timetables, routines and workstations), incidental teaching, structured play and activities in a group setting. In addition to that, individual physiotherapy, speech, play and music therapy were offered to each child for an hour each week. Overall, a one on one behavioral treatment per week for a period of 8 months were used to access these students through a pretest posttest control group design. It recorded at first that no significant changes were made during the first couple of months, but, after 8 months into the treatment, children in the treatment group made significant changes in their adaptive skills versus those of the control group.<br> If I were to implement this into a classroom setting, I would prefer to have the study be assessed a little longer, and during the full school term. The correlation between the K&S text and this article is that, the children needed a “stimulus” in order to response to the change being offered to them. In this case, the TEACCH strategies used in the preschools over a period of time acted as that agent. In addition to that, parents as well as teachers were instructed to stimulate to the general skills that their child has learned as a part of the new environment that they were being placed in. Discussion Question: What are some ways that educators and parents alike can collaborate to improve the cognitive, language, academic and adaptive skills of students with ASD and ID in the preschool setting?

Vargas (2013, p. 21) defines "a cause of behavior is a condition or event on which that behavior depends". Vargas later states that "all students come into class with patterns of behavior that have been established by a lifetime of past experiences, including experiences at home. But what any student continues to do or begins to do differently in the classroom depends upon the contingencies set up within that environment (p. 31)<br> The students who come to our ABA clinic come to us with a variety of past experiences and treatment programs. Our programs are set up in a way that contingencies for reinforcement are spelled out very specifically. We control the students' environment to use cause-effect sequences to teach our students coping behaviors. In a clinical setting, the students are worked with in a one-on-one environment. Our goal is to be able to transfer our students back into their school environment. This transition back into their home school is a challenging issue. How can we help set up classroom environments to meet the needs of our students when moving to an environment of 20-30 students? What can we do as an ABA clinic to prepare our students to succeed in this new environment? We do set up the programs in a way where our students are given scenarios that challenge their behavioral responses to issues they will face. These cause and effect sequences are extremely important in developing the skills necessary to succeed outside of a clinical setting. It will still be challenging for our students as we can't incorporate all of what they may experience when they leave us, but as Vargas pointed out, the contingencies that are set up in a classroom has a great impact on how the classroom will operate.

Vargas, J. S. (2009). Behavior analysis for effective teaching. New York, NY, US: Routledge/Taylor & Francis Group.

A stimulus precedes a response and in a three term contingency that stimulus is called an antecedent. As educators we control a classroom and a classroom is an environment. Students learn within the classroom environment. Students can display challenging and disruptive behaviors within that environment. As educators how often do we consider that the classroom environment is the stimulus that is causing the response of challenging or disruptive behavior? If it is considered, how often do we consider antecedent intervention? Antecedent interventions are changes that can be made to "design environments that select adaptive behaviors" (Cooper, Heron, & Heward. 2007). By using antecedent interventions it "may help to minimize or eliminate problem behavior without the need for consequence interventions" (Bicard, Erven, Bicard, & Baylot-Casey. 2012).

Cooper, John O., Heron, Timothy E.Heward, William L.. (2007) Applied behavior analysis /Upper Saddle River, N.J. : Pearson/Merrill-Prentice Hall,

Bicard, D.F., Erven, A., Bicard, S.C., Baylot- Casey, L. (2012). Differential effects of seating arrangements on disruptive behavior of fifth grade students during independent seatwork. Journal of Applied Behavior Analysis,45, 407-411

Flynn, S.D., & Lo, Y. (2015). Teacher Implementation of Trail-Based Functional Analysis and Differential Reinforcement of Alternative Behavior for Students with Challenging Behavior. Journal of Behavioral Education, 25 (1), 1-31.

The independent variable for this study was the use of Trail-Based Functional Analysis (TBFA) and Differential Reinforcement of Alternative Behavior (DRA) on the student's challenging behavior. Teachers were trained in TBFA and then implemented the methodology in their classroom with the student participants. Following this, teachers were given training in DRA. The teachers would then implement individuals DRA in their classrooms with the student participants.

The dependent variables in the study were the teacher's procedural fidelity, the student's challenging behaviors, and student replacement behaviors following the completion of the intervention.

The behavior that is being targeted by the researchers is "challenging behavior" by students. Some of the challenging behavior includes things like vocal outbursts and self-stimulatory behavior.

