DSPY 6401 Walden University Behavior Intervention Plan Paper Your Behavioral Intervention Plan should also accomplish the following: Draw on content from

DSPY 6401 Walden University Behavior Intervention Plan Paper Your Behavioral Intervention Plan should also accomplish the following:

Draw on content from Weeks 6, 7, and 8.
Incorporate concepts of generalization and maintenance from Week 9.
Be consistent with the ethical standards explored in Week 10.

Your Behavioral Intervention Plan should be structured as follows:

Identify information on the child (provided)
Background information on child (provided)
Discussion of behavioral assessment, including the results of the functional assessment you conducted in Week 5
Detailed description of the recommended intervention, including a review of the literature supporting your intervention
The methodology you plan on using (e.g., ABA, multiple baseline design) to evaluate the effectiveness of your intervention
Should include
Literature Review- this is 1-2 page review of empirical support for your proposed intervention. It should be a literature review. If you have not written a literature review please go to the Writing Center as soon as possible to view the tutorials posted there. I am confident that the writing center resources can help you. The literature review is a REQUIRED.
Identifying Information/Background Information: You are given some background information about the child. Please DO NOT cut and paste this into your paper. Summarize the information and include only the details that support your hypotheses and functional assessment. I want to see that you can select and summarize relevant information from what you are given.
Target Behavior
Behavioral Assessment- include your data in charts, graphs and summaries
Functional Analysis- be sure to clearly state your hypothesis as to the function of the child’s behavior. This is key to developing an appropriate intervention.
Behavior Intervention Plan/Proposed Intervention- be specific. What exactly will be done to address the target behavior
Evaluation
Maintainence/Generalization
Ethical Considerations

Readings:

