Psy7706u8a1 Assignment Outline Behavior Intervention Plan ✓ Solved

Psy7706u8a1 Assignment Outlinebehavior Intervention Plantarget Behavi

Develop a comprehensive behavior intervention plan for Johnny, focusing on reducing his elopement behavior characterized by leaving the designated therapy area without permission. The plan should include an operational definition of the target behavior, hypothesized functions, preventative strategies, replacement procedures, consequential procedures, and generalization and maintenance procedures. Additionally, outline short-term and long-term goals, describe the applied behavioral methods supported by research, and specify monitoring and reinforcement systems to ensure effective implementation. The plan should integrate evidence-based practices such as Functional Communication Training, visual supports, reinforcement schedules, and parent training, supported by credible literature.

Sample Paper For Above instruction

Introduction

Effective behavioral intervention planning is paramount when addressing challenging behaviors such as elopement in children with autism. This paper presents a detailed behavior intervention plan (BIP) for Johnny, a young child exhibiting elopement behaviors within a therapeutic setting. The plan incorporates empirical strategies backed by research to reduce elopement and promote functional communication, ensuring Johnny's safety and enhancing his adaptive skills.

Operational Definition and Hypothesized Functions

Johnny's target behavior, elopement, is operationally defined as any instance in which he leaves the designated therapy area without permission. The onset occurs once Johnny departs from the specified zone, and the offset is marked by his return. Behaviors in areas not requiring permission, such as the playroom, are excluded. The hypothesized functions of this behavior are escape/avoidance and access to tangibles, aligning with common functions observed in children with autism (Cooper, Heron, & Heward, 2020). Recognizing these functions informs the development of tailored intervention strategies that address the underlying motives for elopement.

Preventative Strategies

Prevention of elopement hinges on antecedent interventions. Utilizing a visual schedule establishes a predictable routine, which minimizes anxiety and resistance, thereby decreasing the likelihood of elopement (Maglieri et al., 2021). Additionally, environmental modifications such as arranging the setting to promote communication—using tools like the Picture Exchange Communication System (PECS)—reduce frustration and provide alternative means for expressing needs (Charlop-Christy et al., 2002). The Premack Principle is employed by allowing Johnny access to preferred items or activities contingent on completing less desirable tasks, serving as an antecedent reinforcement to increase compliance (Premack, 1965).

Replacement Procedures

The core replacement behavior involves functional communication. Johnny is being taught to mand for items and activities through PECS and sign language (e.g., "more," "drink," "my turn"). Teaching Johnny to request appropriately addresses the functions of escape and access, reducing the need to elope (Durand & Moskowitz, 2015). When Johnny hands a picture to request an item, he gains access without engaging in problem behavior. Reinforcing these functional communication responses fosters their occurrence and diminishes maladaptive behaviors.

Consequential Procedures

In cases where elopement occurs, strategies such as blocking and guided compliance are employed to manage the behavior. Blocking prevents Johnny from leaving the designated area, while guided compliance involves assisting Johnny to follow through with demands (Cooper et al., 2020). Escape extinction is implemented by withholding access to preferred items until the child completes specified tasks, thereby reducing the motivation to elope (Carr & Lepper, 1987). Additionally, preferred items are withheld until Johnny communicates using PECS, reinforcing communication over elopement.

Generalization and Maintenance

To ensure lasting change, Johnny's intervention includes training staff and caregivers to apply antecedent and consequence strategies consistently across settings. Skills acquired through therapy are reinforced in natural environments through community-based practice and parent training (Maglieri et al., 2021). We also plan to fade prompts gradually and reinforce spontaneous communication, promoting independence. The overall goal is to sustain reductions in elopement behaviors and promote functional, adaptive skills that generalize across environments and maintain over time.

Goals

Short-term goals set within a three-month period include a 50% reduction in elopement incidents and increased use of functional communication methods (e.g., PECS, sign language). Long-term goals aim for Johnny to independently communicate his needs and requests, significantly decrease elopement, and demonstrate compliance across various settings. Discharge criteria include consistent use of functional communication, mastery of safety behaviors, and verified reduction of maladaptive behaviors to baseline levels across multiple contexts.

Behavioral Methods and Supporting Research

The intervention strategies are grounded in Applied Behavior Analysis (ABA), with support from contemporary research. Functional Communication Training (FCT) is supported by Durand and Moskowitz (2015) as an effective method for reducing problem behaviors when they serve communicative functions. Using visual schedules and environment modifications aligns with findings by Maglieri et al. (2021), emphasizing the importance of antecedent interventions. Research also affirms that reinforcement schedules, including differential reinforcement, increase desirable behaviors (Carr & LeBlanc, 2007). The integration of parent training is supported by Booth, Gallagher, and Keenan (2018), enhancing generalization and maintenance.

Monitoring and Reinforcement Systems

The effectiveness of the intervention depends on ongoing monitoring. Data collection tools such as ABC (Antecedent-Behavior-Consequence) charts will track incidents of elopement and communication attempts. Regular review meetings will evaluate progress and adapt strategies as needed. Reinforcement involves delivering praise, access to preferred activities, and tangible rewards contingent on appropriate behavior. Parents and caregivers will be trained in these systems to ensure consistency outside the therapy setting (Maglieri et al., 2021).

Conclusion

This comprehensive ABA-based intervention plan emphasizes antecedent modification, functional communication training, consequence strategies, and systematic monitoring to reduce Johnny's elopement behaviors. Supported by empirical research, the plan aims to promote safety, independence, and communication skills, ensuring sustainable behavior change and positive developmental outcomes.

References

  • Booth, N., Gallagher, S., & Keenan, M. (2018). Autism, interventions and parent training. Psichologija, 57, 74-94. https://doi.org/10.15388/Psichol.2018.0.11904
  • Carr, E. G., & Lepper, T. (1987). Escape extinction in the treatment of escape-maintained behavior: A review and analysis. Journal of Applied Behavior Analysis, 20(4), 423-439.
  • Charlop-Christy, M. H., Carpenter, M., Le, L., LeBlanc, L. A., & Kellet, K. (2002). Using the picture exchange communication system (PECS) with children with autism: Assessment of PECS acquisition, speech, social-communicative behavior, and problem behavior. Journal of Applied Behavior Analysis, 35(3). https://doi.org/10.1901/jaba.2002.35-213
  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.). Pearson.
  • Durand, V. M., & Moskowitz, L. (2015). Functional communication training. Topics in Early Childhood Special Education, 35(2), 116. https://doi.org/10.1177/0271121414558479
  • Maglieri, K. A., McDonough, S. M., & Cardinal, S. (2021). Antecedent modifications and their impact on challenging behaviors. Journal of Behavioral Interventions, 36(4), 231-245.
  • Premack, D. (1965). Toward empirical behavior laws: The principle of reinforcement. Psychological Review, 72(3), 219–246.
  • Schreibman, L., & Koegel, R. L. (2005). Handbook of early intervention for autism spectrum disorders. Guilford Publications.
  • Williams, R., & Nelson, J. (2017). Parent training programs and their impact on child behavior. Journal of Child and Family Studies, 26(6), 1509-1522.
  • Yell, M., Rozalski, M., & Rozalski, N. (2017). Differential reinforcement procedures in behavior management. Journal of Applied Behavior Analysis, 50(4), 880-893.

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