Applied Behavioural Assessment Case Study

Applied Behavioural Assessment Case Study Sophia A. Johnson Abstract Behavioral assessment involves a variety of methods including direct observations, interviews, checklists, and tests to identify and define targets for behavior change. (Miltenberger, 2012) This assessment will utilize evidence based research to clearly identify target behaviors to assist our clients in implementing a successful intervention plan that is based on a behavior modification plan that objective, clearly defined, measurable and geared to the individual’s specific needs. We hypothesize that we will be able to reduce Emily’s refusal to attend school, her crying tantrums and head banging, as well as improve and increase Mr. Smith’s employee’s attendance and restore production to normalcy. Case #1 This case study examines why 6-year old Emily is exhibiting behavior issues. Recommended by her pediatric psychologist her parents want to understand this change in behavior that started when she started first grade. It appears that Emily’s reluctance to attend school which she claims is no longer fun, often results in her having screaming tantrums in which cries and bangs her head on the floor. Her parents also noted that she has not been able to sleep in her own bed and they must take her theirs in order for her to fall asleep, but even after falling asleep if they return her to her bed she will awake and cry and scream until her parents return her to their bed. Due to these outburst she is often allowed to remain home from school. Her parents are tired and frustrated and in need of answers for this behavior change and an intervention to return their household to normalcy. Emily’s teacher reports that on most occasions she is well behaving and her basic academic skills appear to be at grade level. It is hypothesized that Emily’s behavior maybe as a result of bullying and teasing, if we could get her to address her fears we will be able to reduce the screaming tantrums and fear of going to school and return her to the normal school environment. In communicating with Emily’s parents we were able to identify the target behavior that they would like addressed. Emily’s parents would like us to address her reluctance to attend school resulting in a screaming tantrums, which includes a loud piercing cry followed by her head repeatedly striking the floor. We believe this target behavior needs to be addressed because it poses a social significant health risk which may result in bodily injury for Emily. This behavior is also being targeted because it results in a â€Å"negative reinforcement by escape from a task† (Cooper, 2007, p. 49), this behavior is inadvertently being reinforced by her parent’s reluctance to upset her so they allow her to remain home. This cannot continue as it will also affect her academic and social interaction skills, there may also be financial ramifications if the parents are missing work or having to find a sitter to care for Emily while they go to work. It is hypothesized that Emily’s overall reluctance and tantruming would decrease and that, with time, we would see her willingly wanting to attend school and interacting with others more frequently, we expect to see a decrease in the number of tantrums and head banging’s. As part of the intervention technique we will be able to create a confident rapport with Emily, where she can share her fears and concerns regarding school. Based on the information shared we will be able to change the target behavior by helping Emily adapt to her school environment. We will carry out a functional assessment on Emily using direct observation both at her home and school to assess and gathering relevant data on the target behavior, such as duration and frequency and whether or not they are preceded by a visible antecedent. The behavior modification program that will be used is operant condition using positive reinforcement. Each day that Emily goes to school without a resulting tantrum she gets to do an activity of her choosing with the family when she gets home. If she has a tantrum and refuses to go to school she has to do one hour of reading. We will be tracking her progress using a excel spreadsheet after which we will chart and graph the results on a weekly basis and do a monthly assessment. The data gathered will be reported by her family and teachers, so as to get an accurate view of her overall behavior in both environment. We chose operant conditioning using positive reinforcement because, â€Å"operant conditioning is the means by which we use reinforcement or punishment to change one’s behavior and â€Å"the goal of behavior modification is to establish desirable new behaviors or skills†. (Miltenberger, 2012), in Emily’s case we hope to increase her desire to attend school by creating a positive experience and reduce her tantruming and head banging episodes by allowing her to use her words to express herself. Once per week on a Friday a visit will be made to Emily’s school and home to collect the charts, review any discrepancies and get a verbal feedback on Emily’s behavior. We will meet with Emily as well to learn how she is doing and assess if the behavior modification is having a positive outcome. The data is analyzed by gathering the number of refusal to attend school for the week, the number of tantruming and head bang, as well as any disruptive behavior in the classroom. We will be able to identify whether or not the intervention is successful if the data reveals a decrease such as only once per week does her parents have to keep her home for refusal to attend school or if they do not have to keep her home at all. Table 1.1 After a 3 month period a review of the behavior modification program will be assessed, if it is found to be unsuccessful or not progressing as expected, we will review the data to see if there are specific days when Emily exhibits continuous refusal to attend school, we could also assess the stimulus being used to reinforce the desired behavior, changes to the program will only help to benefit and address any future needs that may arise. If however, the program is successful and we are able to cause extinction of the behavior which is â€Å"the process by which a previously reinforced behavior is no longer followed by the reinforcing consequences, and the frequency of the behavior decreases in the future (Miltenberger, 2012, p. 516), we could say the behavior modification intervention is successful, even if there is only a