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Behavior Intervention Plan

Ashley Fagundo

Capella University

7713 Behavior Analytic Intervention

Dr. Lyret Carrasquillo

June 5, 2022
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Behavior Intervention Plan

Assessment Summary

Chris is a four-year-old boy who is nonverbal. His deficits in vocal language make it

difficult for him to communicate his wants and needs. He attends school for half a day during the

week and participates in speech therapy as well. A functional behavior assessment was

conducted which included an interview indirect assessment with the mother of the client, a

descriptive assessment and an experimental analysis. The results of the experimental analysis

show a strong functional control between attention and screaming behavior. During the attention

condition frequency of screaming was higher than in every other condition. Close behind the

attention condition as a controlling variable of screaming is the tangible function. Before the

functional behavior assessment an informed consent form was signed by the mother.

Target Behavior Definition

Screaming is considered any instance of vocalization that can be heard from another

room and/or 20 feet away for any period. Behavior has ended after 3 seconds of nonoccurrence.

Example: client screams no when denied access to iPad. Non example: client is engaging in

social environment that requires yelling or screaming (i.e. Red light green light). The behavior is

measured using frequency data. An example is when mom is working at her desk withholding

attention and Christopher screams.

Intervention Setting

The intervention setting is the client’s home. In the home intervention will take place in

general areas including the living room dining room in client’s bedroom. Client will also engage

in table work at his desk in his bedroom.

Data Collection Procedures

Because Christopher's frequent screaming requires observation throughout the

observation period and recording of instances of the behavior, the continuous recording method,

frequency, was utilized for this case study. The RBT collecting data during this direct

observation will use a data collection application to measure the frequency of screaming and will

be able to capture data quickly. Because of the ability to compare points on the graph and

identify the existence of change in level, trend, and variability within and across conditions, the

data will be visually displayed as a line graph (Cooper et al., 2019).

Antecedent/Proactive Strategies

Non-contingent reinforcement

Christopher would benefit from NCR because it promotes a positive learning

environment. It can also enhance trust and promote the action of knowing that reward would be

delivered regardless of their behavior, which can reduce the amount of attention-based

screaming. The therapist will implement NCR by following Fixed time reinforcement schedule.

The therapist will give client access to mom every 20 minutes. Mom will be instructed to engage

with the client for one minute before returning to her desk. This schedule should be followed

regardless of problem behavior. In one article the authors found that Target responding declined

and alternative responding rose when reinforcement for a target response switched from a

contingent to a noncontingent schedule, as in the move from baseline to treatment for problem

behavior (Virues-Ortega et al., 2013).

Consequent/Reactive Strategies

Differential Reinforcement of Alternative Behavior

The therapist will implement differential reinforcement of alternative behavior

throughout the entire session. The therapist should give client immediate access to mom when he
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asks appropriately for mom by using the one word mand mom. Combining NCR with differential

reinforcement of alternative behavior (DRA) could be one strategy. This combination

intervention method has been proven in studies to be highly successful in reducing problem

behavior and enhancing appropriate behavior (Fritz et

Replacement Behavior and Teaching Procedures

Functional Communication Training

Replacement-based solutions aim to strengthen communication skills and allow a client to

express their wants and needs by replacing problematic behavior with productive and socially

acceptable behaviors. Functional communication training (FCT) teaches students how to speak in

a functional and acceptable way, which can help them eliminate problematic behaviors and

develop more generalized alternative communicative responses in a variety of situations (Wu et

al., 2021). Sensitivity to comprehension level and rapport development are two compassionate

techniques to consider while selecting FCT (Capella University, 2021). The first step, before the

client engages in the problem behavior, ensure the therapist is aware of the antecedent triggers

and indications. The therapist will then teach the client using a one word mand for mom’s

attention. Before gaining access to mom, the therapist will prompt the client by saying “say

mom”. Once the client has stated “mom”, the therapist will instruct the mother to immediately

engage with the client. The prompts should be faded to a partial echoic prompt, “say m”. The

therapist will then use a prompt delay prompt until client independently request mom.

Compassion, Ethics, and Cultural Competence

Building rapport and listening to stakeholders and significant people in Chris' life, the

practice of humility and interactions with Chris and his family while considering their family

cultural background and dynamics, and working to ensure that all interventions are based on data
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and scientifically established best practices are all examples of compassion codes that were not

previously mentioned (Capella University, 2021). Providing effective treatment, involving

clients and caregivers throughout the service, obtaining informed consent, designing and

implementing interventions based on evidence-based practices, describing behavior-change

interventions before implementation, and collecting and using data are among the ethics codes to

be considered during the implementation of the selected interventions (BACB, 2020). An

example of this is the implementation of DRA which requires the withholding of reinforcement

for engaging in the challenging behavior. FCT and NCR ensure multiple opportunities to contact

reinforcement creating balance within the treatment plan.

Short-term Goal & Long-term goal

Goals are crucial since they allow for improved independence as well as the lowering of

any goal behaviors (Hopebridge Autism Therapy Centers, 2021). Chris’s short-term goal is at

the end of 3 months, screaming will decrease from a rate of 15 screams per hour during session

to 3 screams per hour during session. Within one year, Christopher's long-term goal is for the

client to reduce occurrences of Screaming by 80% of observed opportunities across all settings.

Once this goal is met it must also be maintained, the client my then began the discharge process.

The rationale for targeting this behavior is that it will allow Chris to receive more reinforcement

in the natural environment, increase his access to environments where he can learn other

important behaviors, and allow others to interact with Chris in a safe and appropriate

way (Cooper et al., 2019).

Generalization and Maintenance

Implementing generalization probing before, during, and after intervention, which allows

behavior analysts to decide if the abilities being taught may be applied outside of the
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instructional setting, is the recommended approach for generalizing the skills learned throughout

this treatment plan. Maintenance is a crucial skill to learn since it allows the client to maintain

the skill learned through practice.

References

Cooper J. O., Heron T. E. & Heward W. L. (2020). Applied behavior analysis. (3rd ed.). Pearson.

Fritz, J. N., Jackson, L. M., Stiefler, N. A., Wimberly, B. S., & Richardson, A. R. (2017). Noncontingent

reinforcement without extinction plus differential reinforcement of alternative behavior during

treatment of problem behavior. Journal of Applied Behavior Analysis, 50(3), 590-

599. https://doi.org/10.1002/jaba.395

Hopebridge Autism Therapy Center. (2021). Best practices for setting realistic goals in ABA therapy

and at home. Hopebridge Autism Therapy Center. Retrieved from

https://www.hopebridge.com/blog/setting-goals-for-autistic-children/

Professional and Ethical Compliance Code for Behavior Analysts. (2021). BACB

https://www.bacb.com/ethics-information/ethics-codes/

Virues-Ortega, J., Iwata, B. A., Fahmie, T. A., & Harper, J. M. (2013). Effects of alternative responses

on behavior exposed to noncontingent reinforcement: ALTERNATIVE RESPONSES AND

NCR. Journal of Applied Behavior Analysis, 46(3), 603-612. https://doi.org/10.1002/jaba.61

Wu, J., Kopelman, T. G., & Miller, K. (2021). Using functional communication training to

reduce problem behavior. Intervention in School and Clinic.

https://doi.org/10.1177/10534512211032628