Article Review

In this paper I will analyze a case study that was conducted to determine the effects of the reinforcement of fixed-time schedule which is aimed at reducing the behavior problems in special education classroom.  The research was conducted to formulate a multiple based design that was to assist in reducing the behaviors that challenge behavior in students.  The aim of the research was to prove that fixed time schedule can be applied to reduce problems in a class setting to assist student to reduce destructive behaviors in the classroom.

Notably, children in school with developmental and emotional disorders experience behavior challenge which can be solved through social effects such as attention. In such a circumstance, fixed time schedule is the best method of solving the problem because it involves identifying a program that can be used to reinforce for behavior that is being examined to assist in reducing the challenging behavior. In solving problematic behavior in children fixed time program is the appropriate method to apply. The reasons for applying the fixed time schedule in children are because the program assists in rapidly reducing behaviors that are undesirable, it is easy to administer the program and in most cases side effects that are not desirable don’t manifest during the process. In addition, the schedule is the appropriate because it is an action mechanism (Mong&Mong, 2012, P. 100).

The purpose of the case study on the effectiveness of the fixed- time schedule is to solve emotional and developmental problems in a classroom setting.  This procedure can be implemented by teachers and other supporting personnel who are in a special education classroom to examine and develop a n attention function aimed at reducing problem behavior in children. From the research, it was evident that fixed time schedule as an immediate method of reducing target behavior in all the students that were involved in the case study.

According to the case study it was evident that fixed time schedule is a useful procedure that can be used to reduce the destructive behaviors. It is a non-clinical technic and successful method that can be implemented in a special education classroom environment that consist student of different ages. According to the case study, fixed time schedule can be used to effectively in the beginning of the treatment procedure asanenhancer. Fixed time schedule reinforcement can be used to in a classroom setting in maintaining problematic behavior as it allows for the delivery of the reinforcement stimuli. In addition, the procedure has fewer side effects as compared to other method of intervention(Mong&Mong, 2012, P. 109).

However, there are limitation of carrying out the fixed time schedule. First, reinforcement that is adventurous may occur when the problems are accidentally reinforced during the process of conducting the reinforcement. Secondly, dense application of the schedule in setting an applied may not allow time consuming. However, the limitations of the procedure can be solved by arranging the reinforcement in delayed intervals in the effort of promoting maintenance in a classroom setting. The article is relevant in a classroom setting because it assists in assisting students in special classrooms. It suggests a procedure that can be implemented by teachers in solving and assisting the student to overcome destructive behaviors in a classroom environment.Fixed time schedule should be recommended for teacher and supporting staffin a special education classroom to assist students in solving problems that are associated with developmental and emotional disorders.

Conclusion

The fixed-time schedule is an effective method of assisting students who are in special classroom to promote maintenance and solve problems that are associated with developmental and emotional disorders.

Reference

Mong, M., &Mong, K. (2012). The Utility of Brief Experimental Analysis and Extended Intervention Analysis in Selecting Effective Mathematics Interventions. Journal Of  Behavioral Education, 21(2), 99-118. doi:10.1007/s10864-011-9143-8