reduction in the number of refusal to attend school, or even a reduction of the need for positive reinforcements. The scientific method has guided this experiment by helping us to evaluate the data using frequency of measurement, resulting in accurate, reliable, and believable data to create an individualized assessment intervention plan. Case #2 Mr. Smith owns a manufacturing company which specializes in custom figure skates. He has 30 employees who has highly specialized training required for the production of these skates. Mr. Smith is concerned that over the last year his workforce seems to be suffering from a high percentage of absenteeism, which is having a negative effect on production and the health of the company. Prior to soliciting our help Mr. Smith has tried to address this behavior by offering breakfast which consists of coffee and donuts, he has also called a meeting and shared with them that the end result of continued absence will result in the company suffering a financial loss and closing. He noted that neither of these interventions has worked and seem to only increase the problem. In the case of Mr. Smith the target behavior being identified is the consistent absenteeism which is defined as unreported or unscheduled absence from work by an employee who is not on vacation or other documented leave. This target behavior is being addressed because it affects productivity and the overall well-being of the organization, employee morale and the community. The behavior also affects the social responsibility of the individuals who have contracted to work for a specific period of time and should give adequate notice or inform a manager of any absence. Antecedent: Employee shift starts, production line short. Behavior: Employee does not show up for work, does not call. Consequence: Unable to meet production quota and financial obligations. Mr. Smith previous interventions of providing breakfast of coffee and donuts or sharing the company financial perspective, may not have worked because he did not do the adequate research needed to assess the situation and offer a contingency plan that was appealing to the employees, or his overall approach could also not have been appealing to the employees. It is our job as the behavior analysis to help Mr. Smith achieve his goal by selecting target behaviors that are the most directly and functionally related to those goals of his employees. Evidence suggests that the continued absenteeism maybe due to low morale, stress or sheer employee burnout. We hypothesize that after assessing and defining the cause of the absenteeism we will be able to create an intervention plan that will improve attendance, reduce employee burnout and restore the company morale. After gathering data from HR on the persons who are habitual absentees, individual interview was schedule for one on ones to understand the reason and what can be done to assist the employee in restoring their attendance record. For ethical reasons this information will not be shared with HR. Based on the results of the interviews and questionnaires completed by the other staff, we decided that a contingency contract or a behavioral contract would be implemented to restore productivity within the organization. Each employee will have the opportunity to be rewarded for completing their 40 hour work week for 30 minutes of paid time off per week. The company will implement a time card system and HR will judge the time completed and award the time off accordingly, employees do not have to take their time off weekly but may accumulate and take as needed. Additionally, the organization will implement paid sick leave, a daycare reimbursement program, a schedule adjustment for employees need ing time off during the work hours, and a monthly health truck run to ensure staff is mentally and physically fit. To address the morale issue Mr. Smith has agreed to supplement a breakfast and lunch program as well as quarterly picnics. Each person will be given a task sheet to review and sign, this Behavioral contract will take effect the first of the month and the first review will be done a month later. We will be able to assess the success of the program by a decrease in the number of absenteeism and an increase in productivity and production, as well as employee morale. Charts representing the percentage of attendance versus absenteeism will also serve as a visual for performance. If the expected outcome is not obtained, we would reassess and try another strategy such as possibly a token economy system offering which is more tangible and is immediate in occurrence and reinforcements. â€Å"Extinction is the process that weakens behavior† (Miltenberger, 2012), Extinction/Response maintenance is ensuring that the behavior that has been reinforced for a period of time and is no longer reinforced in the future. Measures need to be put in place to maintain the success of behavior that has now become extinct. In Emily’s case the potential issue with extinction is that her tantrums may return but reinforced based on another behavior. According to (Miltenberger, 2012), â€Å"a potential issue with extinction/response maintenance is that behavior often increases in frequency, duration or intensity prior to being extinct and may undergo extinction regardless of positive or negative reinforcement.† CONCLUSION As behavior analysis we were able to determine that Emily and Mr. Smith’s employees did not need to learn a new skill related to behavior. Instead we recognized the need to make changes to their environment and preferences in order to support them and change their behavior. Since Emily experienced such distress when being prepared for school, changes were made in the environment at home and school, and reinforcers were used to encourage a positive outlook for going to school. Mr. Smith’s employees were given opportunities to not only change their attendance habits, but increase company morale and productivity. Despite these apparent drawbacks when creating an intervention plan in a controlled experimental settings, the findings largely supports both hypotheses suggesting that behavioral analysis when used in a scientific method with clearly defined target behavior, the result is an objective and measurable intervention plan. References Cooper, J. H. (2007). Applied behavior analysis. Upper Saddle, NJ: Pearson Education. Miltenberger, R. (2012). Behavior Modification: Principles and Procedures. 5th Edition. In R. Miltenberger, Extinction . Wadsworth.

