project

Enter group member names:

Group Project Check-In: Intervention Follow-Up

As a group, complete this check-in form regarding group participation in the project. This will serve to keep you on track with the project and keep each other accountable for the work being completed.

1. I have begun my intervention plan and have started to collect treatment data.

a. True

b. False

2. Report any challenges you are having with your data collection procedures.

One challenge we are having with our data collection procedure is the data collection system we selected which is manual data collection using pen and paper. This method is not functional and is difficult to access in some situations. We can find an alternative and more effective and accessible data collection system such as an app in our phones. Another challenge we are having with our data collection procedures is distractions while multitasking. Since we are collecting data on ourselves, we are doing so while we are completing other activities or tasks. This is causing distractions, and we can miss occurrences of the behavior.

3. Report any challenges you are having with implementing your antecedent manipulations.

One challenge we are having with implementing our antecedent manipulations is the accessibility of other tools such as stress balls or chewing gum. This can affect the intervention because they are not accessible or available at times of stress. It is triggering us to engage in nail-biting behavior more often. Another challenge we are facing is having to plan how to manipulate the environment and create a visual schedule of academic tasks list to complete or presentation layout before events. This is causing more stress and anxiety since it requires advance planning.

4. Report any challenges you are having with your reinforcement procedures.

One challenge we are having with our reinforcement procedure is the potential addiction to tangible reinforcers such as coffee and chocolate. We focus on getting the reward and lose interested in the task or behavior we want to increase. Another challenge we are facing is the transition from a fixed ratio schedule of reinforcement to a variable ratio of reinforcement. This shift can lead to frustration and decrease response rate. Post-reinforcement pause occurs after we receive reinforcement as well as a decrease in motivation when not being reinforced after a consistent number of responses.

5. Provide any updates you have made to your procedures since the initial plan was developed.  Why did you make these changes?

We included modifications to the environment as antecedent intervention in the form of visual schedule of academic tasks list to complete or presentation layout before events. We made this change because our initial plan for antecedent interventions was not based on proven effective strategies. We needed to implement these modifications to successfully manipulate what was happening before the behavior was occurring. We changed negative reinforcement procedures for positive reinforcement procedures using a token economy. We made this change because the initial plan of negatively reinforce the behavior was not adequate for our target behavior. We think that positive reinforcement will be more effective in increasing alternative behavior occurrences.

Enter group member names:

Enter group number: 3

Group Project Check-In: Intervention

As a group, complete this check-in form regarding group participation in the project. This will serve to keep you on track with the project and keep each other accountable for the work being completed.

1. Describe the intervention plan including the following information:

a. Antecedent manipulations (1 pt): Antecedent manipulations are preventative strategies that are put in place to prevent or reduce the changes of you engaging in the behavior you are trying to reduce or target. For example: advanced warnings, schedules, reminders, etc.

We will use material support as antecedent intervention by using a stress ball while completing triggering activities such as academic tasks, when making public presentations or while engaging in passive activities. We will also use motivating operations by getting a massage or practicing mindfulness techniques before participating in any of the scenarios that may prompt target behavior to happen.

b. Reinforcement procedures and schedule (1 pt): Reinforcement procedures are consequence based, meaning what occurs AFTER the behavior. Consequence does not mean aversive; it just means something that occurs after the behavior. The schedule of reinforcement falls under this category, type of reinforcement, token economies/reward systems, etc.

We selected negative reinforcement to reduce nail-biting instances. We will apply nail polish regularly and will keep our nails short by trimming them regularly. We selected this procedure because by removing the undesirable stimulus of long nails, by applying nail polish and shortening our nails, the likelihood of the target behavior to occur will decrease. We plan to provide continuous reinforcement, and gradually fade it to a fixed interval schedule of reinforcement.

c. Alternative behaviors selected (1 pt): Alternative behaviors are those that you want to engage in rather than the behavior that you are targeting or reducing. For example: Increase reading books instead of scrolling on social media or drinking flavored water instead of caffeinated drinks.

The alternative behaviors selected were chew bubble gum and using stress ball. These behaviors are a more socially appropriate behavior to engage in rather than the target behavior. Bubble gum chewing and the stress ball will satisfy the sensory and automatic reinforcement function of the target behavior and will replace the non-desired behavior of nail-biting. These behaviors are also incompatible with nail-biting since they cannot occur at the same time as the target behavior.

d. Reduction procedures and rationale for using them (1 pt): Reduction procedures are those strategies that you will use to reduce the target behavior or inappropriate behavior. For example: Differential reinforcement procedures fall under this category, extinction procedures, response cost, etc. Please provide a reason for why you are choosing to use a reduction procedure.

