Sample Research Paper
This is a research paper on attention deficit hyperactivity disorder. The teachers and I observed Matt twice a day for 50 minutes. Matt liked playing his computer game, and, when asked, Matt reported that he would like to earn computer game time all through lunch and before dismissal. Consequently, it was decided that access to his computer game would be made dependent on meeting 75% of his daily behavior goals.
The teachers and I observed Matt twice a day for 50 minutes. Matt liked playing his computer game, and, when asked, Matt reported that he would like to earn computer game time all through lunch and before dismissal. Consequently, it was decided that access to his computer game would be made dependent on meeting 75% of his daily behavior goals. The intervention initially targeted Matt’s afternoon behavior only, but because of the success of this afternoon intervention, it was eventually modified to provide an opportunity to play his hand-held computer game in the morning and afternoon. The goal of this modification was to increase the frequency of positive consequences earned for appropriate behavior.
It was also found that Matt typically responded to teacher feedback for example reprimands about his unsuitable behavior by displaying on-task and appropriate behavior. Thus, feedback to Matt regarding his negative behavior was an effective consequence. I recommended that he receive immediate feedback whenever he began to exhibit a behavior incompatible with his behavior goals. Meeting a behavior goal was translated as fewer than three reminders for each object behavior (e.g., two or fewer reminders for following directions would mean Matt met this goal for the period.
Powerful behavioral changes were observed in this case by changing Matt’s presented behavioral program in systematic ways based on a comprehensive assessment of his current impaired behavior The alteration of increasing John’s chance to earn rewards and operationally essential the criteria John needed to meet for behavioral objectives, together with increasing the closeness of the feedback he received concerning his behavior, considerably increased the effectiveness of the classroom behavioral program. Before the intervention, Matt’s behavior on a scale of 1-7 with 7 being the appropriate behavior was less than 3, and after the intervention and modification, it came close to 7 by the 24th week.
This case also shows how teachers may use behavioral interventions in the classroom but may lack the capability to successfully adapt behavioral interventions to personalize them for students with ADHD.
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