Brain Cell Transplants

For decades the wonders of science have miraculously improved and given hope to the unfortunate individuals of the world. From stem cell research to cloning, there is not a day that goes by that there is not a lab that is not full of eager scientists working hard in effort to find a cure for some of the millions of illnesses that are present today. There are many disabled children living throughout the world today. In fact, they make up quite a large portion of the world.From mental illnesses, to physical disabilities, there are thousands  of different types of diseases that strike newborns and children every day. Causes attributed to such illnesses can be anything from hereditary reasons to environmental. Fortunately, we have our magnificent scientists striving to help these children. In August of 2000, scientists began developing brain cell transplants to treat the damage caused by a stroke. The procedure appeared to benefit some patients. What this means is that their is, in fac t hope for children with mental disabilities, because a stroke causes mild to sever brain damage.Rehabilitation plays an important role once the brain cell transplants have taken place. And, not all patients will show signs of improvements. This is an ongoing study that is still being worked on and has much room for improvement. In the laboratory, scientists have actually developed a process which uses several to transform cells called LBS-neurons into mature brain cells or neurons. The regular LBS-neurons originate from human tumor tissue composed of embryonic like cells. This is a long way from looking through a magnifying glass!

Cisco’s Web Enablement Essay

CEO John Chambers believed that â€Å"by providing the end-to-end network plumbing, we can change the way entire companies and industries operate. † How did Cisco’s IT web-enablement initiatives reinforce and demonstrate that belief? Explain your answer with examples. Cisco began web development in early 1990s. Cisco invested around $100 million to web-enable all the applications using standard set of tools and smart group of people. Most of the interactions with customers, partner and suppliers were network-based and began at Cisco’s home page which allowed them to do business with Cisco more efficiently and effectively. Below are some of the examples of the intranet and internet applications that were built part of this initiative: Intranet Applicationss: Employee Self-Service & Communication and distance learning: Cisco’s corporate intranet, Cisco Employee Connection, a centralized portal to access the information, tools and resources needed to streamline processes, facilitate knowledge exchange and maximize employee productivity met the unique needs of 40,000 plus employees. Training modules were available to employees to be trained from their desktops through the distance learning application. The usage of training modules was tracked to improve the quality and its effectiveness. Personalized home pages using ‘My Yahoo! ’ retrieved information from the internet based on user preferences and pushed it to their desktops. Cisco’s quarterly meetings were available for employees to be viewed from their desktop. This not just doubled the attendance but also enhanced the Cisco’s culture of maintaining a strong relationship with each employee. Internet Applications: Customer Self-service through website Cisco’s customer self-service portal built on Cisco. com, a comprehensive, web-based, online resource for information and networked application, was the primary vehicle for delivering responsive, around the clock support for its customers. They relied on Cisco. com to get their questions answered, diagnose network problems, provided solutions and expert assistance worldwide. It was translated into 17 languages for international customers. Cisco’s customers were highly satisfied and enjoyed the lower cost of doing business with Cisco than those who do not used internet based applications to support. Net commerce through the web: Cisco was an early pioneer in using the internet for full electronic commerce. Customer could place and track their orders using Cisco. com. As of January 2001, internet-commerce-based revenue represented 92% of the total revenue base. Productivity gains of 60% for Cisco and 20% for Customers and resellers were being realized through online commerce. Besides the above examples there were other intranet and internet based applications which increased the productivity of its employees and improved supply chain process & customer satisfaction. Thus the above web-enabled systems reinforce and demonstrate the CEO’s belief of changing how companies and business operate. It was very clear that Cisco was successful in the principles of using internet in doing general business.