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.
Chapter 11, “Positive Reinforcement” (pp. 256–290)
Chapter 13, “Schedules of Reinforcement” (pp. 304–323)
Cavalari, R. N. S., DuBard, M., Luiselli, J. K., & Birtwell, K. (2013). Teaching an adolescent with autism and intellectual disability to tolerate routine medical examination: Effects of a behavioral compliance training package. Clinical Practice in Pediatric Psychology, 1(2), 121–128.
Retrieved from the Walden Library databases.
Morgan, D. L. (2010). Schedules of reinforcement at 50: A retrospective appreciation. The Psychological Record, 60, 151–172.
Retrieved from the Walden Library databases.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.
Chapter 12, “Negative Reinforcement” (pp. 291–303)
Chapter 14, “Punishment by Stimulus Presentation” (pp. 326–355)
Chapter 15, “Punishment by Removal of a Stimulus” (pp. 356–371)
Little, S. G., Akin-Little, A., & Cook, C. (2009). Classroom application of reductive procedures: A positive approach. In A. Akin-Little, S. G. Little, M. Bray, & T. Kehle (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (pp. 171–188). Washington, DC: APA Books.
Retrieved from the Walden Library databases.
Nevin, J. A. (2002). Measuring behavioral momentum. Behavioural Processes, 57, 187–198.
Measuring Behavioral Momentum by Nevin, J. A., in Behavioural Processes, Vol. 57/Issue 2-3. Copyright 2002 by Elsevier Science & Technology Journals. Reprinted by permission of Elsevier Science & Technology Journals via the Copyright Clearance Center.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.
Chapter 18, “Imitation” (pp. 412–429)
Chapter 19, “Shaping” (pp. 420–433)
Chapter 20, “Chaining” (pp. 434–453)
Klett, L. S., & Turan, Y. (2012). Generalized effects of social stories with task analysis for teaching menstrual care to three young girls with autism. Sexuality and Disability, 30, 319–336.
Retrieved from the Walden Library databases.
Koegel, R. L., Vernon, T. W., & Koegel, L. K. (2009). Improving social initiations in young children with autism using reinforcers with embedded social interactions. Journal of Autism and Developmental Disorders, 39(9), 1240–1251.
Retrieved from the Walden Library databases.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.
Chapter 28, “Generalization and Maintenance of Behavior Change” (pp. 614–655)
Foxx, R. M. (2013). The maintenance of behavioral change: The case for long-term follow-ups. American Psychologist, 68(8), 728–736.
Retrieved from the Walden Library databases.
Steege, M. W., & Sullivan, E. (2009). Generalization and maintenance of learned positive behavior. In A. Akin-Little, S. G. Little, M. Bray, & T. Kehle (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (pp. 189–201). Washington, DC: APA Books.
Retrieved from the Walden Library databases
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.
Chapter 29, “Ethical Considerations for Applied Behavior Analysts” (pp. 658–678)
American Psychological Association (APA). (2014). Ethical principles of psychologists and code of conduct. Retrieved from http://apa.org/ethics/code/index.aspx
Behavior Analyst Certification Board (BACB). (2014). BACB guidelines for responsible conduct for behavior analysts. Retrieved from http://www.bacb.com/index.php?page=57
Behavior Analyst Certification Board (BACB). (2014). Disciplinary and ethical standards, procedures for appeals. Retrieved from http://bacb.com/?page=85
Schreck, K. A., & Miller, V. A. (2010). How to behave ethically in a world of fads. Behavioral Interventions, 25(4), 307–324.
Retrieved from the Walden Library databases.
Sidman, M. (2010). Remarks. Behavior and Philosophy, 38, 125–127.
Retrieved from the Walden Library databases. ABC Observation Form
Student:
Data Collector:
Where:
Time of Day:
Antecedent:
Behavior:
Consequences
Antecedent:
Behavior:
Consequences
Antecedent:
Behavior:
Consequences
Antecedent:
Behavior:
Consequences
Antecedent:
Behavior:
Consequences
Antecedent:
Behavior:
Consequences
Antecedent:
Behavior:
Consequences
CONSIDER:
Who (was present?):
What changed for the student; did he/she get to do something or avoid/escape a task, etc.:
What was occurring in the class (e.g., instructions, seatwork):
Estimate how often ABCs occurred:
Note positive student behavior:
© 2015 Laureate Education, Inc.
Page 1 of 1
Observing Problem Behaviors
Observing Problem Behaviors
Program Transcript
TEACHER: Good afternoon, students. Today, we’re going to have a pop quiz
over everything we learned yesterday. Please make sure you keep your eyes on
your own paper at all times. Also, there are to be no questions during the exam.
And remember to always do your best work.
You may begin right now. You have 15 minutes. Ready? Begin.
[COUGHING]
[COUGHING]
[HUMMING]
STUDENT: [HUMMING]
TEACHER: Frank, this is not music class. Get back to work.
[KICKING]
STUDENT: Stop it.
TEACHER: Gentleman, I need you to stay focused on your work.
TEACHER: I’m sorry, sir. There are no questions during the test.
STUDENT (WHISPERING): What’s the answer to number seven?
TEACHER: Shh.
STUDENT (WHISPERING): What’s the answer to number seven?
STUDENT (WHISPERING): Leave me alone.
TEACHER: Boys, I feel like we may have to call your parents. Do we? Back to
