ABS102 Behaviour Intervention Plan

December 21, 2022

ABS102 Behaviour Intervention Plan

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

ABS102 Behaviour Intervention Plan

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Description

ABS102 Behaviour Intervention Plan (25%) This assignment relates to the following Course Learning Requirements:

2. Apply in theory and practice the principles and procedures of ABA/IBI in working with children with ASD.

3. Evaluate treatment effectiveness through data collection, graphing and analysis, and report findings

4. Recommend and/or modify intervention strategies and adapt the environment as needed to increase learning success and reduce problematic behaviours

6. Apply knowledge of clinical standards and practice guidelines as appropriate to both hypothetical and real situations

7. Describe the process of systematic manipulation of variables, stating their primary characteristics and rationale, and determining the reliability and generality of functional relationships

8. Discuss and demonstrate the development of hypotheses pertaining to the function of challenging behaviours, the development of client-focused goals, and write behavioural objectives relevant to the treatment of challenging behaviours.

10. Design and evaluate treatments for challenging behaviour using a variety of techniques including antecedent control strategies, extinction, differential reinforcement strategies, social stories, desensitization procedures, and decelerative procedures

Objective of this Assignment:

The purpose of this assignment is to enable students to learn to research and review evidence-based research practices, develop a behaviour intervention for challenging behaviours based on evidence-based research and describe data collection methods that will be used to evaluate the effectiveness of the intervention plan.

Instructions:

Students must work individually to select one challenging behaviour and write an appropriate intervention plan.

It is helpful if you choose a behaviour that you have witnessed in a child or client on placement or in your previous experience.

Here are some examples of behaviours that you may choose: · Aggression toward others (hitting, biting, spitting, kicking, hair pulling, etc.) · Destructive behaviour (physical aggression to the environment – throwing objects, knocking over furniture, ripping, etc.) ·

Self-injury (biting self, picky skin, head-banging, hitting self, etc.) ·

Anxiety or fears (be specific about what the client is anxious or afraid of) ·

Self-stimulatory behaviours (hand flapping, rocking, thumb-sucking, hair twirling, finger flicking, repetitive vocalizations, masturbation, disrobing, etc.)

Task refusal ·

Non-compliance (be specific about what this looks like) ·

Off-task behaviours (in-attention, non-completion of assigned tasks, distracting others, calling-out, out-of-seat, etc.) ·

Object mouthing ·

Pica ·

Elopement (bolting) ·

Sleep disturbance (repeatedly leaving bed) ·

Verbal perseveration (repetitive questioning, topic of conversation) ·

Food refusal (over-selective eating)

Step 1: Determine a topic to research. Choose a topic of interest from those listed above. If you have additional areas of interest, clear them with your instructor before you begin the assignment.

Step 2: Identify 1 research article and submit your reference to your instructor via a discussion board. Each article reviewed must be unique. No two students may use the same article.

You must submit your reference in APA format on the discussion forum indicated. This will allow you to determine if another student has already selected the same article. If you have selected the same article as another individual, you must choose a replacement. Review the postings made by other students to ensure you have a valid article. The article must be obtained from a peer-reviewed journal and must have been published within the last 10 years.

In order to be an appropriate selection, the article must include details of an Applied Behaviour Analytic function-based intervention that has been applied to the problem behaviour of your interest. The article will have graphs, demonstrating the effect of treatment on the identified behaviour. Be careful that you do not select an article that has only an assessment. An intervention or treatment must also be presented in order for the article to be an acceptable source.

Step 3: Complete the assignment For the purposes of this assignment, imagine that you are supporting an individual with ASD who is exhibiting a challenging behaviour. Develop an assessment plan that would allow you to determine both the function(s) and the baseline level/rate of that behaviour. Use hypothetical data/graphs and results in your assignment. Next, develop a Behaviour Intervention Plan to teach a functionally equivalent replacement behaviour. You should go to the professional literature and select evidence-based article(s) that use a behavioural approach to guide you in the development of your intervention. You may find more than one article to draw on when developing your intervention plan. Look at the rubric below for guidance as you complete your plan.

Rubric (25%): Assessment Procedure Criteria/Level Does not meet Requirements Meets Requirements Exceeds Requirements Grade Grading Grade Range < 50% Grade Range 50-79% Grade Range 80%-100% Client Profile Client profile not included. Incomplete description of client or presenting problem; lack of behavioural language Name; Age; services in place; brief description of the presenting problem

– what does it look like, when and where does it occur, etc. using behavioural language /5 Rationale Rationale not included. No reference to social validity; only includes rationale for target behaviour or replacement behaviour; description unclear Clear description of why this target behaviour has been selected for intervention with reference to social validity.

Clear description of how will the replacement behaviour be helpful or appropriate with reference to client characteristics/skill profile /5 Operational Definition

Definition not included or not stated in terms that observable and measurable. Operational definition contains some components that are not observable and measurable Target behaviour objectively defined in terms that are observable and measurable /3 Schedule of Observation Schedule of observation not included.

Includes a description of when to observe the behaviour: which days of the week; all or part of the day, if part of the day, how often and for how long; the number of days of data collection. /1 Location of Observation Location of Observation not included.

