skip to Main Content

Place your order

Fill in the order form and provide all details of your assignment.

Proceed with the payment

Choose the payment system that suits you most.

Receive the final file

Once your paper is ready, we will email it to you.

As part of the requirements for this course, you will complete a research paper

Place your order now for a similar assignment and have exceptional work written by our team of experts, At affordable rates

For This or a Similar Paper Click To Order Now

As part of the requirements for this course, you will complete a research paper on a behavior of interest to you. In your Unit 5 discussion, you identified your topic and got your instructor’s approval. In this unit, complete your research and evaluate the methodologies used to define the behavior, the ways in which that behavior is measured in the ABA field, and the treatment methodologies and experimental designs utilized to treat that behavior. You must synthesize the findings of at least five recent journal articles in your final paper. Be sure to address all components in the scoring guide for distinguished work.
Assignment Requirements
Your assignment should meet the following requirements:
• Written communication: Should be free of errors that detract from the overall message.
• APA formatting: References and citations are formatted according to current APA style guidelines. (7TH EDITION APA)
• Resources: A minimum of five scholarly or professional resources.
• Length: 5–10 double-spaced pages, including title page and references.
• Font and font size: Times New Roman, 12-point.
This is my specific topic
The specific target behavior I will discuss for Unit 10 assignment is self-injurious behavior. Self-injurious behavior can commonly be viewed as a personal inflicted behavior that can result to physical harm. Within the case of 14-year-old Travis, self-injurious behavior was classified as using either hand to hit any part of the face, head, or helmet with a closed fist (Banda et al., 2012).
Subject and setting
The subject of interest for this particular case was a 14-year-old boy by the name of Travis. Travis was both autism and Tourette’s syndrome, and was nonverbal. There was a common frequency of SIB displayed by Travis in which severe safety precautions were put into place. Such precautions included padded boxing helmet and light boxing gloves. He repeatedly hit the side of his helmet with a closed fist, in which direct observations revealed that head‐hitting occurred an average of 3 times per minute throughout most of his daily activities (Banda et al., 2012).
The setting of the assessment took place in a secluded classroom, in which, Travis sat at a 1.8 m semicircular table in a 3.7 m × 4.3 m room that was separated from the rest of the classroom by a curtain (Banda et al., 2012).
Design and internal, external, and social validity.
The dependent variable was measured using frequency counts, the third author collected data for all sessions using a stopwatch to time the intervals and a simple tally system to record the frequency of hits in 5‐min sessions, and the data were graphed as the number of hits in 5‐min sessions (Banda et al., 2012). ABAB design was used in this study to evaluate the effect of intervention (Banda et al., 2012). There was a high social validity from parent and teachers (Banda et al., 2012).
Intervention was used throughout the treatment process. During the first intervention phase, the student was allowed to hold one large blanket in his hands during 5‐min work sessions while he continued to wear the boxing helmet and gloves (Banda et al., 2012). For daily intervention sessions, the student was asked to bring the blanket he was holding when the researcher arrived to the work table (Banda et al., 2012).
In addition, the researchers trained the teaching assistant to use reinforcement (i.e., social attention) on fixed interval (FI) schedule (10 s) and ignore the occurrence of SIB during the work sessions (Banda et al., 2012). The teaching assistant provided reinforcement every 10 s when Travis did not hit himself (e.g., ‘good job’ or ‘nice work’) (Banda et al., 2012). The teacher would not talk to Travis for 10 seconds if he hit himself. Praise was given to Travis if he completed a task without hitting himself. If SIB took place, the TA would say ‘No’ or ‘Don’t hit’, and blocked SIB, and Travis did not have access to blankets during baseline but did wear a boxing helmet and gloves (Banda et al., 2012). Fading was also implemented, in which the more Travis did not induce SIB the less the blanket was given.
In first baseline phase, Travis hit himself an average of 21.3 hits per session (range 12–32) (Banda et al., 2012). During the first intervention phase, the level of Travis’s SIB sharply decreased and averaged 2.1 hits per session (range 0–9); in the quick return to baseline conditions, the level of Travis’s SIB rose above original baseline levels and averaged 37 hits per session (range 35–39); the intervention fading phase, the level of Travis’s SIB again sharply decreased and averaged 1.1 hits per 5‐min session (range 0–6); and data were recorded after 5 and 6 months, and Travis demonstrated no SIB during any session (Banda et al., 2012). In the future, a continuous study of SIB can be conducted until Travis is 20. This can give a more detailed understanding of how the intervention truly helped Travis. During this time, Travis will be out of his teenage years.
Graph consisted of Travis’s SIB per minute during baseline, intervention, fading, and follow‐up phases (Banda et al., 2012).
Banda, D. R., McAfee, J. K., & Hart, S. L. (2012). Decreasing Self-Injurious Behavior and Fading Self-Restraint in a Student with Autism and Tourette Syndrome. Behavioral Interventions, 27(3), 164–174.

For This or a Similar Paper Click To Order Now

Quality Papers

At, we always aim at 100% customer satisfaction. As such, we never compromise o the quality of our homework services. Elite academic helpers ensure that they craft each paper carefully to match the requirements of the instruction form.

Affordable Prices

Our company maintains a fair pricing system for all academic writing services to ensure affordability. Our pricing system generates quotations based on the properties of individual papers.

Professional Academic Writers

With, every student is guaranteed high-quality, professionally written papers. We ensure that we hire individuals with high academic qualifications who can maintain our quality policy. These writers undergo further training to sharpen their writing skills, making them more competent in writing academic papers.

Customer Support 24/7

Our customer support works around the clock to provide students with assistance or guidance at any time of the day. Students can always communicate with us through our live chat system or our email and receive instant responses. Feel free to contact us via the Chat window or support email:


100% Originality maintains a zero-plagiarism policy in all papers. As such, Elite academic essays professional academic writers ensure that they use the students’ instructions to deliver plagiarism-free papers. We are very keen on avoiding any chance of similarities with previous papers.

On-Time delivery

Elite Academic Essays guarantees all students of swift delivery of papers. We understand that time is an essential factor in the academic world. Therefore, we ensure that we deliver the paper on or before the agreed date to give students ample time for reviewing.

Our Homework Writing Disciplines

With a highly diverse team in almost all academic fields including:













Political Science

Computer Science















Get High-Quality Homework Writing Services