How to Organize Your Paper

Use the following subheadings (formatted in APA style) to label the three main sections of your paper:

Intervention Support Plan.

Apply behavioral assessment methods for the consideration and selection of intervention outcomes and strategies for the target behavior in your case study. You will exercise your clinical writing skills to create a detailed behavior intervention plan including the following:

• Operational Definitions and Functions of Identified Target Behaviors. For this section, summarize all results of the assessment portion. Prioritize and define the behaviors to be targeted, and list the functions of each of those behaviors.
• Antecedent Procedures. Based on the results of the FBA, describe the antecedent procedures you recommend to prevent the behavior from occurring. Be sure to cite the research justifying your use of these procedures.
• Replacement Procedure. Based on the functions of behavior, describe the replacement behaviors you would like to address as well as your plan for how they would be taught and reinforced. Be sure to cite the research justifying your use of these procedures.
• Consequential Procedures. Based on the results of the FBA, describe how you would want others (therapist, teacher, or caregiver) to respond if the behavior occurs. Describe how to arrange the environment such that others will respond accordingly.
• Short-Term Goals. Describe behavioral goals for the client to be achieved with three months of service. Be sure to cite the research justifying these goals.
• Long-Term Goals. Describe the ultimate goals of the intervention. Describe the discharge criteria for the recommended ABA services. Be sure to cite the research justifying these goals.
• Generalization and Maintenance Procedures. Describe your recommended plan to generalize the skills learned in this treatment plan. Describe your recommended plan to withdraw any treatment components while maintaining low rates of challenging behavior. Be sure to cite the research justifying your use of these procedures.

Monitoring Systems Support for Behavior.

Present your design for effective performance monitoring and reinforcement systems for your chosen case study.

Implementation of ABA Techniques.

Discuss the research that supports your decision for the implementation of intervention strategies here. Reference the literature gathered in previous units to help you create an empirically valid intervention plan.

Running head:LITERATURE REVIEW PROPERTY DESTRUCTION

Example of Assign ments

Introduction

Caleb Johnson is an 8-year- old boy diagnosed with Autism Spectrum Disorder and Oppositional Defiant Disorder. Caleb lives with his mother, father, grandparents, and two younger sisters. Caleb often engages in noncompliance, Tantrums, Verbal Protest, and Property destruction. Property destruction is defined as is defined as damaging personal or public property, breaking an object into two or more pieces, using an object to break other objects, throwing objects, ripping objects from walls, floors, or furniture and or while crying, screaming, and yelling. These behaviors tend to happen at school and home when Caleb is denied access or when a demand is placed. Caleb finds changes in routine upsetting and does not know how to accept no/alternatives. Caleb is making progress with taking turns with his pairs. Caleb’s behavior at home is more intensive since his grandparents are his primary caretakers while his mom/ dad are at work. Based on the interview questions that were collected from his family members this behavior tends to happen when he is denied access.

The target behavior for Caleb will be socially significant due to the intensity and high frequency that it occurs. According to Cooper and associates, when prioritizing targeted behaviors the first criteria is safety, does this behavior pose a threat to the individual or others around them, is the behavior socially significant, will this improve the individual life. Based on those criteria property destruction was the most important. The other behaviors that Caleb engages in the display after he begins to engage in property destruction. Decreasing property destruction will also assist in decreasing the other behaviors that Caleb tends to engage in, there are a variety of interventions that can be implemented to assist caleb. The information that will be shared below will demonstrate scientifically proven intervention. Frequency/ permanent Product will be used to collect data at school between the hours of 9-1.

Theoretical Underpinnings

Noel, C. R., & Getch, Y. Q. (2016). Noncontingent Reinforcement in After-School Settings to Decrease Classroom Disruptive Behavior for Students with Autism Spectrum Disorder. Behavior analysis in practice, 9(3), 261–265.

