Consequence-Based Strategies

by | Feb 20, 2025 | Economics

 

Case Scenario

Determine and characterize the target behavior (problem).
Your definition needs to be quantifiable, precise, and objective.
Describe how the problematic behavior works.
Use the data to support the function.

Give an example of a consequence-based approach that could be applied once the conduct has taken place.
Additionally, describe how the strategy’s selection and execution took compassionate approaches into account.
Provide at least two academic or professional references to back up the application of the consequence-based approach you have selected.
Describe how the behavior found in your case study can be changed using the common, pertinent ABA concepts, principles, and techniques employed in the research.
Describe if the study’s interventions qualify as the least invasive and compassionate.

Sample solution

Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell. 

In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.


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God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.

Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.

To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.

 

References

Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.

Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.

Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.

Let’s analyze a hypothetical case study and apply ABA principles.

Case Study:

Maria, a 7-year-old in a second-grade classroom, frequently disrupts class by calling out answers without raising her hand, interrupting other students, and getting out of her seat. This occurs multiple times per hour, primarily during lessons involving group discussions or interactive activities. Data collected over a week shows an average of 15 disruptive episodes per day, with each episode lasting approximately 2 minutes. Her academic performance is average, but her disruptive behavior negatively impacts the learning environment for herself and other students.

1. Target Behavior Definition:

  • Quantifiable: Disruptive classroom behavior, defined as instances of calling out without raising a hand, interrupting other students’ verbal contributions, or leaving her assigned seat without permission.

Let’s analyze a hypothetical case study and apply ABA principles.

Case Study:

Maria, a 7-year-old in a second-grade classroom, frequently disrupts class by calling out answers without raising her hand, interrupting other students, and getting out of her seat. This occurs multiple times per hour, primarily during lessons involving group discussions or interactive activities. Data collected over a week shows an average of 15 disruptive episodes per day, with each episode lasting approximately 2 minutes. Her academic performance is average, but her disruptive behavior negatively impacts the learning environment for herself and other students.

1. Target Behavior Definition:

  • Quantifiable: Disruptive classroom behavior, defined as instances of calling out without raising a hand, interrupting other students’ verbal contributions, or leaving her assigned seat without permission.
  • Precise: Calling out is defined as verbalizations made during instructional time without first raising a hand and being acknowledged by the teacher. Interrupting is defined as verbally or physically interfering with another student’s ongoing verbal contribution. Leaving seat is defined as moving from her assigned desk/area during instructional time without permission from the teacher.
  • Objective: These behaviors are observable and measurable by a trained observer.

2. How the Problematic Behavior Works (Functional Behavior Assessment – FBA):

  • Antecedent: The disruptive behavior typically occurs during group discussions or interactive activities when the teacher is focused on other students or presenting information. It may also be preceded by a period of waiting or inactivity.
  • Behavior: Calling out, interrupting, leaving seat.
  • Consequence: The immediate consequence often involves gaining the teacher’s attention (even if it’s a reprimand), peer attention (sometimes positive, sometimes negative), or avoiding the assigned task. Sometimes, the behavior appears to be maintained by the sensory input of moving around the room.

3. Consequence-Based Approach:

  • Strategy: Planned Ignoring combined with Differential Reinforcement of Other Behavior (DRO).

  • Description: Planned Ignoring involves the teacher deliberately not responding to Maria’s disruptive behaviors (unless the behavior becomes physically unsafe). This means no verbal reprimands, no eye contact, and no other form of attention. Simultaneously, the teacher will provide frequent positive reinforcement (e.g., praise, stickers, small rewards) for periods of time when Maria is not exhibiting disruptive behavior. The DRO could be a timed interval (e.g., every 15 minutes that Maria is quiet and in her seat, she receives a sticker).

  • Compassionate Considerations:

    • Understanding the Function: The FBA suggests the behavior is maintained by attention or possibly sensory input. Ignoring is used to address the attention-seeking function. The DRO addresses the sensory component by potentially providing alternative, acceptable forms of stimulation (e.g., a small fidget toy could be provided during quiet times).
    • Positive Reinforcement: The DRO focuses heavily on positive reinforcement, rewarding Maria for desired behavior, rather than solely punishing the undesired behavior. This builds her self-esteem and creates a more positive learning environment.
    • Communication: Before implementing the intervention, the teacher would discuss the plan with Maria in a supportive and age-appropriate way, explaining the expectations and the rewards system.
    • Collaboration: The teacher would collaborate with the school psychologist or behavior specialist to ensure the intervention is implemented correctly and to monitor Maria’s progress.

  • References:

    • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Pearson.
    • Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Cengage Learning.

4. ABA Concepts, Principles, and Techniques:

  • Extinction: Planned ignoring is an extinction procedure. By consistently withholding the reinforcer (attention), the disruptive behavior should gradually decrease.
  • Reinforcement: Differential reinforcement (DRO) is used to strengthen desired behavior (being quiet and in her seat) by providing positive reinforcement.
  • Shaping: Initially, the intervals for the DRO might be short (e.g., 5 minutes) and gradually increased as Maria’s behavior improves. This is a form of shaping, reinforcing successive approximations of the target behavior.
  • Data Collection: Ongoing data collection (frequency of disruptive episodes) is essential to monitor the effectiveness of the intervention and make adjustments as needed.

5. Least Intrusive and Compassionate:

The chosen intervention (planned ignoring with DRO) is considered relatively least intrusive and compassionate for several reasons:

  • Focus on Positive Reinforcement: It emphasizes rewarding desired behavior rather than solely punishing undesired behavior.
  • Minimizes Aversive Stimuli: It avoids the use of harsh reprimands or other aversive consequences.
  • Respectful and Supportive: It involves communicating with the child and collaborating with other professionals, demonstrating respect for the child’s needs.
  • Addresses the Function: By understanding the function of the behavior, the intervention is designed to address the underlying need (attention or sensory input) in a constructive way.

However, it’s crucial to continuously monitor the intervention’s effects. If the behavior does not improve or if it escalates, more intensive interventions might be necessary. The key is to always prioritize the child’s well-being and to use the least intrusive, yet effective, intervention possible.

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