The reduction procedure we chose was DRI. We will put in practice this procedure by withholding reinforcement when nail-biting behavior occurs and reinforcing any instances that we engage in incompatible behaviors (chew bubble gum and using stress ball). We will also use avoidance conditioning. To do this we will apply nail polish with a bad tasting and when we engage in nail-biting, we will learn to prevent the aversive stimulus from happening, and therefore reducing nail-biting behaviors.

2. What is the dependent variable (measure: frequency, duration, latency, etc.) you will be using?  Why did you select this DV? (1 pt)

The dependent variable we will be using is frequency. We chose this DV because we want to analyze how often the target behavior occurs. We will also analyze how this occurrence is influenced by changes in the independent variables that we will manipulate.

Enter group number: 3

Enter group member names:

Group Project Check-In: Target Behavior

As a group, complete this weekly check-in form regarding group participation in the project. This will serve to keep you on track with the project and keep each other accountable for the work being completed.

1. What is the target behavior that your group will intervene on in your self-management plan? Please provide an operational definition of the behavior includes the elements below. Ensure that the target behavior is observable, measurable, specific. Target behaviors that are not well-defined will need to be revised so take your time with this.

a. Label: Nail Biting

b. Definition: Nail biting is the repetitive act of chewing or biting one's nails, typically as a response to stress, anxiety, or boredom. The behavior is characterized by the individual bringing their fingers to their mouth and using their teeth to bite or chew on the nails or the surrounding skin.

c. Examples: Placing fingers in mouth and biting fingernails, chewing on nails until bleeding occurs, and biting cuticles or skin around nails.

d. Non-examples: Trimming nails with nail clippers, fidgeting with fingers without biting the nails, and filing nails with a nail file

2. Does your behavior pass the “dead man’s test”? Why? : Yes, nail-biting passes the "dead man's test" because it requires active engagement from a living person. A dead person cannot bite their nails, making this a valid target behavior for intervention.

3. How will your target behavior be measured? (e.g., frequency, duration, IRT, latency, etc.) Why did you select this type of measure?

Measurement Type: Frequency

Reasoning: Frequency is a good measure because it allows you to count how often the nail-biting behavior occurs within a specific period. This helps in tracking changes over time, which is useful for assessing the effectiveness of interventions.

4. How will your group ensure that there is no behavior drift when collecting data on your target behavior?

· To ensure no behavior drift when collecting data:

· communicate the operational definition to all group members

· Use a standardized data collection form or app

· Regularly review and discuss data collection methods as a group

· Conduct periodic reliability checks where multiple observers record data simultaneously

5. Are there any ethical considerations to keep in mind as you and your group embark on this self-management project? What kinds of privacy protections will you put in place, etc.

Since nail biting is a personal habit, it’s important to respect privacy. Data collection should be done in a way that ensures the individual's comfort, such as anonymous recording of occurrences. If observation is necessary, consent should be obtained from all participants.

6. What are some potential barriers to working with this target behavior? (e.g., challenges with measurement, observation, privacy, feasibility, frequency, etc.) How will you guard against these barriers?

Challenges:

· Measurement: Observing nail-biting behavior consistently might be difficult if it occurs in private.

· Privacy: Participants may feel self-conscious about being observed.

Solutions:

· Consider using self-reporting for frequency tracking, or using technology like apps that participants can use to log occurrences.

· Make sure that all participants are aware of the purpose of the project and are comfortable with the methods used.

