An analysis of the general systems theory in understanding juvenile delinquency

Biology G — General Botany Prerequisites: Biology G This course is designed to satisfy the major requirements for an Associate or Baccalaureate degree in the Biological Sciences.

An analysis of the general systems theory in understanding juvenile delinquency

Move to the Advanced Organizer D. Function-based behavior support planning: Making Tier 3 behavior support plans require 1 the knowledge gleaned from the individuals who know the student the best, 2 the student, where possible, and 3 the expertise of persons with applied behavior competencies in building these plans.

Tier 3 support plans may be called behavior support plans or behavior intervention plans BIP. One method of organizing information collected from an FBA is to build a competing behavior model O'Neill et al. The competing behavior model entails a three-step process.

The first step involves the development of a four -part summary statement or hypothesis that results from an FBA. These first four parts are: The next step, once the FBA summary statement is developed, the team should determine 1 the desired behavior in the situation i.

Typically, the desired behavior leads to a maintaining consequence that is different from the consequence produced by problem behavior.

An analysis of the general systems theory in understanding juvenile delinquency

The last step entails the selection of a replacement skill positive alternative behavior that will produce the same maintaining consequence as the problem behavior.

These three steps result in a diagram see below that is then used for identifying and selecting potential behavior support practices. An operational definition is an observable and measurable description of the motor behaviors physical and verbal that the student performs when engaging in the specified problem behavior.

Having operational definitions of the problem behavior provides for consistency in gathering the FBA information to understand the environmental events that trigger and maintain problem behavior episodes and allows the team to have more confidence in identifying the function of the behavior.

Additionally, data collected on the specific problem behavior, both baseline and post-behavior support plan, is more consistent when the definition is observable and measurable.

Clear link to the function of the behavior and antecedent and setting events The FBA information gathered is synthesized and a hypothesis or summary statement is developed, describing the antecedents of the problem behavior and the function that the problem behavior obtains for the student based on the most typical responses or consequences that follows problem behavior.

Clear strategies to teach a replacement behavior that would help the gain access to that function in a socially appropriate way would be included in the plan.

The elimination of these antecedents, realistically, may not be possible. For these individuals, the focus should be in reducing the impact of the event that precedes the behavior.

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For example, with a challenging academic task, the length of the task could be modified, or the work could be broken up into smaller increments. Secondly, the plan should suggest ways to prompt both the desired behaviors and replacement behaviors to increase the probability of these behaviors occurring.

Problem behaviors are best reduced by replacing them with other similarly functional but more appropriate alternatives. Appropriate replacement behaviors are both functional for the student and represent what is widely considered to be acceptable in the culture and context in which it occurs.

Alternative skills, on the other hand, are the desired behaviors that others want to see the student perform. For example, instead of engaging in the problem behavior after presentation of the challenging academic task, the student can be taught to ask for help or to use problem-solving strategies such as skipping items that are too difficult and moving on to items that are easier to complete.

The student may also be taught specific academic skills so that the task is no longer challenging. It is helpful to determine whether the student 1 has the replacement behavior in their repertoire, or 2 has the behavior in their repertoire but finds the problem behavior more efficient or effective in gaining the function of the behavior.

In the first case, a student will need, acquisition training that is to be taught what the behavior is and how to do it. In the latter case, the student will need training on using the replacement behavior with less difficulty or effort.

Juvenile delinquency - Wikipedia

Strategies to reinforce alternative or replacement behaviors and reduce reinforcement of problem behaviors Alternative or replacement behaviors need to be reinforced if they are going to be used by the student rather than the problem behavior.

Preference assessments with the student should be completed to determine effective reinforcers. Replacement and desired behaviors need to have a high rate of reinforcement once they have been taught if they are going to be used rather than the problem behavior.

Appropriate or desired behaviors can be reinforced by more powerful ways of getting the function.

An analysis of the general systems theory in understanding juvenile delinquency

For example, a student can be taught to ask for a break FERB to escape or delay working on a task for 2 minutes. Preference assessments with the student could be completed to determine effective reinforcers for alternative behaviors. Behavior that is reinforced is more likely to be repeated.

Students use problem behaviors because they are more efficient and effective in getting the desired outcome i.

The plan should suggest strategies to reduce or eliminate reinforcement of the problem behaviors and that increase the likelihood of the use of the replacement behavior.MnTC | Minnesota Transfer Curriculum Minnesota Transfer Curriculum — The Minnesota Transfer Curriculum (MnTC) is the format in which general education is defined and accomplished within the public two- and four-year colleges and universities in Minnesota.

Journal of the American Academy of Child Psychiatry, 22, , Child Abuse: The Current Theory Base and Future Research Needs ELI H.

NEWBERGER, M.D., CAROLYN MOORE NEWBERGER, ED.D., AND ROBERT L. HAMPTON, PH.D. Contained in each causal explanation for child abuse is a theory of etiology. The nature and quality of our knowledge is [ ]. Moved Permanently. The document has moved here. An Analysis of the General Systems Theory in Understanding Juvenile Delinquency PAGES 1.

WORDS View Full Essay. More essays like this: general systems theory, sociologist, juvenile deliquency. Not sure what I'd do without @Kibin - Alfredo Alvarez, student @ Miami University. By Tanu Priya. Editor’s Note: Punishment is the coercion use to enforce the law of the land, which is is one of the pillars of modern civilization.

Providing a peaceful society and life is the duty of the state. Lack of punishment causes the law to lose its force and eventually creates a society unable to maintain law and order and a government unable to protect its people. The following describes the different people who play a significant role in the juvenile delinquency system and briefly explains what they do.

Juvenile/Minor/Ward: Someone under 18 years of age. In court, the judge and lawyers often refer to you as the juvenile/minor/ward instead of actually saying your name.

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