work.
[SNEEZE]
TEACHER: No questions during the test. I’m sorry.
[TAPPING]
TEACHER: [CLEARS THROAT]
[HUMMING]
© 2014 Laureate Education, Inc.
1
Observing Problem Behaviors
[HUMMING]
TEACHER: What did I tell you? Focus on your work.
[TAPPING]
TEACHER: Stop.
[TAPPING]
Frank, I just told you to stop.
TEACHER: No questions. Put your hand down.
STUDENT (WHISPERING): You finished it yet?
STUDENT (WHISPERING): Hey, did you finish it?
TEACHER: Why are you bothering him? I can see right here two, three, and
eight are not even finished yet. Focus on your work.
[TAPPING]
TEACHER: Shh.
Pencils down. Turn your papers over. Pencils down.
Observing Problem Behaviors
Additional Content Attribution
MUSIC:
Creative Support Services
Los Angeles, CA
Dimension Sound Effects Library
Newnan, GA
Narrator Tracks Music Library
Stevens Point, WI
Signature Music, Inc
Chesterton, IN
Studio Cutz Music Library
Carrollton, TX
© 2014 Laureate Education, Inc.
2
FAIR-T-R
1
Functional Assessment Informant Record for Teachers
If information is being provided by both the Teacher and the Classroom Aide, indicate
both respondents’ names. In addition, in instances where divergent information is provided, note
the sources of specific information.
Student:________________
Jason  P.  
Respondent: Ms. Veronica Bliss
Age:  _12-­?
____    Sex:    ____M   Grade: ____
7  
4  
Describe the referred student. What is he/she like in the classroom? (Write down what
you believe is the most important information about the referred student.)
School:Millard Filmore Middle School
1.
Jason is a very active and distractible child. He rarely completes assignments. He annoys
other students by making noises and poking others. These behaviors are at their worst
during independent work at his desk. He is very demanding of my attention and I can’t
trust him to do anything I ask.
2.
Pick a second student of the same sex who is also difficult to teach. What makes the
referred student more difficult than the second student?
I have another student who is also highly distractible but he responds more consistently to
my requests for him to do his work. Jason is more likely to talk back and complain. Even
when he goes back to doing the assigned task he persists at it for a shorter time than any
other student in a similar situation.
3.
a. On what grade level is the student reading?
b. On what grade level is an average student in the class reading?
______
3-­?4  
______
6-­?7  
4.
a. On what grade level is the student performing in math?
b. On what grade level is an average student in the class performing in math?
______
4-­?5  
______
6-­?7  
5.
a. What is the student’s classwork completion percentage (0 – 100%)?
b. What is the student’s classwork accuracy percentage (0 – 100%)?
______
40  
______
85  
6.
Is the student taking any medications that might affect the student’s behavior?
_____ Yes
_____
X   No
7.
Do you have any specific health concerns regarding this student?
_____ Yes
_____
X   No
8.
What procedures have you tried in the past to deal with this student’s problem behavior?
Moved his seat to the front of the room. Sent notes home to his mother. Sent him to
the office.
9.
Briefly list below the student’s typical daily schedule of activities.
Time
Monday
Tuesday
Wednesday Thursday
Friday
FAIR-T-R
8:00
8:30
9:30
10:30
11:30
12:30
1:30
2:30
10.
11.
Homeroom
English
Soc. Studies
P.E.
Lunch
Science
Math
Spanish
Homeroom
English
Soc. Studies
Art
Lunch
Science
Math
Computer
Homeroom
English
Soc. Studies
P.E.
Lunch
Science
Math
Spanish
Homeroom
English
Soc. Studies
Art
Lunch
Science
Math
Computer
2
Homeroom
English
Soc. Studies
P.E.
Lunch
Science
Math
Spanish
When during the day (two academic activities and times) does the student’s problem
behavior(s) typically occur?
Academic Activity #1: English Seatwork
Time: 8:30 – 9:15
Academic Activity #2: Math Worksheets
Time: 1:30 – 2:15
Please indicate good days and times to observe. (At least two observations are needed.)
Observation #1
Observation #2
Observation #3 (Backup)
Date: Wednesday
Time: 1:45-2:15
Date: Thursday
Time: 8:30-9:00
Date: Tuesday
Time: Any Time
Problem Behaviors
Please list one to three problem behaviors in order of severity. Do not use a general
description such as “disruptive” but give the actual behavior such as “doesn’t stay in his/her seat,”
or “talks out without permission.”
1. Disturbs other students (e.g., will make noises, talks, and pokes others) during
seatwork.
2. Does not complete homework or in-class assignments.
3. Talks back to teacher.
1.
2.
Rate how manageable the behavior is:
a. Problem Behavior 1
1
2
3
Unmanageable
4
5
Manageable
b. Problem Behavior 2
1
2
3
Unmanageable
4
5
Manageable
c. Problem Behavior 3
1
2
3
Unmanageable
4
5
Manageable
Rate how disruptive the behavior is:
FAIR-T-R
3.
4.
a. Problem Behavior 1
1
2
Mildly
3
4
5
Very
b. Problem Behavior 2
1
2
Mildly
3
4
5
Very
c. Problem Behavior 3
1
2
Mildly
3
4
5
Very
How often does the behavior occur per day (please circle)?
a. Problem Behavior 1
13
b. Problem Behavior 2
13
c. Problem Behavior 3
13
How many months has the behavior been present?
a. Problem Behavior 1

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