I have received a triple D* in this course. I have received a distinction for unit 11. My assignments are top quality. This is for learning aim A. The case studies I have used is Chris and Miss X.
USING THEORY TO UNDERSTAND, MANAGE AND TREAT HUMAN BEHAVIOURS – TASK 2
SETTING 1:
You have been attending your placement in a primary school and working in a Year 4 class. You have
been working closely with the teaching assistant who is linked with a boy, ‘Chris’, who is on the
autistic spectrum. The teaching assistant has been working hard on improving Chris’s social skills and
social interaction both with the other students and his teachers.
SETTING 2:
Your work experience in the local hospital allowed you to spend some time on the psychiatric ward.
Here you have been able to gain an insight into why patients may be admitted to a psychiatric unit
and what therapies are available to them. One such patient, ‘Miss X’, is suffering from severe
depression and has become very socially withdrawn, including avoiding social events.
P6:
AUTISM (CHRIS):
BEHAVIOURIST PERSPECTIVE:
Within an educational setting, a token economy is a framework for delivering positive reinforcement
to children by granting them with tokens for finishing activities or acting in anticipated ways. Token
economies are utilised as a technique of strengthening conduct, or intensifying its occurrence, since
the tokens are a technique of rewarding children for completing tasks and the children can then use
these tokens to obtain wanted activities or items. The simple principle is that a child receives a
specific quantity of tokens by participating in appealing behaviours which are defined as target
behaviours and can then interchange these tokens – efficiently utilising them as payment – to
acquire access to backup reinforcers. The basic token economy cycle is primarily, the child has no
tokens and no access to items they wish to have or activities. Then, the child participates in desirable
target behaviours. Then, the child is given tokens for partaking in these target behaviours and then
the child exchanges their token to obtain wanted items or activities. The target behaviours could be
anything. For instance, finishing educational based tasks such as receiving a certain amount of
answers correct in an activity, or it can be being polite to their teachers or peers, or playing nicely
with other children. What the target behaviour will be varies for each individual child. Some token
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, economies could be used to intensify a child’s desire to finish educational tasks while an alternative
token economy could be utilised to diminish the extent of violence a child engrosses in by providing
tokens for not participating in hostile behaviours. Individuals on the spectrum have trouble
establishing and upholding relationships. Chris may not react to many of the non-verbal forms of
communication such as facial expressions, physical gestures and eye contact. Chris may frequently
be incapable to comprehend and express his needs similarly how he is impotent to understand and
comprehend the necessities of others. This weakens his capacity to impart interests and activities
with other individuals. Therefore, he is expected to seem withdrawn and distant.
Since he may be delayed in his speech and struggles to understand different non-verbal types of
communication, he may withdraw into tedious play and behaviour and prevent interaction. His
complications with social interaction may be evident in the following ways: inadequate use and
comprehension of non-verbal communication, for instance, eye gaze, facial looks and gestures,
challenges starting and maintaining friendships, absence of seeking to share happiness, interests and
activities with other people and problems with social and emotional responsiveness. Chris’s teaching
assistant can help improve his social functioning by identifying a target skill/behaviour for Chris that
they would like to increase. For instance, by ensuring that Chris raises his hand in lesson to ask or
answer questions more often. They can also ensure that during group work, he is actively
participating with the other children so he can get more comfortable and more used to interacting
with others which will allow him to socialise with others more easily.
The token economy programs are established on the principles of operant conditioning
(reinforcement, punishment and control stimuli) presented by B.F. Skinner (1904-1990). Operant
methods are profoundly effective and presently utilised in behavioural treatments to sustain,
increase or diminish behaviours. Operant conditioning is geared towards increasing positive conduct
through reinforcement. Skinner’s concept of a token economy centres on influencing positive
behaviours through instant positive reinforcement. Through the purpose of operant conditioning
token economy has been developed, which comprises a piece that will produce and uphold a
positive social culture while shaping behaviours. The capability of children with autism spectrum
disorder (ASD) to interact and use language is determined by their intellectual and social
development. Some children with ASD may not be able to communicate using speech or language,
and some may have very restricted speaking skills. Others may have exceptional vocabularies and be
capable to talk about explicit topics in great detail. Many have difficulties with the meaning and
rhythm of words and sentences. They likewise may be impotent to comprehend body language and
the meanings of altered voice tones. These complications affect the capability of children with ASD
to interact with others, particularly individuals their own age.
SOCIAL LEARNING THEORY:
Circle of friends is a methodology to enhance the inclusion, in a normal setting, of a young individual
who is encountering problems in school due to a disability, personal issues or because of their
difficult behaviour towards others. The ‘Circle of Friends’ approach works by ensuring the
individual’s companions offer support and participate in problem solving with the individual
struggling. Circle of friends is not the same as ‘circle time’ however, numerous skills and methods
utilised by teachers in ‘circle time’ can be used to help the ‘circle of friends’ procedure. The Circle of
Friends approach is frequently utilised to support children with an ASD to improve their social
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