People Have Different Learning Style - 851 Words

People have different learning style. According to the VAK Learning Style Indicators, my learning style is quite not clear which is tend to be physical but very close to visual and auditory. Because of in university or college even high school in some cases is very stressful. Student live in a very intensive environment, so it is very significant to let the student know what their learning style is. Let them concentrate on using the learning style that they good at. So, I am going to introduce my current learning style, the tasks I find which is the most easiest or difficult and the strategies I think it would be useful in university due to my learning style. I have a weird hobby that is in the theater, I will casually turn my head back to see how people would react when they watch movie. Perhaps this action shows the visual side that I tend to accept information. Another example, back to the time I started learning English, I have got no interest at all. The only thing I interested in is English music, some of them were really attracted me. Then I started learning those vocabularies from the lyrics while listening to the music, I have learned both pronunciation and general vocabulary. I believe this would show how auditory style works on me. Also, this example brought up the moment I learned to dance when I was little. Just imagine all the movement in my head while listening music then tell the dance instructor all those movements, she was very impressed. InShow MoreRelatedDifferent Learning Styles1314 Words   |  6 PagesDifferent Learning styles commonly Used by the PNTC marine Transportation students A thesis presented to the Under graduate studies PNTC Colleges In partial fulfillment Of the requirement for The research amp; thesis writing By: J’Bryan G. Santiago Ronkiel R. Serrano Dennis L. Garan Rod Carlo D. Agpalo Reggie Eridio Chapter I A. 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Essay on Torn at the Genes Case Study - 660 Words

1. What role does the FDA play in the regulation of the nations food supply? - The FDA is responsible for keeping the public healthy by making sure that the nation’s food supply is clean, clearly and honestly labeled, and healthy for whoever eats it. 2. What are the regulations that the FDA enforces regarding genetically altered foods? - The FDA determined that genetically engineered foods should be regulated the same as regular foods. There are no regulations to date that have been determined that are specific to genetically engineered foods. 3. How do scientists put a gene from one organism into another? - The most common method is with an agrobacterium. Since bacteria reproduce quickly, it’s easy to create the same†¦show more content†¦- There are many mutations that happen naturally within DNA sequences over time. Most are minor, and have little effect upon an organism. However, some mutations actually provide species with useful adaptations that could help them evolve into more efficient species. Some mutations on a catalytic site completely alter the functioning state of a protein. 8. What might happen if the beneficial traits that scientists inserted into agricultural crops spread to non-agricultural settings? - Traits such as resistance to pesticides may cause overpopulation in unfavorable plant species, such as weeds. This resistance could also be passed on to species of insects that the pesticides were made for, thus negating the effect of the pesticide in the first place. 9. How would the soil biota be affected by using traditional chemical pesticides and would this differ from using transgenic methods? Which method would be safer and why? - Pesticides can be held within the soil for many years after it has been sprayed, effecting the growth and development of crops. 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Some Keep the Sabbath Going to Church - 931 Words

Megan McCullough Briejer English 101 15 April 2013 Emily Dickinson â€Å"Some Keep the Sabbath Going To Church† In the poem â€Å"Some Keep the Sabbath Going to Church,† Emily Dickinson expresses the feeling that everybody practices their faith and religion in a different way. The narrator of this poem portrays the idea of self practice. Being able to completely understand and interpret the meaning of this piece of poetry was not a short and simple process. When first reading â€Å"Some Keep the Sabbath Going to Church† I was a little confused and unaware of what was happening in the reading. However, in the end I came to realize the poem had a much bigger meaning than just a person sitting in their backyard with the birds. To begin, my first†¦show more content†¦The narrator believes you do not have to attend church to be spiritual and that common practice can be done in a peaceful place such as the orchard in her yard. The last two lines of the poem state, â€Å"So instead of getting to Heaven, a t last- / I’m going, all along† (Dickinson 639). I interpreted this as the long journey to heaven has become a huge part of her life. It is not just a look into the future, but a continuous look in the present. The symbols Dickinson uses in this poem are by far the highlight of this short piece of poetry. In the first stanza, a bobolink and orchard are used to replace things that modern churches value as sacred and holy. Those natural occurrences are used by Dickinson to show her love for nature. More examples of this are shown in the second stanza. The narrator uses her own â€Å"sexton† to call her holly time instead of a brass bell to call church service. This is important to analyze as yet another natural occurrence that highly defines the authors writing style. All in all, Emily Dickinson’s poem â€Å"Some Keep the Sabbath Going to Church† was a bit confusing the first few times it was read. 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The Problem of Knowledge in Humes Philosophy free essay sample

