Overview For This Assignment: You Will Provide A Full Draft ✓ Solved

Overviewfor This Assignment You Will Provide A Full Draft Of Your Slid

Provide a full draft of your slide deck for your Week 9 presentation, including an audience selection with justification, a brief case description and target behavior with its function, an overview of intervention procedures, and detailed progress evaluation through treatment integrity data, IOA data, and treatment outcomes focusing on reduction of the target behavior and increase of a replacement behavior. Include next steps and ethical considerations. The slides should include bullet points that support your oral presentation, which can be added later. Ensure all data visuals show trends or variability and properly cite current BACB ethics and Capella Compassion Code elements related to your case. Prepare this draft to receive feedback before final submission.

Sample Paper For Above instruction

Introduction

Effective communication of treatment progress is fundamental to behavior analytic practice. Preparing a comprehensive slide presentation that encapsulates all critical elements gathered during the first six months of intervention allows supervisees to reflect on their implementation fidelity, data accuracy, and client progress. This paper models a detailed academic approach to developing such a presentation, emphasizing clarity, ethical adherence, and data interpretation aligned with BACB standards.

Audience Selection and Justification

The first slide targets the choice of audience, such as caregivers, school staff, supervising BCBA, or direct interventionist. For this case, the selected audience comprises caregivers/parents. The rationale hinges on empowering caregivers with knowledge of interventions, fostering reinforcement consistency, and ensuring generalization of skills. Additionally, involving caregivers aligns with ethical guidelines emphasizing collaboration and respecting client dignity. Effective communication tailored to caregivers enhances adherence and supports sustainable behavior change, reflecting ethical principles of respect and shared responsibility (BACB, 2020).

Case Description and Target Behavior

Presented pseudonymously as "Alex," a young child diagnosed with autism spectrum disorder, exhibiting problematic behaviors such as self-injury (head-banging). The operational definition for self-injury is: any instance of head-banging that results in skin redness, swelling, or injury, occurring at least twice per session. The function of the behavior was identified through functional analysis as escape-maintained, serving to avoid demands or social interactions perceived as aversive. The behavior’s social significance underscores its impact on safety and quality of life, necessitating targeted intervention to reduce harm and teach appropriate replacement behaviors in line with the BACB Ethics Code (BACB, 2020).

Brief Intervention Summary

The intervention encompassed differential reinforcement of alternative behavior (DRA), combined with visual supports and social reinforcement strategies. Procedures included teaching a functional communication response (FCR) to replace head-banging, with reinforcement delivered contingent on successful FCR engagement. Treatment plans adhered to ethical standards, emphasizing positive reinforcement, client dignity, and least restrictive strategies. All procedures were approved and implemented consistently over six months, with ongoing supervision ensuring fidelity. Supporting literature underscores the importance of consistent implementation for generalization and maintenance (Horner et al., 2002; Cooper et al., 2020).

Progress Evaluation and Data Monitoring

Treatment Integrity Data

One slide presents treatment integrity data, collected bi-weekly by direct supervisors using a checklist assessing procedural adherence. The graphic visualizes compliance percentages over six months, which consistently remained above 90%, indicating high implementation fidelity. This aligns with ethical standards requiring accurate, ongoing monitoring to ensure intervention integrity (BACB, 2020).

Interobserver Agreement (IOA) Data

Another slide displays IOA data collected monthly from two independent observers. The percentage of agreement exceeded 85%, confirming data reliability. The graphical trend demonstrates stable interobserver concordance throughout the intervention period, supporting the validity of behavioral measurements (Fisher et al., 1993).

Treatment Data on Target Behavior and Replacement

Graphs depict reductions in head-banging from baseline levels averaging 15 occurrences per session to near zero by month six. Concurrently, the replacement behavior—using a picture exchange communication system (PECS)—showed progressive increases, with data points indicating successful use in 80% of opportunities. Trends reveal decreasing variability and consistent progress, fulfilling intervention goals.

Ethical and Compassionate Next Steps

Future plans include conducting functional assessments to refine intervention strategies, adjusting reinforcement schedules as needed, and expanding training for caregivers to promote maintenance and generalization. Any observed or anticipated changes will adhere to BACB and Capella standards, emphasizing client welfare, respect, and collaborative decision-making. The next formal review with the audience is scheduled in three months, aligned with ethical commitments to ongoing assessment and professional growth.

Conclusion

This comprehensive draft captures critical aspects of a behavior intervention evaluation, blending robust data analysis with ethical practice and stakeholder engagement. Such detailed planning ensures transparent, effective, and respectful service delivery, laying a foundation for sustainable behavioral improvements.

References

• American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
• Behavior Analyst Certification Board. (2020). Professional and ethical compliance code for behavior analysts. BACB.
• Fisher, W. W., Piazza, C. C., & Harrower, J. K. (1993). Observations and measurements of behavior. In J. L. Matson (Ed.), Behavior modification for the autism spectrum disorders (pp. 45–65). Springer.
• Horner, R. H., et al. (2002). The use of functional analysis to guide treatment of problem behavior. Journal of Applied Behavior Analysis, 35(4), 371–389.
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• Reichow, B., et al. (2018). Evidence-based practices in autism spectrum disorder: report to Congress. U.S. Department of Education.
• Bailey, J. S., & Burch, M. R. (2017). Research methods in behavior analysis and skills training. Routledge.
• Schalock, R. L., et al. (2019). The concept of social validity: a review of research and implications for practitioners. Behavior Analysis in Practice, 12(4), 1144–1153.
• Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55(1), 3–9.
• Odom, S. L., et al. (2010). Evidence-based practices in autism spectrum disorder: Reporting of findings and implications. Journal of Autism and Developmental Disorders, 40(11), 1477–1489.