Assig Unit 9 PS-563

PS563 Assignment 9 Template Introduction A behavior intervention plan (BIP) is a structured plan that highlights how the educational setting is customized to boost a student's behavioral success. BIP has been proven to be successful in boosting socially significant behaviors. It identifies these behaviors through identifying functions, antecedents, and interventions that reduce problem behaviors and reinforce positive alternatives (Zimmerman et al., 2022). In this scenario, Skye Holley has been diagnosed with Autism Spectrum Disorder (ASD). Moreover, she has also also has a history of developmental delays. Therefore, Skye's condition requires a BIP emphasizing structured reinforcement, functional communication, and proactive strategies. These strategies will help to address tantrums, noncompliance, and physical aggression. Student Name: Skye Holley School District: Patrol Preschool Date of Plan: 22/3/2025 Plan Author: Target Behaviors 1 Noncompliance Operational Definition: Instances where Skye has refused to adhere to verbal instructions in 20 seconds Rationale: This behavior is given priority since it is the initial behavior that usually causes more problematic behaviors. Addressing it would help obstruct instructional time, boosting the chances of further escalating problem behaviors. 2 Tantrum Operational Definition: Instances of yelling, crying, and even flopping. Rationale: These behaviors will likely interfere with the learning environment and Skye's ability to engage in structured activities. If they are not addressed, they are likely to be reinforced, making it challenging to address them. 3 Physical Aggression Operational Definition: Instances of hitting, scratching, pinching, biting, or kicking. Rationale: The main reason for addressing this behavior is that physical aggression could expose Skye and those around her to risks. Intervention strategies help control aggression, which helps attain a safe learning environment that encourages appropriate social interactions. Assessment Results and Functional Hypothesis Observations and indirect assessments show that Skye maintains her behaviors by avoiding demands and accessing her preferred activities or items. Noncompliance usually initiates a behavior chain that causes tantrums or aggression. She usually uses this approach whenever demands are placed on her, or she is denied her desired object. The observations in the classroom show that she is likely to engage in problem behaviors when transitioning between activities, when requests for her preferred activities or items are denied, or when completing activities that she does not prefer. These findings match the teacher and parent reports, showing that escape and access to tangibles maintain functions. Comprehending these behavior functions will help design effective intervention strategies to help her control her motivations. Short-Term Treatment Goals 1 Increase Compliance Goal Statement: Skye should follow simple one-step instructions within 10 seconds for 80% of instructions for 3 weeks. Attaining this goal will help her set a foundation for complying with more complex instructions. 2 Reduce Tantrums Goal Statement: In 90% of the instances she is presented with across two months, she should be able to break cards rather than engage in tantrum behavior when given a demand. 3 Reduce Physical Aggression Goal Statement: In 3 months, Skye should be able to replace physical aggression with functional communication in 80% of opportunities she is given. This approach will help her replace aggression with appropriate communication strategies. Long-Term Treatment Goals 1 Generalized Compliance Goal Statement: Skye will follow multi-step verbal instructions in at least 80% of opportunities within 6 months. Expanding compliance in different contexts will make her more adaptable to struc...