Adnan ESENYEL[I] The Problem of Knowledge in Humes Philosophy and Kants Attempt to Solve it Abstract The philosophical motion from Hume to Kant is a cornerstone in the history of philosophy. This is the motion which I will try to evaluate here. The problem of knowledge which was formulated by Hume shows us how the cartesian tradition since Descartes cogito finds itself in a blind alley. This is why Kants attempt to solve that problem is very vital for epistemolgy. First of all we will see how Humes empiricism ends with universal scepticism and I will try to show why he can not avoid that end. Then we will pass on Kants response to Humes scepticism. I will discuss whether his response is right and legitimate. In conclusion we will see that despite the strength which Kants response possess, it contains also some unsolved problems which open door for scepticism. Key Terms Hume, Kant, Scepticism, Matters of Fact, Causality, Synthetic a prior. Epistemology or the theory of knowledge is one of the main issues of modern philosophy. Many reasons can be submitted for that fact, but it seems that the main reason is the idea that makes the subject the constituent of all our values, and hilosophy as one of the values of mankind makes no exception. Since Descartes from whom we start modern philosophy philosophy is based generally on human existence. Almost all philosophers tried to derive everything from the subject, they tried to understand the world based on human existence, and by trying to understand the world based on subject they asked unavoidably the question :How we know the world That manner I think is the foundation of modern epistemology and philosophy. Since Descartes cogito this is the question which guides mostly philosophy. And this is the question which motivates David Hume and Immanuel Kant. Although they start from the same question, very typical for philosophy they differ in the answer which they give for that question. When Hume came to the philosophical scene in the early and middle eighteenth century with his sceptical approach I think that modern epistemology which was discussed over two centuries since Descartes almost come to an end in the hands of Humes scepticism. This shows the strength of his philosophical conclusion about epistemology. It seems like predecessors Locke and Berkeley he accepted and derivered without exception all consequences of his empirical philosophy. This is the point which makes Hume unique in the history of philosophy. His consistency was so strong that in the end even when he was not happy with his conclusion about knowledge, he remained his philosophical position. In his book An Enquiry Concerning Human Understanding Hume starts his investigation with the nature of our ideas and thoughts. He simply asks: what is the source of my ideas or thoughts? . The only answer he can give to that question is experience. Then he makes distinction between two perceptions which come with experience: Impressions and ideas. Impressions are perceptions of ur senses and ideas are pale copies of these impressions. He argues that to have a thought or idea about something we must have its impression which comes from experience. So each thought we have, must correspond to an impression. (Hume, 1976: 14) Thus our knowledge is strictly limited with impressions. If our reasoning doesnt involve thoughts which come from impressions then our reasoning has not a legitimate ground. This point eliminates almost the entire metaphysics which was made until Hume because that metaphysics was made with concepts like substance, essence, god, platonic ideas, etc. It is clear to Hume that such concepts have not impressions and therefore it is pure nonsense to talk about them like they exist. Hume uses this approach to eliminate metaphysics from philosophy but we can see this approach as the first step towards scepticism. Yet until now knowledge is still possible for Hume within strict empirical rules. But when Hume makes the next step in his empirical analyse this possibility will vanish and Hume will lose any ground to establish a certain theory of knowledge. Lets look at this analyse. The analysis which we mentioned is about our reasoning and Judgements. Hume distinguishes two kinds of reasoning: Relation of ideas and matters of fact. Sciences as Mathematics and Geometry draw into relation of ideas and depend only on operations of mind. These are reasoning which are a priori and doesnt depend on something existent in the universe. They carry the evidence in themselves and are absolutely true all the time. Hume isnt concerned with this type of reasonings very much because it is clear for him how they function. (Hume, 1976: 22) He is primarily interested in matters of fact because this is the area in which we increase our nowledge about ourselves, the world and general the universe. Matters of fact doesnt rely merely on operations of mind; to make this type of reasoning you have to go outside of your mind. You must depend on something which exists in the universe. In contrast to relation of ideas these are reasonings which are a posteriori and rely on experience. This is why they dont hold necessarily truths like relation of ideas. It is nothing logically wrong in saying that the sun will not rise tomorrow from east. This is why matters of fact can always be falsificated. The real question here for Hume is: how we know matters of fact? Because this is the problematic area in which everything is contingent and therefore establishing a certain epistemology is very vital. He asks the simplest question: on what is based our knowledge about matters of fact? As we mentioned above we have impressions about facts, then these impressions cause ideas and thoughts. But what happens with these ideas and how our knowledge extents itself? For example how can we derive a proposition like between these ideas . According to Hume