In our text, Principles of Psychology, Keller & Schoenfeld (1950) referred to “reflex” as the observable response as it relates to the then-modern psychological view of itself as stimulus-response science: This is essentially the first 2 steps of the 3-term contingency in today’s modern science of Behaviorism. In their research, Cohen and Demchak (2018) demonstrated this still relevant principle of stimulus-response by teaching 3 boys, ages 8-11, who had been identified and/or diagnosed as having moderate-to-severe disabilities the use of visual supports. This skill was then used to determine if it was effective in increasing task independence and completion while reducing the need for prompting by support staff. Each visual support system was individualized to the ability of the participant by providing the correct level of visual stimuli to elicit the desired responses. The measured variable was the presentation of the visual supports both with and without prompting. This was measured as a percentage of independently completed tasks or activity steps. As the researcher demonstrated, this program can be used in classrooms with learners of varying ability levels as long as it is individualized for the user.<br> Cohen, A., & Demchak, M. (2018). Use of visual supports to increase task independence in students with severe disabilities in inclusive educational settings. Education and Training in Autism and Developmental Disabilities, 53(1), 84-99. Retrieved from https://login.libweb.lib.utsa.edu/login?url=https://search-proquest-com.libweb.lib.utsa.edu/docview/2002969405?accountid=7122

Data was collected by utilizing standardized testing, such as parent questionnaires and skin conductance measures.

Researchers who conducted this study wanted to see if there was a correlation between auditory stimuli and behavioral responses in children with ASD. By doing so they compared children with ASD and children without ASD.

Results to this study concluded that there is a correlation between auditory stimuli and behavioral responses in children with ASD.

This article relates to K&S in that they both target stimulus response. The children are exposed to an auditory stimulus (environmental) and researchers are looking for a response (behavior) (pg2). K&S defined threshold and latency. If a child had a response it is because the auditory stimulus was able to reach threshold. Threshold of children with ASD may differ from those children without ASD. Children with ASD may have over responsiveness to stimuli that would cause them to be in fight or flight mode if their receptors are not fired accordingly.

Chang, M. C., Parham, L. D., Blanche, E. I., Schell, A., Chou, C., Dawson, M., & Clark, F. (2012). Autonomic and behavioral responses of children with autism to auditory stimuli. The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association, 66(5), 567-576. doi:10.5014/ajot.2012.004242

In Keller and Schoenfeld (1950), They talk about behavior and it's relation to the environment (pg.2). Behavior is a response or reflex to a particular stimulus. The stimulus is something that comes before the behavior or response. " An environmental event becomes a stimulus by virtue of the fact that it is followed by a response" (Keller & Schoenfeld, 1950). The classroom environment can be a stimulus causing the response of disruptive behavior, in this study, or other challenging behavior. By changing the stimulus or environment, antecedent intervention, can then change the response resulting in a decrease in challenging behavior.

The dependent variable is disruptive behavior. This is the behavior that is predicted to change based on the intervention.

The intervention that was used was a antecedent based intervention. That with the change in who selects the seats will determine the impact on the behavior.

The intervention that was used was a antecedent based intervention. That with the change in who selects the seats will determine the impact on the behavior.

The dependent variable is disruptive behavior. This is the behavior that is predicted to change based on the intervention.

In Keller and Schoenfeld (1950), They talk about behavior and it's relation to the environment (pg.2). Behavior is a response or reflex to a particular stimulus. The stimulus is something that comes before the behavior or response. " An environmental event becomes a stimulus by virtue of the fact that it is followed by a response" (Keller & Schoenfeld, 1950). The classroom environment can be a stimulus causing the response of disruptive behavior, in this study, or other challenging behavior. By changing the stimulus or environment, antecedent intervention, can then change the response resulting in a decrease in challenging behavior.

Reference: Bicard, D.F., Erven, A., Bicard, S.C., Baylot- Casey, L. (2012). Differential effects of seating arrangements on disruptive behavior of fifth grade students during independent seatwork. Journal of Applied Behavior Analysis,45, 407-411.

Reference: Bicard, D.F., Erven, A., Bicard, S.C., Baylot- Casey, L. (2012). Differential effects of seating arrangements on disruptive behavior of fifth grade students during independent seatwork. Journal of Applied Behavior Analysis,45, 407-411.

The dependent variable is disruptive behavior. This is the behavior that is predicted to change based on the intervention.

In Keller and Schoenfeld (1950), They talk about behavior and it's relation to the environment (pg.2). Behavior is a response or reflex to a particular stimulus. The stimulus is something that comes before the behavior or response. " An environmental event becomes a stimulus by virtue of the fact that it is followed by a response" (Keller & Schoenfeld, 1950). The classroom environment can be a stimulus causing the response of disruptive behavior, in this study, or other challenging behavior. By changing the stimulus or environment, antecedent intervention, can then change the response resulting in a decrease in challenging behavior.

I think that there does not need to be much modification to the procedure itself. I think to use this intervention the classroom has to start out with individuals being allowed to seat themselves. They then should take baseline data on the disruptive behaviors and then implement an antecedent intervention of teacher selected seating to decrease disruptive behaviors.

The intervention that was used was a antecedent based intervention. That with the change in who selects the seats will determine the impact on the behavior.

Disruptive behavior were tracked using a frequency count per individual. At the end of the session the total frequency of all students behavior was then used to calculate a rate of disruptive behavior for the class as a whole.