https://doi.org/10.1007/s40617-016-0117-0

This research article focused on using NCR ( Noncontingent reinforcement) to decrease disruptive behaviors. The study focused on two individuals with ASD who engages in negative talk and property destruction which limited them from being able to interact with their peers and teachers. The author chose to use NCR as an intervention due to it being a simple procedure that can be implemented while the function of the behavior is still being determined. The authors stated that caregivers who don’t have much training can implement NCR. The study took place at a university sponsored after school programs. The programs included plan activities. To collect data the authors used events based to measure the behavior and the NCR. an ABAB design was used to analyze the effectiveness of NCR on the problem behaviors ( Negative talk and Property destruction). The results demonstrated that when NCR was implemented the behavior occurred at a low frequency to some instances of it being at 0, this indicated that NCR can have a positive impact on reducing problem behaviors. Being that this procedure is something simple and doesn’t require much effort it is great to use in a classroom setting. NCR procedure can be used for Caleb when he is engaging in property destruction due to attention, when his one-on-one therapist may not be around. Caleb teacher will be able to implement this procedure without it requiring much work and she will be able to tend to the other students. NCR can also be implemented by Caleb grandparents since this procedure is easy to understand.

Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional communication training and chained schedule procedure to treat challenging behavior with multiple functions. Journal of Developmental and Physical Disabilities, 24(6), 529-538. doi:

http://dx.doi.org.library.capella.edu/10.1007/s10882-012-9287-z

The aim of this study was to evaluate functional communication training (FCT) and a chained schedule of reinforcement to treat challenging behaviors that served multiple functions. In the article the author used an ABAB reversal designed. The result of this study demonstrated that the combination of FCT and Chained schedule procedure was effective in decreasing negative behavior. One aspect of this study that stood out was the use of a chained schedule to signal the mands that will be reinforced when it came to accessing a highly preferred item/ activity. The client was taught to use their words to get access. And when words were used the child was reinforced. During the baseline phase the client was given access to a preferred item paired with attention for 1 min. To begin the session the therapist informed the client that it was time to work. During FCT and Chained schedule intervention a wristband was used to signal Danny how much time he will receive with reinforcement. The weakness to this study was the limitation of only one participant and one setting. Some components of this study can be implemented for Caleb especially the FCT aspect can be used to teach Caleb how to request for breaks, help, and access to reinforcers. Chained scheduled wouldn’t be effective in a classroom schedule being that the teacher will not have time to follow through with the chained schedule. The therapist that will be seeing Caleb in school will need intensive training to be able to understand the function of behaviors, and compliance training.

Vollmer, T. R., Iwata, B. A., Zarcone, J. R., Smith, R. G., & Mazaleski, J. L. (1993). The role of attention in the treatment of attention-maintained self-injurious behavior: noncontingent reinforcement and differential reinforcement of other behavior. Journal of applied behavior analysis, 26(1), 9–21.

https://doi.org/10.1901/jaba.1993.26-9

This research analyzed the use of NCR and DRO for attention maintained behaviors. DRO was implemented at any instant that the target behavior was absent. The study used three female adults in a day program . NCR was implemented by delivering attention at a fixed time schedule. The main purpose of this study was to compare DRO and NCR. The result of this study shows that DRO and NCR are effective procedures to decrease behavior. NCR is easy to implement as long as a timer is available. NCR/DRO can be used for Caleb for positive reinforcement for attention maintained behavior. To implement DRO a list of expected behaviors can be placed on Caleb’s desk and when he engages in those behaviors versus property destruction he will receive a token on an NCR schedule of every 3 minute.

Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of applied behavior analysis, 18(2), 111–126.

https://doi.org/10.1901/jaba.1985.18-111

This study examined the use of Functional Communication Training to reduce problem behaviors. Behavior problems can be reduced if the child is taught to communicate functionally.

Functional communication can be used to decrease property destruction for all 3 function of Caleb behavior. By teaching Caleb to request for break, reinforcers, help from therapists, and be able to express his frustration which in return limit the amount of time he engages in property destruction for that function.

Piazza, C. C., Fisher, W. W., Hanley, G. P., Remick, M. L., Contrucci, S. A., & Aitken, T. L. (1997). The use of positive and negative reinforcement in the treatment of escape-maintained destructive behavior. Journal of applied behavior analysis, 30(2), 279–298.

https://doi.org/10.1901/jaba.1997.30-279

This research article examined positive and negative reinforcement for escaping, access and attention. 3 individuals participated in the study with destructive behavior that was maintained by multiple functions. Escape extinction was implemented when escape was being used as reinforcement. Positive reinforcement can be classified as an antecedent measure.

