Assignment # 3: My Intervention

            For my intervention with A, I have decided to use Behavior Modification. The desired behavior in this case is for A to have better focus during homework. This means a reduction in the amount of times A looks away from her homework. Research has shown that the most effective way of treating ADHD is using a combination of medication and behavior modification. For this case, medication is not an option; therefore it will rely on behavior modification alone. (Chang, H.H., Chang, C.S., Shih, 2007)

In an article by Pelham and Fabiano (2000), it is stated that above all behavior modification is the preferred method:

Attention deficit/hyperactivity disorder (ADHD) is a chronic and substantially impairing disorder. This means that treatment must also be chronic and substantial. Behavior Modification, and in many cases, the combination of behavior modification and stimulant medication, is a valid, useful treatment for reducing the pervasive impairment experienced by children with ADHD. Based on the research evidence reviewed, behavior modification should be the first line of treatment for children with ADHD. (Pelham, Fabiano, p. 1, 2000)

           

In Behavior Modification the consequence of the behavior is crucial to the efficacy of the intervention. Observable and measurable behaviors are assumed to be good targets for change. Reinforcers are consequences that strengthen behavior; they increase the rate or probability of a behavior. (Mather, Goldstein, 2001)

             In A's case, the behavior that we would like to strengthen is better focus during homework. In order to accomplish this, positive reinforcement will be used. Although the baseline will be measuring the amount of times A looks away from her homework, the ultimate goal is to strengthen concentration of the task at hand (homework). Therefore a significant reduction in the amount of times A looks away from her homework will signify improvement in homework concentration.

            When using positive reinforcement there are a few steps necessary for it to be done properly. The first step is that the problem must be defined. The second step is to illustrate a design to change the behavior. The third step is to choose a reinforcer and the fourth is applying the reinforcer consistently in order to shape or change the behavior. (Mather et al, 2001)

            The identified problem in A's case is distraction during homework time. This is defined by the amount of times A looks away from her homework. In order to reduce the frequency of A's looking away from her homework, she will receive a reward for the apparent times that she is concentrating. A chart will be made for both A and I to keep track of every homework problem she completes. Each time a problem is complete A will receive a sticker that both she and I will alternate putting on the chart. The purpose of having A sometimes put the sticker on the chart is to give her an active role in this process. If she feels like an active participant, she is more likely to be excited about the process and will hopefully be motivated to achieve the goal. (Mather et al, 2001)

            After speaking to A about what she would like as a reward for concentrating on her homework, she told me that she would like a prize. Because it is such a difficult process to get homework done with A, it would be unrealistic for A to be motivated to complete her homework if the prize was received only after all of her homework is completed; the waiting period would be too long and would make the goal appear out of reach. Therefore I have decided to use the stickers after each homework problem completion so A can see her progress as she goes about her homework and can view receiving a prize as a likely possibility. It is important that the reward is viewed as a viable option to A. (Mather et al, 2001)

The stickers will serve as a small reinforcer that can lead to receiving the larger, more desirable reinforcer. We will decide together on an appropriate amount of stickers received/problems completed, that will be required in order to receive a prize. We will also create a reinforcement menu; meaning that A will list prizes preferable to her so that her motivation to receive the reinforcement will be ensured (I will of course make sure that the prizes are realistic). The idea is that as long as the behavior is followed by a reinforcing stimulus, the possibility of that behavior to occur in the future is increased. (Mather et al, 2001)

Behavior modification comes from B.F. Skinner’s Operant Conditioning which is connected to the theory of Behaviorism. Operant Conditioning is the use of an antecedent and/or a consequence of a behavior to influence the occurrence and form that behavior. It is a method of learning that occurs through reward and punishment. The reward is a positive or negative reinforcement which strengthens or increases the behavior by adding something that is considered a reward or subtracting something that is considered unpleasant. (Gale Group, 2001)

Skinner created an environment for a rat in which the rat would receive food whenever it would hit the lever. Eventually the rat "learned" that hitting the lever resulted in the appearance of food and it would therefore continue to hit the lever in order to receive the food. Skinner related the same form of operant learning to human beings. Human beings operate in their own environments and learn from the consequences of their behavior as long as the behavior is consistently reinforced. In Skinner’s rat situation the food is the reinforcer and the lever is the operant. In A’s case, the stickers as well as the ultimate prizes are the reinforcers and the homework completion is the operant. I am very excited and curious to see the final outcome of this project and hope that it will make a significant difference in A’s learning. (Gale Group, 2001)

References

Chang, H. H., Chang, C. S., & Shih, 2. (2007). The process of assisting behavior modification in a child with attention-deficit hyperactivity disorder. The Journal of Nursing Research, 15(2), 147.

Gale Group. (2001). Operant conditioning. Gale Encyclopedia of Psychology 2nd Edition, , march 9th, 2011.

Mather, N., & Goldstein, S. (2001). Learning disabilities and challenging behaviors: A guide to intervention and classroom management. Paul H. Brookes Publishing Co, , 96.

Pelham, W. E., & Fabiano, G. A. (2000). Behavior modification. Child and Adolescent Psychiatric Clinics of North America, 9(3), 671.

"Operant conditioning". Encyclopedia of Psychology. FindArticles.com. 09 Mar, 2011. http://findarticles.com/p/articles/mi_g2699/is_0005/ai_2699000572/ Gale Encyclopedia of Psychology, 2nd ed. Gale Group, 2001.