Reinforcement 1: A Case Study Of Baseline Ines
analytical Essay
488 words
a. Child Supervision- supervising the children’s activity in the home. This can include homework, playing outside, on the computer or during adaptive activities such as toilet training and bathing,
Baseline Skill Level: Parent data taken from Samuel’s sessions reflect that Ines participates in session 20% of the time when prompted. Sessions with Samuel include toilet training, playing and sharing with sisters outside.
b. Positive Reinforcement-Reinforcing the children when engaging in appropriate behavior such as following instructions and sharing. Reinforcement can include, but not limited to token systems, edible reinforcers and social praise. Baseline Skill Level: Parent data taken from Samuel’s session reflect that Ines uses positive reinforcement 10% of opportunities. It has been observed
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She is often cooking, watching television, folding clothes all at once and taking breaks in between.
b. Budgeting: Creating a list of items needed for home, finding reasonable prices and creating a budget to fit those needs. Additionally, making sure to budget out a reasonable amount for personal spending.
Baseline Skill Level: Ines budgets money for home needs and personal spending 0% of opportunities. Usually, Ines shops with her husband or in-laws. Currently, she does not work or have her own bank account.
4. Other
a. Community Access: Accessing public transportation (as needed), appropriate community groups (mommy groups), or other community groups that support Ines and her family.
Baseline Skill Level: Ines accesses community groups and/or public transportation as needed 0% of opportunities. Ines stays home and has expressed the desire to join community groups to have other people to talk to. Also, she states that if there is an emergency, since she can’t drive, she would like to learn either how to drive or take public
In this essay, the author
- Explains that ines participates in sessions with samuel 20% of the time when prompted.
- Explains that ines uses positive reinforcement 10% of opportunities. she becomes frustrated when her youngest daughter yells for her attention.
- Explains that ines relays and/or obtains important information to and from pertinent people when needed, such as contacting a child’s teacher to see how they are doing in school or calling to make appointments.
- Explains that ines participates in sessions with samuel 20% of the time when prompted.
- Explains that ines uses positive reinforcement 10% of opportunities. she becomes frustrated when her youngest daughter yells for her attention.
- Explains that ines relays and/or obtains important information to and from pertinent people when needed, such as contacting a child’s teacher to see how they are doing in school or calling to make appointments.
- Evaluates ines' ability to stay on task without distractions less than 50% of the time. she prioritizes household tasks from most important to least important.
- Explains that ines budgets money for home needs and personal spending 0% of opportunities. she does not work or have her own bank account.
- Explains that ines accesses community groups and/or public transportation as needed 0% of opportunities. she stays home and has expressed the desire to join communities to have other people to talk to.
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