Ward, S., Parker, A., & Perdikaris, A. (2016). Task as Reinforcer: a Reactive Alternative to Traditional Forms of Escape Extinction. Behavior analysis in practice, 10(1), 22–34.

https://doi.org/10.1007/s40617-016-0139-7

The research article focused on escape extinction and the effect it has on negative behavior such as property destruction. This study also examined the negative effects that escape extinction can produce and alternatives that can be used. The study consists of 3 students at an autism clinic. No baseline data was available. Wait out was effective Type 1 punishment:

Waters, M. B., Lerman, D. C., & Hovanetz, A. N. (2009). Separate and combined effects of visual schedules and extinction plus differential reinforcement on problem behavior occasioned by transitions. Journal of applied behavior analysis, 42(2), 309–313.

https://doi.org/10.1901/jaba.2009.42-309

This study evaluated the visual schedules and extinction plus differential reinforcement of other behavior (DRO) with two participants. This study demonstrated that visual schedule when used alone was not effective but when extinction and DRO were used the behavior decreased when transitioning from a preferred activity to a non-preferred activity. Giving the child warnings by using a timer and a visual schedule to allow the child to know what activity is next and when they will have access to the next activity. The result of the study indicated that visual schedule while it may be used commonly in the classroom is not effective without extinction.

Reference

Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of applied behavior analysis, 18(2), 111–126.
https://doi.org/10.1901/jaba.1985.18-111

Day, H. M., Horner, R. H., & O’Neill, R. E. (1994). Multiple functions of problem behaviors: assessment and intervention. Journal of applied behavior analysis, 27(2), 279–289.

https://doi.org/10.1901/jaba.1994.27-279

Falcomata, T. S., White, P., Muething, C. S., & Fragale, C. (2012). A functional communication training and chained schedule procedure to treat challenging behavior with multiple functions. Journal of Developmental and Physical Disabilities, 24(6), 529-538. doi:
http://dx.doi.org.library.capella.edu/10.1007/s10882-012-9287-z

Noel, C. R., & Getch, Y. Q. (2016). Noncontingent Reinforcement in After-School Settings to Decrease Classroom Disruptive Behavior for Students with Autism Spectrum Disorder. Behavior analysis in practice, 9(3), 261–265.
https://doi.org/10.1007/s40617-016-0117-0

Piazza, C. C., Fisher, W. W., Hanley, G. P., Remick, M. L., Contrucci, S. A., & Aitken, T. L. (1997). The use of positive and negative reinforcement in the treatment of escape-maintained destructive behavior. Journal of applied behavior analysis, 30(2), 279–298.
https://doi.org/10.1901/jaba.1997.30-279

Ward, S., Parker, A., & Perdikaris, A. (2016). Task as Reinforcer: a Reactive Alternative to Traditional Forms of Escape Extinction. Behavior analysis in practice, 10(1), 22–34.
https://doi.org/10.1007/s40617-016-0139-7

Waters, M. B., Lerman, D. C., & Hovanetz, A. N. (2009). Separate and combined effects of visual schedules and extinction plus differential reinforcement on problem behavior occasioned by transitions. Journal of applied behavior analysis, 42(2), 309–313.
https://doi.org/10.1901/jaba.2009.42-309

Vollmer, T. R., Iwata, B. A., Zarcone, J. R., Smith, R. G., & Mazaleski, J. L. (1993). The role of attention in the treatment of attention-maintained self-injurious behavior: noncontingent reinforcement and differential reinforcement of other behavior. Journal of applied behavior analysis, 26(1), 9–21.
https://doi.org/10.1901/jaba.1993.26-9

PSY7706

U8a1- Assignment outline

Behavior Intervention Plan

Name-

Date-

Target Behavior-

Operational Definition-

Hypothesized Function-

Preventative Strategies- (What types of procedures will you implement to reduce the likelihood that the target behavior will be exhibited? Please provide in a step by step format)

Replacement Procedures- (How will you replace the target behavior to increase a more appropriate behavior? Please provide in a step by step format)

Consequential Procedures- (If the target behavior occurs, how will you respond? Please provide in a step by step format)

Generalization and Maintenance Procedures- (Describe how they will generalize the skills or maintain them after the treatment is withdrawn).

Performance & Monitoring Systems

Discuss how you will you continue data collection and monitor success of the program in a narrative format.

Applies Behavioral Methods

Support your decision to implement specific intervention procedures in a narrative format. Use research from your unit 6 literature review to back up your decisions.