Unit 7 Assignment - Behavior Analysis and Autism Spectrum Disorder 

Autism Spectrum Disorder (ASD) - Background 

Autism is a brain disorder that begins in childhood and is characterized by deficits in social interaction, communication, and repetitive behaviors. In addition to the defining features, individuals with ASD usually also have intellectual disabilities, physical health issues, difficulties with motor skills and problems of attention. A diagnosis of autism is not always entirely clear. There is no medical test that can diagnose autism. Instead, trained psychologists and physicians use behavioral measures and follow criteria established in the DSM by the American Psychiatric Association. In some cases, individuals with ASD excel in math, art, music, or visual skills. It is unclear exactly what causes ASD. The most recent research points to a combination of factors including genetic markers and environmental stressors. 
Behavior Analysis - Background 

As early as the 1960s, psychologists, therapists, and other professionals began working with children with autism and developmental disabilities to help increase useful behaviors and reduce those behaviors that caused harm or interfered with learning. These techniques were built on theories classical and operant conditioning purported by Ivan Pavlov, John Watson, and B. F. Skinner in the early 20th Century. Through decades of study and research, these techniques have been refined and developed to become what is now known as the field of applied behavior analysis (ABA). 
Applied Behavior Analysis 

Differential reinforcement is a method used by ABA professionals to reinforce appropriate alternative behaviors. In other words, instead of kicking someone, a child is able to express their anger and frustration in an appropriate and effective way - without hurting anyone. This would be the alternative behavior that you would want to reinforce as an ABA professional. 
When using differential reinforcement, there are different types or kinds of reinforcement that can be used. They are as follows: differential reinforcement of alternative behavior, differential reinforcement of other behavior, and differential reinforcement of incompatible behavior. 
Here is how they differ: 

DRA = differential reinforcement of alternative behaviors. With this approach, the reinforcement is given for a behavior that serves as a desirable alternative to the problem behavior (e.g., instead of kicking, the child expresses their anger and frustration appropriately), and is withheld when the problem behavior is present (reinforcement is not given when the child kicks). 
DRI = differential reinforcement of incompatible behaviors. With this method, decreasing the problem or target behavior is the goal. Reinforcement is given for a behavior that is topographically incompatible with the behavior targeted for reduction (e.g., sitting in the seat versus getting up and out of the seat while in class), and withheld following instances of the problem behavior (e.g. out of seat behavior). 
DRO = differential reinforcement of other behavior. With this method, reinforcement is given when the problem behavior is absent during a specific time. For example, if the child does not kick others for 1 hour during recess. This method is also sometimes called differential reinforcement of zero rates of responding or omission training. 
Assignment 
Imagine you are a behavior analyst tasked with designing a behavioral intervention for an 8-year old male child with an ASD diagnosis. 
-The child is in a special education classroom with an assistant. 
-He is verbal, although his language skills are impaired, and 
-he has moderate intellectual impairment. 
-He often has difficulty staying on task. 
-In addition, he has trouble with aggressive behaviors and social interaction (verbal and physical). 
-How would you design an intervention for the child that can be used by both the classroom assistant and the teacher? 

Your goals: 
- are to engage the child in learning, 
- reduce aggressive behaviors, and 
-improve social interaction, both verbal and physical. 
- Be sure to mention all of the following terms and techniques in your plan (even if you choose not to use them all): behavioral ABC’s, 
- Reinforcement (differential reinforcement of alternative behavior - DRA, 
- Differential reinforcement of other behavior - DRO, 

And 
- differential reinforcement of incompatible behavior - DRI), 
- Punishment, extinction, stimulus generalization, stimulus discrimination, continuous reinforcement, intermittent reinforcement, and shaping. 

Your paper should: 
• Be three to five pages (3–5 pages) in length. 
• Include references. You may use your textbook and/or any other academic sources as references. Do not use dictionaries, encyclopedias, general information websites or other non-academic sources. 
• Follow Assignment directions (review grading rubric for best results). 
• Use correct APA formatting per the APA Publication Manual, 6th Edition. 
• Demonstrate college-level communication through the composition of original materials in Standard American English. 
• Be written in Standard American English and be clear, specific, and error-free. If needed, be sure to use the Kaplan University Writing Center for help