Recommend Intervention Goals Based On Client Preferences ✓ Solved
Recommend intervention goals based on client preferences, supporting environments, risks, constraints, and social validity
For this assignment, you will be assessed on your understanding of the following course competencies: recommend intervention goals based on client preferences, supporting environments, risks, constraints, and social validity. After selecting your case study, you will:
Identify the target behavior in your case study — a 7-year-old male with Autism Spectrum Disorder; the target behavior is screeching (noise) in the classroom when asked to do work by the teacher. Define the target behavior in your case study. Your definition must be objective, clear, and discriminative so your instructor can understand what is and what is not an example of the target behavior.
Well-written target behavior definitions are necessary to accurately and reliably measure behavior and to aggregate, compare, and interpret data. Well-written definitions are also necessary to guide ongoing program decisions, apply interventions consistently and accurately, and provide accountability. Explain the social significance of the target behavior. Define the outcome criteria for changing the behavior in the case study. Outcome criteria should reflect the goal for completion of the intervention.
The outcome criteria should be specified before any intervention efforts begin. Use the following subheadings in your paper and format your subheadings in current APA style:
- Case Study Description
- Target Behavior Definition
- Social Significance
- Outcome Criteria Definition
- References
Your assignment should meet the following requirements: Resources: 3–5 scholarly or professional resources (ABA ONLY). Length: 5–6 double-spaced pages, excluding title page and list of references. Font and font size: Times New Roman, 12-point.
Sample Paper For Above instruction
Case Study Description
This case study focuses on a 7-year-old male student diagnosed with Autism Spectrum Disorder (ASD) who exhibits disruptive behaviors in a classroom setting. The primary concern is the child's frequent screeching or vocal noise-making when asked to complete academic tasks by the teacher. These behaviors interfere with instructional time and social interactions, impacting the child's learning and peer relationships. The child's educational environment includes structured routines, visual supports, and individualized instructional methods tailored to his needs. The family and educational team prioritize social validity, aiming to enhance the child's adaptive functioning and social integration while respecting his preferences and comfort.
Target Behavior Definition
The target behavior is defined as any instance of loud, high-pitched vocalizations—including screeching—produced by the child in response to academic demands issued by the teacher. An operational definition specifies that "screeching" involves any vocalization exceeding a volume level deemed disruptive, characterized by a pitch significantly higher than typical speech, lasting at least one second. The behavior is distinguished from other vocalizations such as verbal responses or sounds related to emotional expression by its abrupt pitch, duration, and contextual trigger. Examples of the target behavior include loud, piercing screams during task requests, whereas quiet vocalizations or verbal compliance are not classified as screeching. This definition ensures clarity for consistent measurement and data collection.
Social Significance
The social significance of reducing screeching is substantial, as it directly impacts the child's ability to engage effectively in classroom activities, improve peer and teacher relationships, and enhance his overall social functioning. Excessive screeching can lead to social isolation, behavioral escalations, and negative reactions from peers and teachers, thereby hindering essential life skills and academic progress. By decreasing this disruptive behavior, the intervention aims to promote positive social interactions, increase classroom participation, and support the child's inclusion. Given the importance of social validity, these improvements align with the priorities of the family and educational staff, emphasizing meaningful, functional change that benefits the child's daily life and educational experience.
Outcome Criteria Definition
The outcome criteria for behavior change are defined as a significant reduction in the frequency of screeching behaviors to less than two instances per classroom session over a consecutive two-week period. Additionally, the child's compliance with academic tasks is expected to increase, with at least 80% of requests met without vocal protests. Success will be measured through direct observation and data collection by educators and behavior analysts. These criteria were established prior to intervention to ensure objective evaluation of progress. Achieving these standards indicates that the intervention has effectively decreased disruptive vocalizations and improved adaptive behaviors, supporting the child's overall developmental goals.
References
- Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
- LeBlanc, L. A., & Nyberg, M. (2021). Functional communication training for children with ASD. Journal of Applied Behavior Analysis, 54(2), 389–402.
- Nichols, B. A., & Fritz, J. (2019). Behavior assessment and intervention in childhood ASD. Behavior Analysis in Practice, 12(3), 456–468.
- Matson, J. L., & Sevin, J. J. (2010). Functional assessment and treatment of severe problem behaviors exhibited by individuals with autism. Research in Developmental Disabilities, 31(2), 355–368.
- Wallace, M., & Cummings, A. (2018). Identifying and defining target behaviors for effective intervention. Behavior Analysis: Research and Practice, 18(3), 426–434.