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The next step is to analyze your collected data to plan an intervention. In the initial stages of planning a behavior intervention, the focus is on:
Attention to environmental context.
Emphasis on “purpose” or function of behavior.
Focus on teaching behaviors.
Below are some points to consider as you fill out each part of the form.
Problem Behavior:
· Must be an action
· Must be a problem behavior

Topographical definition
· Describes the form of the behavior.
· What specific actions are involved (e.g., crying, screaming, falling to floor)
· Specific to the individual that performs it.
· No unobservable terms
· Does not include antecedents
· Can include examples
· Can include non-examples
Precursor behaviors
· A precursor behavior is a behavior that the individual engages in just prior to the
· It is not the same as an antecedent to the behavior.
· For example: a dog that bites probably engages in precursor behaviors such as growling or putting their tail between their legs.
· A person who yells at others may engage in precursor behaviors such as folding their arms or frowning.
Setting events: What setting events did you notice that you believe impacted the problem behaviors.
Sets the stage for immediate antecedents to trigger the behavior
· Time of day
· Location
· Physical state (hungry, tired, sick)
· Other people around
· Past experience in similar situations
Sd for problem behavior (Pretreatment Antecedents): Describe some of the antecedents that are present when the behavior of concern occurs that may be a discriminative stimulus for the problem behavior.

Observable condition that happens just before the behavior. What sets off the behavior?
· Being asked to do something (demand)
· An item taken away
· Seeing a certain person/item
· Told “no” or “wait”

*
Pretreatment Reinforcers: Describe the consequences that appear to be maintaining the behavior of concern.
This is the maintaining consequence. After the behavior:
· Does someone speak to the person or interact with them in some way? (attention)
· Does it result in removal or postpone a demand or request? Stop talking, stop looking at the person or walk away from them? (escape)
· Give them a toy, food, or activity? (Access to tangible)
· Are sensations provided or removed? (sensory)

Hypothesis regarding function of behavior:
When: _____________________________
And-(antecedent to behavior) _______________________________
Behavior: _______________________________
In order to (function): _______________________________
· Attention
· Escape/avoidance (demands)
· Access to tangible items
· Sensory (obtain or escape)
Desired behavior
What do you want the person to do instead

Sd for the desired behavior
What should prompt the desired behavior?
Programed consequences to desired behavior
What will reinforce the desired behavior?

Functional replacement behavior
The replacement must match the function of the problem behavior. This means, it must result in the same category of reinforcement.
· More appropriate than the problem behavior, but not as appropriate as the desired behavior.
· A stepping stone toward the desired behavior.
Sd for the functional replacement behavior
What will prompt the replacement behavior.
Programmed consequences to the functional replacement behavior
What will reinforce the replacement behavior
· Must be the same category of reinforcer that follows the problem behavior.
Explain why the replacement behavior matches the function of the problem behavior.
Explain how the replacement behavior earns the same type of reinforcer
Baseline data
From your ABC sheet, describe one dimension of the behavior: Frequency, duration, intensity, topography
STOs/LTO:
STO1
STO2
STO3
LTO
Write three stort term objectives and one long-term objectives for the problem behavior.
· The first sto should be closest to baseline.
· Each successive sto should require some improvement
· The LTO is where you expect the person to be at the end of your intervention prior to discharging the goal.

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