Project
Running head: INTERVENTION SUPPORT PLAN 1
INTERVENTION SUPPORT PLAN 6
INTERVENTION SUPPORT PLAN
Taylor Mann
3/15/2020
Introduction
The purpose of this paper is to cover a strategic approach for changing behavior in the case study. Not only will operational definitions be mentioned but functions of each identified target behaviors will also be discussed. The antecedent procedures will be identified. Replacement procedures will be covered and defined. Consequential procedures will be outlined. Throughout this paper goals will be discussed long-term and short-term goals. Generalization procedures and maintenance procedures will be mentioned.
Operational Definitions and Functions of Identified Target Behaviors
The maladaptive behavior being targeted for this paper is non-compliant behavior. Non-compliant behavior can be defined by the learner not completing a task or putting effort into completing the task within 60 seconds of the demand being placed. Lipschultz and Wilder (2017) describe noncompliance as a common behavior problem and being defined more specifically as doing anything other than what was originally asked or requested within a specific time frame. Noncompliance falls within the “dead person behavior” concept that Malott and Suarez (2004) explain as behavior that a dead person can exhibit is not actually a behavior. Therefore, simply ignoring something/someone is something a dead person can do and does not makes that lack of action a behavior.
Antecedent Procedures
Cooper, Heron, & Heward (2007) state “that an antecedent is a stimulus change that precedes the problem behavior”. Cooper, Heron, & Heward (2007) discusses that antecedent interventions will not permanently change the targeted behavior. When looking at this specific case study the antecedent for the targeted behavior (non-compliance) is a demand being placed. The client will always encounter being asked to do tasks throughout their life, therefore antecedent interventions are not the best method of approach.
Replacement Procedure
Typically when asked to perform a task the client would take up to 5 minutes before starting the task. The client would either flat out ignore the request or she would eventually get up and do another task. For example, if she was told to restock the water bottles, she would get out of her seat after a few minutes, but she would get a snack instead of doing the task. Cooper, Heron, & Heward (2007) state that problem behavior can be reinforced by social positive reinforcement (attention) as well as tangible reinforcement. In order to avoid or decrease this, token economy and positive reinforcement will be used.
If the client begins to do anything other than the task asked of her, she will be reminded of the reward she will get with the token economy. If she is getting herself a snack instead of restocking the water, she may be asked if she desires the snack more than the reward of her tokens.
Consequential Procedure
Upon the client attempting to escape the demand being placed the learner will be reminded of the demand being placed and what the learner is working for upon completing that task. DiDomenico, J. A. (2003) explains “how ABA reversal and token economy were used with time stimulus successfully in decreasing the problem behaviors of non-compliant clients”.
Demands will be placed in a controlled environment where the learner will complete tasks in a preferred environment where the learner will successfully complete the demands placed with no distractions in place. An example of this would include a room where the therapist and learner are sitting at table with no tangibles. The therapist would place a demand for the learner to hand over the picture of a cat that is sitting on the table. Once the client hands the picture to the therapist, the therapist would then verbally give the client positive reinforcement as well as a token. As reportie is built the demands will begin to grow in intensity.
Short-Term Goals
When it comes to short-term goals token economy and positive reinforcement will be applied with the expectation that non-compliant behavior will decrease. The short-term goals and their effectiveness will be evaluated in a few weeks after implementation. Leaf, Leaf, Taubman, Bloomfield, Palos-Rafuse-, McEachin, & Oppenheim (2009) implemented a package treatment that gave successful results. Cooper, Heron, & Heward (2007) state “that when package interventions are used it is important to always present the package, but it may be appropriate to address the need for all components of the package later”. Upon the short-term goals being mastered, the token economy and positive reinforcement will be reevaluated to see what the next step will be in term of goals for the client.
Long-Term Goals
The short-term goals must be mastered preceding the long-term goals being implemented. When it comes to the long-term goals the outcome expected is to put the maladaptive behavior of non-compliance on extinction and no longer need the implementation of a token economy or positive reinforcement for every demand placed. The token economy and positive reinforcement will still be implemented but not given as frequently. Upon the client consecutively completing a demand given within 60 seconds or less the learner will then have mastered the long-term goal.
Generalization and Maintenance Procedures
References
Bailey, J. S., & Burch, M. R. (2016). Ethics for behavior analysts (3rd ed.). New York, NY: Routledge.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
DiDomenico, J. A. (2003). Decreasing aggressive and non-compliant behaviors of students with autism through the use of an 'elapsation of time' stimulus. The Behavior Analyst Today, 4(2), 134-140. doi:10.1037/h0100111
Lipschultz, J. L., & Wilder, D. A. (2017). Behavioral assessment and treatment of noncompliance: A review of the literature. Education & Treatment of Children, 40(2), 263–297.
Leaf, J. B., Leaf, R., Taubman, M., Bloomfield, S., Palos-Rafuse, L., McEachin, J., & Oppenheim, M. L. (2009). Increasing social skills and pro-social behavior for three children diagnosed with autism through the use of a teaching package. Research in Autism Spectrum Disorders, 3(1), 275-289. doi:10.1016/j.rasd.2008.07.003