Behavioral Interventions

Students will:
Analyze the importance of social validity in selecting target behaviors and behavioral interventions
Generate operational definitions of behavior
To prepare:
Review the readings and weekly video introduction to gain an understanding of the types of observational systems and when each is appropriate.
Focus on what “sampling behavior” means and how you can accomplish it in a reliable and valid manner.

By Day 3
Post by Day 3: Give one example of a behavior that is conducive for continuous measurement procedures. Then, give one example of a behavior that is conducive to sampling procedures. Explain how each is the most appropriate for facilitating the collection of accurate and reliable data for the target behavior.

Required Readings
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Upper Saddle River, NJ: Pearson.
Chapter 4, “Measuring Behavior” (pp. 74-98)
Chapter 5, “Improving and Assessing the Quality of Behavioral Measurement” (pp. 102–120)
Reszka, S. S., Odom, S. L., & Hume, K. A. (2012). Ecological features of preschools and the social engagement of children with autism. Journal of Early Intervention, 34(1), 40–56.
Retrieved from the Walden Library databases.
Schmidt, M. G., Rapp, J. T., Novotny, M. A., & Lood, E. A. (2012). Detecting changes in non‐simulated events using partial interval recording and momentary time sampling: Evaluating false positives, false negatives, and trending. Behavioral Interventions, 28(1), 58–81.
Retrieved from the Walden Library databases.
Required Media
Laureate Education (Producer). (2014d). Week 3 introduction [Video file]. Baltimore, MD: Author

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