Includes a description of where the data collection will occur, e.g., home, school, home and school, etc. Include all the locations where data are to be collected. /1 Observers Observers not included. Includes a list of who will record the data, e.g., parents, therapists, teacher, etc. Include all care providers who will be collecting data. /1 Materials Materials not included. Includes a description of all the materials needed to collect the data, e.g., pen/pencil, data sheet, stopwatch, etc. /2 Procedure Procedure not included; does not describe a functional assessment method described in class.

Description missing some components; not written in step-by-step format; includes only an indirect assessment method Description of the environment in which the assessment data are to be collected (may be a statement about not changing the environment). The description includes how to introduce the assessment session and how to present stimuli associated with the assessment. The description must include a description of how to respond to client behaviour. All details should be written in step-by-step format.

This must include a functional behaviour assessment as described in class. /10 Data Collection Method Data collection method not included. Dimension being measured not appropriate for the target behaviour; description missing some components. Includes a description of which dimension (e.g., frequency, duration) of the target behaviour will be collected, how this data will be collected, and how to summarize and graph the data.

This description must be written in a step-by-step format /6 Intervention Procedure Criteria/Level Does not meet Requirements Meets Requirements Exceeds Requirements Grade Grading Grade Range < 50% Grade Range 50-79% Grade Range 80%-100% Behavioural Objective Behavioural objective not included. Not written in the format of a behavioural objective. The goal of the intervention, written in the format of a behavioural objective. /4 Rationale Rationale not included. No reference to social validity; only includes rationale for target behaviour or replacement behaviour; description unclear Clear description of why this target behaviour has been selected for intervention with reference to social validity. Clear description of how will the replacement behaviour be helpful or appropriate with reference to client characteristics /5 Operational

Definition Definition not included or not stated in terms that are observable and measurable. Operational definition contains some components that are not observable and measurable Target behaviour objectively defined in terms that are observable and measurable /3 Baseline Assessment/Summary Baseline assessment and summary not included.

Does not include a chart, table or graph of hypothetical results; summary statement not included. Summarizes the baseline data results. Includes a summary statement and a chart, table or graph of the hypothetical baseline results. /4 Intervention Schedule Intervention schedule not included. Describes when during the day/week to intervene, how long, and how often. /1 Location of Intervention Location of intervention not included.

Describes where to intervene. /

1 Mediators Mediators not included. Describes who will conduct the intervention(s)

/1 Materials Materials not included. Describes any materials that will be required for the intervention to be implemented.

/2 Procedure Procedure not included or does not describe an intervention procedure described in class. Description missing some components; not written in step-by-step format; does not include an intervention procedure discussed based on the hypothesized function of the target behaviour. Includes and accurately describes at least one intervention procedure discussed in class (i.e. differential reinforcement, extinction, noncontingent reinforcement, etc.)

Describes in detail (as applicable) set up of the treatment environment, how to introduce training sessions, presentation of prompts/stimuli, descriptions of the care providers response to each type of client behaviour, i.e., reinforcement, method of correction, protective response. Includes definitions of correct and incorrect responses (as applicable). Intervention procedure is selected based on the hypothesized function of the target behaviour. Must be written in a step-by-step format. /10 Data Collection Method Data collection method not included.

Dimension being measured not appropriate for the target behaviour; description missing some components; data collection method not consistent with baseline data collection method. Includes a description of which dimension (e.g., frequency, duration) of the target behaviour will be collected, how this data will be collected, and how to summarize and graph the data.

This description must be written in a step-by-step format. /5 Emergency Procedures Emergency procedures not included. Procedures incomplete. Clear, objective description of what to do when an objectively defined emergency situation arises. Consideration given to client and staff safety. /2 Program Review Date Program review date not included. Indicates when the program should be reviewed related to the start date of the intervention. /1 Fading Generalization Maintenance Fading, generalization and maintenance not included.

No description of how the intervention will be faded once the objective is met. Plans for generalization and maintenance do not take into consideration schedules of reinforcement and conditions of intervention. Clear description of fading plan once behavioural objective is met. Description of plans for generalization and maintenance of the skill with reference to conditions of intervention and reinforcement schedules. /10 APA Style Criteria/Level Does not meet Requirements Meets Requirements Exceeds Requirements Grade Grading Grade Range < 50% Grade Range 50-79% Grade Range 80%-100% Spelling and Grammar Grammar errors are evident Evidence of grammar errors Free of grammar errors /5 Reference section Reference section is missing or has missing elements Reference section is present; most references are included.

Evidence of missing elements. Reference section is present; all references are included and complete; source within the last 10 years. /2 Graphs (APA formatting: title, axis labels, numbers, line graph, appendix) Table (APA formatting: title, column titles, table number, description, appendix) Graph is missing; has missing elements; not included in appendix Table is missing; has missing elements; not included in appendix Graph is complete, included in appendix; evidence of formatting errors

Table is complete; included in appendix; evidence of formatting errors Graph is complete and follows all proper APA formatting Table is complete and follows all proper APA formatting /5 Clarity Descriptions of procedures, concepts unclear. Technical/ scientific concepts used but not explained in basic language. Basic language used to describe scientific/ technical concepts

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ABS102 Behaviour Intervention Plan

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.