Criteria	Ratings	Pts
This criterion is linked to a Learning Outcome Select Target Behavior a. Self-management projects allow an individual to identify a behavior in their own repertoire that they would like to reduce or eliminate, or to select a behavior that is not currently in the individual’s repertoire, or that one would like to increase in frequency or intensity. b. Consider your privacy and your partner’s privacy in the selection and sharing of project ideas. Select target behaviors that you are comfortable sharing with the group. c. Self-management projects are best limited to i. Living a more effective and efficient daily life ii. Breaking bad habits and acquiring good ones iii. Accomplishing difficult tasks iv. Achieving personal goals d. Avoid selecting target behaviors that are severe, or dangerous to yourself or others		30 pts
This criterion is linked to a Learning Outcome Selecting procedures - Setting is clearly specified - Target behaviors are operationally defined in functional and/or topographical terms - Interventions are defined technologically such that they could be replicated - Procedures for collecting and checking data are clearly described - Preference Assessment procedures are identified (where appropriate)		30 pts
This criterion is linked to a Learning Outcome Graphing and reporting results - General: Properly titled (top or caption), Easy to read and interpret - Vertical/Y axis/Ordinate: Shows value of DV, Origin at zero, Scaled with equal interval, Full range of data captured, Properly labeled - Horizontal/X axis/Abscissa: Shows time/sessions/opportunities, Data point above tick marks, Scaled with equal intervals Properly labeled - Phase(s): Properly Labeled, Condition/phase change line - Data Paths: Clear symbol(s) for each data path, Clear line(s), Multiple data paths clearly labeled, Data points properly connected, Data points NOT connected: o Across conditions/phases o Data are discontinuous		50 pts
This criterion is linked to a Learning Outcome Final Paper Adhering to the BIP template provided. APA Style: Title page, Running head, Page numbers, Page format including (1-inch margins, 12-point Arial font, double spaced, paragraph indents, etc.), References (Citing references in text, quoting and paraphrasing, bibliography) Style and Writing: Written using student’s own words and paraphrasing. NO QUOTES USED, Grammar and punctuation, Well-organized, sections flow well together, Logical narrative, Writing is concise, Writing is humble and bias-free, Writing is scientific/behavior analytic		70 pts
This criterion is linked to a Learning Outcome Data Processes - Procedures for collecting and checking data are clearly described - Data Reliability (Inter-Observer Agreement) procedures identified - Fidelity of implementation measures are described		20 pts
Total Points: 200

EAB 4795 Senior Seminar in Applied Behavior Analysis: Behavior Intervention Plan (BIP)

Date:

Client(s):

Implementor(s):

Intervention Setting(s):

Introduction

Background Information

Provide information on the participants including age, previous attempts to address target behaviors, any background information related to the target behavior.

Target Behavior

Behavior Description: Name of the behavior

Operational Definition: Operationally define it in functional and/or topographical form

Function of Behavior: Hypothesized function based on assessment

Rationale for Intervention

Explain why treatment is being considered. Include how the target behavior effects the daily life and the social significance of the target behavior. Indicate a rationale for selecting this target behavior.

Potential Barriers to Treatment and/or Ethical Concerns

Include what potential barriers and/or ethical concerns could be present when trying to intervene on the target behavior.

Assessment Summary

Description of Functional Assessment

Include the tools used for the assessment, how the assessment was conducted and any information relevant to the target behavior.

Results of Functional Assessment

Include description of the results of the assessment. Include hypothesized function of behavior and summary of baseline data

Functional Assessment Graphs

Include graph/visual display of assessment data (only baseline data graphs should be inserted; do not insert data sheets or ABC data. Convert all assessment data into an ABA graph.

Intervention Goal

Intervention Goal

Enter the approved measurable goal

Mastery Criteria

Include a reasonable mastery criterion in order to determine if the goal has been mastered. Mastery criteria should be based on data. For example: “Mastery will be met once target behavior reaches below 2 occurrences in 2 consecutive sessions”.

Data Collection Method

Identify which dimension of behavior you will be tracking and explain the rationale for choosing that dimension. Describe how you ensured data reliability through IOA.

Monitoring & Evaluation

Describe how the plan will be monitored and evaluated for effectiveness or changes. Include procedures for evaluating data (e.g., graphing and analyzing data).

Treatment Plan

Antecedent Interventions

Please refer back to the feedback provided in your intervention drafts. Include behavioral strategies that will be used prior to the behavior occurring and describe how they will be used. Provide a brief rationale for why the behavioral strategy was selected. Define interventions technologically such that they could be replicated.

Consequence Strategies

Please refer back to the feedback provided in your intervention drafts. Include all behavioral strategies that will be used after the behavior occurs including reinforcement strategies and describe how they will be used. Provide a brief rationale for why the behavioral strategy was selected. Define interventions technologically such that they could be replicated.

Replacement Behaviors (s)

Please refer back to the feedback provided in your intervention draft. Include all behaviors that you will replace the target behavior with. Provide a brief rationale of how the behavior is used to replace the target behavior.

Generalization Plan

Describe plans for generalization. Generalization is the ability to apply learned skills and behaviors in different situations, settings, and with different people. Describe how you would ensure that the target behavior is applied in different settings, people, etc.

Maintenance Plan

Describe how behavior will be maintained. Maintenance is the ability to continue using a learned skill over time, even after the initial intervention is complete. This ensures that the skill becomes ingrained, and that progress isn't lost. Describe how you would ensure that the target behavior maintained.

Results

Behavioral Graphs

Insert completed graphs included baseline phase and intervention phase. All graphs should follow the graphing resource for multiple baseline graph on Canvas.

Interpretation of Data

Provide a summary of the data including baseline and treatment data. Summary must include trend and variability of the data.

Results and Conclusion

Describe the results of the intervention. Include identified barriers to intervention, changes to the intervention.

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