Applied Behavior

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Read the Client Scenario: Review the provided hypothetical client scenario, including assessment data, behavior descriptions, and relevant background information.
Identify Key Components:
Target Behavior(s)
Operational Definition(s)
Baseline Data
Function of Behavior
Replacement Behavior(s)
Intervention Strategies
Data Collection Methods
Generalization and Maintenance Strategies
Develop the Behavior Plan: Using the information from the client scenario below, write a detailed behavior plan that includes all key components listed above. Ensure that your plan is comprehensive, clear, and follows ethical guidelines. Add hypothetical data and info missing from this starter scenario.
Format:
Title Page: Include your name, date, and title of the assignment.
Behavior Intervention Plan
References: Cite any sources used to support your plan (e.g., textbooks, journal articles, ethical guidelines).
Client Scenario:Client Name: Sam is a 7-year-old boy diagnosed with Autism Spectrum Disorder (ASD). Sam does not use consistent vocal language but he does have capabilities to say words and ask for things from time to time. He lives at home with his parents and a younger sibling. Sam attends a special education program at his local school and has an IEP. His parents are particularly concerned about his aggressive behavior and difficulty with transitions at home. Sam will cry and scream when he does not get what he asks for. He will hit and kick others as well. Sams mother has also stated he will throw things when his family does not give him what he wants. Sam also will ignore his family when they tell him it is time for bed. These behaviors have been disruptive to family routines and have caused significant stress. His parents are interested in ABA and are ready to begin the assessment process.

Sample Solution

This is a hypothetical behavior plan based on limited information. A comprehensive assessment and ongoing data collection are essential for developing and implementing an effective behavior intervention plan. This document is for educational purposes only and should not be considered professional advice.

Title Page

Behavior Intervention Plan Sam [Date] [Your Name]

Behavior Intervention Plan

Client: Sam Age: 7 Diagnosis: Autism Spectrum Disorder (ASD)

Problem Behavior(s):

  • Aggression (hitting, kicking)
  • Noncompliance (crying, screaming, throwing objects)
  • Tantrums (crying, screaming)
  • Noncompliance with requests (e.g., bedtime)

Operational Definitions:

  • Aggression: Physically harming another person by hitting or kicking.
  • Noncompliance: Refusal to follow a given request or demand.
  • Tantrum: An emotional outburst characterized by crying, screaming, and/or property destruction.
  • Noncompliance with requests: Failure to comply with a verbal or non-verbal request.

Hypothetical Baseline Data:

  • Aggression: Average of 3 incidents per day, lasting approximately 2 minutes each.
  • Noncompliance: Occurs approximately 5 times per day, lasting an average of 5 minutes each.
  • Tantrums: Occur approximately 2 times per day, lasting an average of 10 minutes each.
  • Noncompliance with bedtime: Typically lasts 15-20 minutes each night.

Function of Behavior:

  • Hypothesis: Based on the information provided, it is hypothesized that Sam’s problem behaviors are primarily maintained by escape from demands and access to attention.

Replacement Behaviors:

  • Effective communication (using PECS, vocalizations, or signs)
  • Compliance with requests
  • Calming strategies (deep breathing, taking breaks)

Intervention Strategies:

  • Functional Communication Training (FCT): Teach Sam alternative ways to communicate his needs and wants (e.g., PECS, vocal prompts).
  • Differential Reinforcement of Other Behavior (DRO): Reinforce the absence of problem behavior with preferred items or activities.
  • Extinction: Ignore attention-seeking behaviors (e.g., tantrums).
  • Positive Reinforcement: Consistently reward appropriate behaviors with praise, tangible reinforcers, and access to preferred activities.
  • Environmental Modifications: Structure the environment to reduce triggers for problem behavior (e.g., remove tempting objects).
  • Parent Training: Provide parents with strategies for managing Sam’s behavior and promoting generalization.
  • Visual Supports: Use visual schedules and social stories to support transitions and routines.

Data Collection Methods:

  • Frequency recording for target behaviors
  • Duration recording for tantrums
  • ABC data collection to identify patterns and functions of behavior

Generalization and Maintenance Strategies:

  • Implement interventions across different settings (home, school, community).
  • Teach Sam to generalize skills to new situations and people.
  • Provide ongoing reinforcement for maintaining behavior changes.
  • Involve caregivers in the intervention process.

Note: This is a preliminary behavior plan based on limited information. Ongoing assessment and data collection are essential for refining and adjusting the plan. Collaboration with the family, educators, and other professionals is crucial for successful implementation.

References

  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied behavior analysis (3rd ed.). Pearson.
  • National Autism Association. (n.d.). Retrieved from https://nationalautismassociation.org/

Additional Considerations:

  • Conduct a comprehensive functional behavior assessment to determine the precise function of Sam’s behavior.
  • Collaborate with the school to ensure consistency in intervention strategies.
  • Monitor for potential side effects of interventions and make adjustments as needed.
  • Provide ongoing training and support to caregivers.
  • Regularly evaluate the effectiveness of the behavior plan and make data-based decisions.

 

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