Operational Definitions, Coursework Example

Question 1

An operational definition has three distinct dimensions that stem out of its elements that include the description of the behavior, the topography under which the behavior is experienced, the frequency of occurrence of a behavior, length, and duration, and the intensity of the behavior. In the definition of a particular problem, three aspects are important and form the criteria for evaluation (Cooper, Heron, & Heward, 2007). The three criteria include objectivity, clarity, and completeness. The problem with Max covers the different aspects of an operational definition through the topography described by his movements. He has the tendency of biting and hitting others in the classroom. His movement of the hand describes the topography, which is not distinct as he hits people differently. The second aspect covered by the behavior displayed by Max and can be used in operational definition is the frequency of his actions. The behavior is stressful to the staff and this indicates that his actions are repeated over time. The third aspect covered relates to the intensity of his actions. The behavior he exhibits is recurrent and worrying to the staff and this is indicative of high intensity case. The intensity is linked to the words that he uses on a repetitive basis. The inappropriate words used increase the intensity of the operational definition.

Question 2

General definition: Max hits other individuals in the classroom.

Operational definition: Max has the tendency of hitting other individuals in the classroom. He does not hit people with a clenched fist, but rather his hand takes a variety of forms while hitting people.

The motions taken by the hand off Max each time he hits other individuals within the classroom environment can describe the topographical definition of hitting. Max does not hit other individuals using a closed punch, but his hands takes different forms while hitting people. The behavioral dimension that stands out from the actions expressed by Max is from the objective perspective. The objectivity of determining his behaviors can be pointed out from his Autism Spectrum Disorder, major depression, and ADHD (Vargas, 2009). His hitting of other individuals is not with a clenched fist but rather through random motions that can be attributed to his disorders. The topographical analysis of a situation helps in the identification of the observable characteristics before determination of the underlying characteristics. Max’s behavior is defined topographically devoid of the different conditions of his health. This behavior has been measured with clarity leaving no room for different interpretations. The behavior of hitting other individuals occurs frequently and is of high intensity causing a lot of worry to the staff.

Question 3

General definition: Max bites other individuals in the classroom.

Operational definition: Max has the tendency of biting other individuals in the classroom at a worrying rate. His biting of other individuals contributes to the stress experienced by the staff on his behavior.

The biting aspect of Max can be expressed in terms of its intensity because it is a negative attribute in his behavior. He bites other individuals on a repetitive basis and this contributes to the intensity of his actions (Vargas, 2009). The biting of other people is an outward reaction, which occurs on a frequent basis. Although the frequency of his actions has not been clearly articulated, it can be deduced to be on a perpetual basis since it is his tendency. Max appears uncontrolled in his spontaneous actions, which are irritating to the general observer. The latency of his behavior is the period before he joined the school and exposed to the classroom environment.

Question 4

General definition: Max uses inappropriate words repetitively by cursing other individuals.

Operational definition: Max uses and engages in repetitive cursing of individuals around him by using harsh words such as “F@*k” and in rare occasions, he uses other inappropriate words.

The duration under which Max expresses the behavior is alarming because it is a continuous act. The behavior occurs at high intensity as can be described by his repetitive action of using the “F” word in the classroom. It is of high intensity considering his age and the expectation of such a young boy. The intensity of the words that he uses while cursing others is a contributing factor to the stress experienced by the staff at his school. The use of cuss words by Max is a behavior that recurs and it is of high frequency.

Question 5

Functional operational definition: Max is a four-year-old boy who suffers from Autism Spectrum Disorder, ADHD, and Major Depression, conditions that can be attributed to his behavior of hitting, biting, and using cuss words in the classroom.

The behavior exhibited by Max can be linked to his numerous health problems. The child is suffering from a couple off disorders that have adverse effects on his actions in the classroom setup. Functional behavior theories suggest that all actions occur for a reason and it is necessary to examine the reasons alongside the topographical behavior. The condition exhibited by Max is due to social differences.

References

Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied Behavior Analysis, (2^nd Ed). Upper Saddle River, NJ: Pearson-Merrill Hall Publishing

Vargas, J. (2009). Behavior Analysis for Effective Teaching. New York, NY: Routledge-Taylor Francis Publishing