CASE – PREMACK PRINCIPLE

1. DESCRIPTION OF THE PROBLEM

Luis, a ten-year-old boy, his teacher states that the boy does not copy the classes taught, he does not do the
assigned tasks, he does not pay attention in class and when he gets upset he usually says foul words, as a
result of his lack of interest he low grades in the bimonthly exams, since he has difficulty concentrating and rarely
participates in classes, but Luis promised that he would try harder for the following exams, he also mentions that
he has problems with his classmates and that his mother had forbidden him to hang out with one of them,
because this classmate encouraged him to play during class time, he says that he misses his dad a lot, since he
is away due to work, at that time he seemed sad and inconsolable, he commented that at home they did not lend
him a lot of attention to him, since he stays alone at home watching television and playing with his tablet until his
mother arrives from work.

1.1 TOPOGRAPHIC ANALYSIS OF BEHAVIOR

 Nature of the Problem: Luis is a restless child, who does not copy the classes, does not do the scheduled
tasks, does not pay attention in class and when he gets upset he usually says foul words, does not participate
in classes and plays during class hours with his classmate. As a result of his lack of interest, his academic
performance is low.

 Frequency and Duration of Behavior: Taking into account the behavioral record, it has been observed that
for 60 minutes Luis does not copy the classes (17 times), does not perform the assigned tasks (12 times),
does not pay attention in classes (22 times), he says swears (8 times), does not participate in classes (23
times) and plays during class time with his classmate (19 times).

 Intensity: These behaviors generate discomfort in the teacher, since she does not collaborate in the learning
process, and on the other hand, distracts her classmates.

1.2 IDENTIFICATION OF THE TRIPLE CONTINGENCY RELATIONSHIP

1.3 BEHAVIORAL RECORD

ed Cx cs BEHAVIORS 10
MIN
10
MIN
10
MIN
10
MIN
10
MIN
10
MIN
TOTAL

Copy the III III IIII II II III 17

Classes

Disinterest on -Does not copy

Perform III II II Yo II II 12
the part of his the classes.
Low grades in scheduled tasks
parents, and -Does not
bimonthly
the feeling of complete tasks
exams Presents IIII III IIII III III IIIII 22
missing his -Says foul words. Inattention in
father -Does not Classes
participate in
classes. Says foul words II II Yo Yo Yo Yo 8
-Play during class
time. Participate in IIIII III IIII IIIIII III II 23
Classes

Play in Classes IIII III IIII IIII Yo III 19

1.4 BASELINE 1.5 FUNCTIONAL DIAGNOSIS
DX CONDUCT SIGNIFICANT MODIFICATION
TECHNIQUE
DEFICIT Do not copy the Does not have behavior that Reinforcement
classes we desire programs
1.6 FUNCTIONAL ANALYSIS OF
BEHAVIOR DEFICIT Does not perform Does not have behavior that Reinforcement
scheduled tasks we desire programs

DEFICIT Presents Inattention in Does not have behavior that Reinforcement

BACKGROUND Classes CONSEQUENT
we desire programs

VARIABLES EXCESS Says foul words VARIABLES

eliminate Extinction -
punishment
DEFICIT Does not participate in Does not have behavior that Reinforcement
classes we desire programs

EXCESS Internal effects: Luis

Play in Classes feels bad
Eliminate Extinction -
punishment
External stimuli: Luis when he gets low grades on his
reflects signs of little exams, he feels sadness when
family attention. remembering his father's
absence.
1.7 FORMULATION OF HYPOTHESIS

 Luis is a restless child, he does not copy classes, he does not do his homework and he is uncooperative as
a result of emotional need on the part of his parents.

1.8 SETTING OBJECTIVES

 Stimulate your attention, concentration and memory capacity.

 Get Luis to participate in classes with interventions.
 Increase interest in studies, seeking to motivate them with words of encouragement.
 Help control your impulses and character, to feel good.

1.9 GOAL

 Ensure that Luis develops his self-esteem so that he relates appropriately to his environment, as well as
ensuring that he participates in classes and has an interest in studying in order to improve his academic
performance.

2. BEHAVIOR MODIFICATION TECHNIQUE BY PREMACK PRINCIPLE

o The first thing we should know about Luis is his high probability and low probability behaviors.

PREFERRED ACTIVITIES NOT PREFERRED ACTIVITIES

o He likes to watch TV. o Doesn't like doing homework
o He likes to play with his tablet o He has no interest in
o He loves to play with his participating in classes.
friends o It does not take importance to
the development of the
classes.

o Once we know the preferred and non-preferred behaviors, we will apply the Premack principle technique.

1. Luis really likes watching television programs (drawings) and he does not like doing schoolwork. If
the behavior of watching television makes him contingent on doing homework, therefore he will
agree to watch the television program if only performs the tasks before and the behavior of doing his
tasks will gradually increase until the habit is established for him and later the rewards will be
removed little by little so that it becomes a daily habit of doing the tasks, and apart from that the He
will have to understand that this is his responsibility.