The assignment covered A01, measuring frequency due to the behavior being measured as the number of times objects were thrown. FK-22 and D-21 were used in the intervention. However, these were not practiced during the assignment. The assignment was not difficult, but I did receive some assistance during the group discussion on separating the data lines between the baseline and intervention. The graph displayed a downward trend for the behavior, indicating the intervention was successful. Course objective 2 was incorporated in this activity I was able to define and provide examples of Behavior, response, response class, environment, stimulus and stimulus class, stimulus equivalence (US, UR), respondent conditioning (CS, CR) and Operant conditioning, responded-operant interactions, unconditioned reinforcement, conditions reinforcement, unconditioned punishment, conditioned punishment. The activity clearly defined the target behavior and provided an example of how behavior can be affected by
The assignment covered A01, measuring frequency due to the behavior being measured as the number of times objects were thrown. FK-22 and D-21 were used in the intervention. However, these were not practiced during the assignment. The assignment was not difficult, but I did receive some assistance during the group discussion on separating the data lines between the baseline and intervention. The graph displayed a downward trend for the behavior, indicating the intervention was successful. Course objective 2 was incorporated in this activity I was able to define and provide examples of Behavior, response, response class, environment, stimulus and stimulus class, stimulus equivalence (US, UR), respondent conditioning (CS, CR) and Operant conditioning, responded-operant interactions, unconditioned reinforcement, conditions reinforcement, unconditioned punishment, conditioned punishment. The activity clearly defined the target behavior and provided an example of how behavior can be affected by