Introduction
Children with autistic problems tend to exhibit several behavioral problems that need significant behavioral plans. Skye is an autistic 4-year-old child with several problematic behaviors such as disruption, noncompliance, and physical aggression towards adults. Apart from Autism Spectrum Disorder, Skye also has a significant developmental delay. From DoD records, Skye demonstrates behaviors of concern such as high frustration levels, distractibility, aggression, and tantrums. She is receiving both occupational and speech therapy within her school. Even though these interventions are best in solving these problems, an effective behavioral plan is needed.
A behavioral intervention plan is significant in many ways. Behavior plans are implemented to decrease negative behaviors and increase positive behaviors of autistic children. They can include positive reinforcement (verbal praise, token reinforcement, edible reinforcers) often on a schedule so that the student has to perform the desired behaviors so many times per period to earn the reinforcer, or spend a specific amount of time without exhibiting the undesired behaviors to earn the reward (Långh et al., 2017). This prevents teachers and professionals from unknowingly reinforcing the behaviors by giving unnecessary attention for the biting, or giving the student access to preferred activities or escape from the activity at hand.
Among the major components of a behavioral intervention, the plan is collaboration. This includes collaboration between family, friends, and the professionals that are brought in to help. Also, there is communication and knowledge which is the key to understanding the child that is going to be intervened (Lipschultz & Wilder, 2017). The most essential components of a behavioral support plan incorporate several interventions and strategies of support grounded on functional and individualized assessment. The routines include time management, clear rules, incorporation of choice-making, and consistency across the staff. With an effective intervention plan, Skye’s behavioral problems can be solved.
Target Behaviors
Summary of FBA Results
From school observations, the FBA results indicate that Skye’s problems least occurred during activities with the least demand numbers and preferred activities. Activities with the highest problem behaviors included the ones with numerous demands and timetables. Hand over hand physical prompting was effective in dealing with Skye’s noncompliant behavior. From indirect assessment, Skye was reported to engage in aggression and noncompliance behavior at home. These behaviors mostly occur when she is asked to stop doing her preferred activity, when she is in the middle of another activity and when a specific request or task is given. She mostly engages in aggression when denied access to her preferred activity or item. The PBQ checklist results showed that Skye exhibited the highest noncompliance towards adults and least peer attention.
She also exhibited the highest rate of physical aggression towards adults and least towards her peers. The hypothesized function showed that Skye’s noncompliance behavior is in most cases the main problem in a chain of behaviors such as physical aggression and tantrum. The main antecedent condition eliciting these behavioral problems is the presentation of direction or demand to complete a task. Physical aggression and tantrums also occur when she is denied her preferred activities and items. Escape from demand and attention seems to be the maintaining function of the evident behaviors.
Treatment Goals
Intervention Strategies
Data Collection & Measurement
To measure the intervention progress of Skye, I will collect data using pencil and paper on trials percentage with noncompliance. Noncompliance will be seen as not initiating or completing the activity described by a therapist within 10 seconds. I will also record non-compliance during more than 50% of the session. Independent variable data will be collected by recording if the therapist was able to deliver the coupon earned by Skye during her evaluation of treatment. I will collect data from Skye’s medical records and other documents. With the collected data, I will use a multielement design to evaluate the target behaviors exhibited by Skye. All behaviors will be presented as trials which will be evaluated based on results from the functional analysis.
Lack of Progress & Unintended Effects
Lack of progress in behavioral interventions and unintended effects will lead to serious consequences for Skye. According to research, non-compliance is related to negative behaviors and mental health problems that may prolong adulthood (Lipschultz & Wilder, 2017). It can also lead to externalizing problems and delinquency.
Maintenance & Generalization
To maintain, desired behaviors, therapists need to identify all the goals and the environments in which Skye should emit the targeted behaviors. Strategies for maintaining and promoting generalized behaviors include general case analysis, including negative teaching examples, using intermitted schedules, programming common stimuli, and delayed rewards.
Ethical & Social Validity Concerns
Major ethical concerns in this research include informed consent from Skye’s parents, preventing harm, and respect for privacy. Social validity was developed in the school setting as a means of ensuring that the intervention plan would be meaningful and effective. This process significantly relies on the therapist’s judgments. Social validation is grounded on the judgments of teachers, parents, and therapists involved in Skye’s life.
References
Conklin, S. M., & Wallace, M. D. (2019). Pyramidal parent training using behavioral skills training: Training caregivers in the use of a differential reinforcement procedure. Behavioral Interventions, 34(3), 377-387. https://doi.org/10.1002/bin.1668
Långh, U., Hammar, M., Klintwall, L., & Bölte, S. (2017). Allegiance and knowledge levels of professionals working with early intensive behavioral intervention in autism. Early Intervention in Psychiatry, 11(5), 444-450. https://doi.org/10.1111/eip.12335
Lipschultz, J. L., & Wilder, D. A. (2017). Behavioral assessment and treatment of noncompliance: A review of the literature. Education and Treatment of Children, 40(2), 263-298. DOI:10.1353/etc.2017.0012
Planer, J., DeBar, R., Progar, P., Reeve, K., & Sarokoff, R. (2018). Evaluating tasks within a high‐probability request sequence in children with an autism spectrum disorder. Behavioral Interventions, 33(4), 380-390. https://doi.org/10.1002/bin.1634
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