if we look closely to the example and general to Matters of Fact we will see that all our reasonings about matters of fact epends on the relation of cause and effect and that relation is derived entirely from experience. (Hume 1976: 24) We experience for the first time that eating bread is feeding us and we conclude that from now on every time bread will feed us. We always think that the future will resemble the past. This is how we see the world. For us the world is based on causality and that is what constitutes our knowledge about matters of fact. But here is the problem which arises for Hume, has causality a legitimate ground whatsoever in our knowledge? There is nothing logically wrong in aying that bread which feeded us yesterday will poison us tomorrow. Yet we are sure that such a thing will not happen. We always say that everything has a cause and we think about it like something universal. In our opinion bread causes feeding and always will. To have such an epistemological claim we must found a legitimate ground for causality. So Hume begins to investigate the foundation of the relation between cause and effect. He asks whether we have a priori connections about cause and effect, because that a piori connection can be the legitimate ground of causality notion in epistemology. He analyses all sorts of relation, reasoning of our understanding, yet he cant find anything a priori about causality. (Hume 1976: 29) All he can find as a pure empiricist is the experience of things. All we can have is experience. We merely perceive that something follows another. We perceive that bread feeds, that fire burns, that the stone we throw falls to earth. But is there a causal necessity between bread and feeding, between fire and burning. What is the internal connection between these things? That is a question which transcendents experience thus it cant be answered. Because even though we know the size, colour, and the structure of bread we cant know with necessity that bread will feed us. We only experience many things together and conclude that something will follow another thing. This is Just a habit of human nature. (Hume, 1976: 37) Find a mankind that has not experienced any kind of fire, he would never know that fire burns, but if he had a priori knowledge about the causality between fire and burning he should know that fire will burn. That conclusion made by Hume shaked up epistemology. The history of philosophy is almost entirely based on causality. Even all sciences are based on causality. So if you admit that cause and effect is simply a habit of human who merely is perceiving things together you are destroying all sort of theoretical foundation of knowledge. So scepticism appears here with all his power. Because knowledge requires certainty, objectivity and universality. But Hume transforms knowledge into some uncertain belief that the future will resemble the past. That is simply admitting that certain, objective and universal knowledge is not possible, we could only have beliefs about something. In this way we lost our theoretical ground for knowledge. It seems for Hume that the entire philosophy since Ancient Greece was a waste of time because if you throw the notion of cause and effect from philosophy how can you establish any theory. In this sense scepticism is unavoidable. Hume also accepts the empirical claim that we can know directly and certainly only our mental content. But this means that we can not leave our mental state . This leads us to solipsism. Because we can not determine what we perceive, are the only be a belief. Any kind of necessary truth about our experience cant be established. We are left by Hume with scepticism almost about everything. After Hume philosophy was in a big crossroad and there was huge doubts against philosophers. In this situation Kant came to the philosophical scene with his critical approach and tried to answer all vital questions which was raised by Hume against philosophy. He offered a new and original way for epistemology. As it is known his critical philosophy is incredible detailed and therefore we can not touch on every detail of his thought. I will try to give a general account of his philosophy in regard with his answer to Hume. To understand the complexity of his approach we shall look at the assumptions which he makes. First of all like Hume, Kant accepts that our knowledge begins with experience, in that point he is an empiricist. But he doesnt stop here like Hume because in order to generate knowledge we must shape our experience. As he says in Prolegomena, if we dont do that our experience cant have any certainty and universality; this was also Humes conclusion. We must have a priori forms which organize the untidiness of our perceptions. Kant took Humes tendencies of the mind to pass from one idea to another, without which we could not construct the world, and canonized them as a priori forms of the understanding. (Robinson, 2004). These a priori forms of our reason constitute the universality and necessity of our knowledge and without them we even cant talk about knowledge because Hume showed us that the cluster of perceptions cant build up anything necessary about knowledge. But according to Kant, Hume couldnt see that we have these a priori forms. So for Kant knowledge is possible and scepticism therefore is false. Now he have to show how that certain and universal knowledge is possible. Kant accepts the distinction between analytic a priori and synthetic a posteriori Judgments. This is the same distinction which was made by Hume between relation of ideas and matters of fact. But Kant argues that we have also a third kind of Judgment which any philosopher couldnt see. He calls these judgments synthetic a priori . In these Judgements we have synthetic Judgments, which extent our knowledge about the universe, combined with a priori forms which shape our synthetic information.