4.4 Assignment: Field Experience – Classroom Observation Baseline Data
Read Chapters 5 and 6 in Applied Behavior Analysis for Teachers.
Review the previous chapters, especially Chapter 4, from the textbook and the documents you have read for various assignments.
In your field experience classroom, you will take additional baseline data on the target behavior of your student.
Be sure that you are recording your field experience time on your form and having your cooperating teacher sign off on it.
In addition to the ABC observation you have completed, you will now use ONE additional tool to measure the target behavior on separate occasions (different times, same setting OR different times, different settings).
You selected another tool in Workshop Three that is appropriate for adequately measuring your student’s target behavior. You may use the observation forms found in Workshop Three for these observations.
Using either an event recording, latency, or interval observation: Observe your student on three separate occasions (Use the same observation type but across different settings). We need these three repeated observations during the baseline phase to gather a clear picture of the behavioral dimensions.
Graph your baseline data gathered from your event recording, latency, or interval observations. Use the “standard graphing directions” for use with Word and Excel in the Appendix on pp. 386-402 in your textbook to graph data OR you may use ChartDog Graphmaker(new tab).
Graph your baseline data. (You will only graph the baseline phase; you do not need to graph data for an intervention phase at this time.)
Label the graph.
Label both axes (Dates/Sessions and Occurrences/Latency in Time/Number of Intervals).
Connect the data points with lines.
Complete a one-page summary that interprets your baseline data:
Summarize the data, identify potential triggers (antecedents) of the target behavior, and connect to hypothesized behavior functions.
Describe additional patterns observed from these observations relative to your ABC observation. What new insight did you gain?
Describe new insights regarding potential relationships between behaviors and cultural expectations, language, and disability.
5.4 Assignment: Communication Observation in the Field
Methods for Supporting Students with Behavioral Needs and Autism Spectrum Disorder (EDSE-535)
18 November 2022
Experiential Learning Observation on Communication
Individuals with ASD require social communication as an essential component of their social lives. Patients with ASD may find it difficult to socialize and interact with others. Interactions in social communication include both verbal and nonverbal interactions (Febriantini, Fitriati & Oktaviani, 2021). For people with AS, this may include difficulties communicating, making friends, dating, initiating, and maintaining relationships, and communicating through body language and facial expressions.
While difficulties with social interactions are common among people with ASD, each individual’s experience is unique (Sosnowy, Silverman, Shattuck & Garfield, 2019). No two people with ASD will face the same challenges or struggle with social interactions. Understanding how these challenges affect different people, on the other hand, can better inform service providers and families about the best ways to support these people. The form attached below provides research updates on one of the students with ASD.
Form for Observing Communication
Shalonda Henderson is the observer’s name.
B. Biddle is the student’s name.
The date is November 15, 2022.
Particular Behaviour Observed Behavior Displayed Behavior Not Displayed
Difficulty interacting with other students
D Limited eye contact
Students keep themselves occupied with objects.
ND student ignoring pain
Unusual laughter expression D
Using gestures rather than words D
Behaving deafeningly ND
Assuming danger while expressing no fear ND
Being lonely and isolated ND
Inappropriate gameplay D
Excessive physical activity D
ND avoids cuddling
Resistance to routine modifications
Displaying signs of stress for no apparent reason D
Observation and Reflexion
It has been observed that B. Biddle only participates in classroom settings on rare occasions. Individuals with ASD struggle to interact with other members of their group, even if they are all in the same class (Kodak & Bergmann, 2020). Because there is little eye contact between the student and the other people, the student finds it difficult to understand what they are saying. B. Biddle laughs despite the fact that nothing is funny around them right now.
People with autism spectrum disorder (ASD) almost always exhibit this behavior, which involves laughing or chuckling even when there is no reason to. Gestures are used to convey information to the other student. It is more common in people with autism spectrum disorder (ASD), who have poor verbal communication skills (Lau et al., 2020). B. Biddle, the student, will play whenever it is convenient for him. B. Biddle, a student, is seen engaging in a great deal of activity. They engage in this excessive activity when they are alone in the field, with no one challenging what they are doing. The expression on B. Biddle shows signs of mental strain and stress. B. Biddle appears unsettled, which is a symptom of autism spectrum disorder (ASD), which causes its victims to appear stressed even when they are not.
W. A. Febriantini, R. Fitriati, and L. Oktaviani (2021). An examination of autistic children’s verbal and nonverbal communication. Journal of Language Education Research, 2(1), pp. 53-56. .
T. Kodak and S. Bergmann (2020). Characteristics, associated behaviors, and early intervention in autism spectrum disorder 525-535 in Pediatric Clinics.
B. Y. Lau, R. Leong, M. Uljarevic, J. W. Lerh, J. Rodgers, M. J. Hollocks,… and I. Magiati (2020). Anxiety in autistic children: Common and autism-related anxiety experiences and their associations with individual characteristics. Autism Spectrum Disorders, 24(5), 1111-1126.
C. Sosnowy, C. Silverman, P. Shattuck, and T. Garfield (2019). Setbacks and triumphs: How autistic young adults seek friendship. Adult Autism, 1(1), pp. 44-51.