Behavior Intervention Plan for Preventing Negative Behaviors
Behavior Intervention Plan: Behaviors and Goals
Assignment provides a review of all of the following:
ASSIGNMENT DETAILS
Details
Requirements
You will turn in your own BIP as an individual assignment.
Resources:
Behavior Intervention Plan Template
Use the ABLLS-R (Sky Holley) or AFLS (Marshall Monroe) assessment materials provided in the learning activity to support your responses.
Use the Behavior Intervention Plan Template to write a BIP for your client, incorporating the following:
Operational definitions of target behavior (skill acquisition and behavior reduction and a rationale for choosing them for the intervention
A summary of the results of the skills and functional assessments you chose for this assignment
A minimum of two short-term and two long-term treatment goals for the skill acquisition and behaviors for reduction.
Evidence-based antecedent and consequence intervention strategies and a rationale for choosing them. Cite a minimum of one peer-reviewed source per intervention to validate that your intervention is evidence-based. Intervention strategies should be described technologically and written in language that parents and educational professionals can easily understand.
A discussion of how your target behaviors (skill acquisition and behavior reduction) will be measured (i.e., data collection), and how you will determine when adjustments to interventions should be made.
A prediction of the likelihood of lack of progress and unintended effects during intervention, a discussion of what the unintended effects might be, and how you would address the effects.
A description of how you programmed for maintenance and generalization of behavior change for each intervention using scholarly resources to validate your prediction.
A thorough discussion of relevant ethical and social validity concerns.
ASSIGNMENT DETAILS
Details
Requirements
Your assignment should use the Behavior Intervention Plan Template and should include the following:
Title page: Provide your name, title of assignment, course and unit number, and date
Body: Answer the questions in complete sentences, using a clinical format for the Behavior Intervention Plan components and paragraphs as necessary within the narrative sections, using APA format section headings for organization.
Reference Page: Sources in APA format
At least three scholarly sources to support the ideas presented. At least 2 of the sources must be peer reviewed literature.
Use Arial or Times New Roman 12-point font, double-spaced
Use current APA Formatting and Citation style
If you need assistance with APA style, please visit the Academic Center.
This assignment assesses the following Course Outcomes:
PS563-3: Predict possible unintended effects of a behavior change plan.
PS563-4: Write a Behavior Intervention Plan given a real life scenario.
PC 6.1: Incorporate data, inferences, and reasoning to solve problems.
https://kapextmediassl-a(dot)akamaihd(dot)net/artsSCi/Media/PS563/PS563_2204A/PS563_LA2/sl/story.html
Operational definition of target behaviors with a rationale for selection
Statement of Functional Hypothesis grounded in assessment data
Two short term treatment goals for both skill acquisition and behavior reduction target behaviors
Two Long term treatment goals for both skill acquisition and behavior reduction target behaviors
Behavior Intervention Plan Interventions
Assignment includes all of the following for BOTH the Antecedent and Consequence Strategies:
Selects function-based interventions with a rationale.
Provides clear technological steps for implementation
Describes the evidence base supported by the literature
Behavior Intervention Plan: Measurement
Student provides a description of all relevant measurement procedures chosen for data collection, and explains how data will be used to make treatment decisions.
Behavior Intervention Plan: Unintended effects
Student provides a detailed prediction of unintended effects associated with each chosen intervention strategy, and provides recommendations for addressing such effects.
Maintenance and Generalization
Student provides a detailed discussion how each chosen intervention will promote maintenance and generalization of behavior.
Behavior Intervention Plan: Ethical and Social Validity Concerns
Assignment includes a detailed discussion that includes all of the following:
Relevant ethical considerations with references to specific codes
Social validity issues that are relevant to the case.
Writing and Mechanics
Writing includes all of the following:
Clear and logical organization paragraphs.
Sentences are well developed.
Uses correct grammar, spelling, and punctuation.
Style
APA Style includes all of the following:
Clearly written in Standard English.
References or academic sources as required, including in-text citation(s).
Paraphrased correctly and accurately; direct quotes used minimally.
Formatted correctly using either APA style or provided template.
Introduction
You should provide a theoretical introduction here that discusses the importance of a behavior intervention plan, the components of the plan, and the implementation of the behavior intervention plan within the setting of interest noted in your paper. Be sure to cite accordingly and double space as per current APA formatting requirements.
The plan below should be written in single spacing, with a space between each section. Remove all red text and replace with black text. Be sure to provide procedures for Antecedent & Consequence Strategies for staff/parents to follow.
Student Name:
School District:
Date of Plan:
Plan Author:
Target Behaviors: numbered and defined
Functional Hypothesis: paragraph discussing function of target behaviors
Short-Term Goals: numbered and defined – should be directly related to long-term goals
Long-Term Goals: numbered and defined
Antecedent Interventions (Proactive Strategies to Prevent Problem Behavior): Numbered or bulleted and written procedurally
Consequence Strategies – To Support Appropriate Behavior: Numbered or bulleted and written procedurally
Data Collection: paragraph about how data will be collected (what kind, how often, etc.)
Review of Plan: discuss the criteria for plan modification/termination and how often team will review
Discussion
These sections following should be double spaced, and written in narrative, APA formatted style with supporting citations from the literature. These sections demonstrate your understanding of the course learning objective as well as assess your ability to apply all of the information that we have covered throughout the term.
Lack of progress/Unintended Behavior Change (see CLA rubric)
Maintenance and Generalization
Hypothesized Outcome (see CLA rubric – also, this is where evidence base from literature can support your intervention ideas.)
Conclusion
READING AND RESOURCES
Behavior Intervention Plan
Name
Institutional Affiliation
Course
Instructor
Date
Behavior Intervention Plan
Introduction
Assessment of Functional Living Skills (AFLS) is usually an important element when it comes to finding ways of assisting autistic individuals in living normally by encouraging or teaching them skills that can help them be independent. A behavior intervention plan (BIP) is a formally written guideline to address specific and problematic behaviors among an individual. The document provided guidance on the treatment methods that ensures the person's behavior becomes consistent and positive. BIP is usually issued to students who exhibit a particular pattern of inappropriate or unacceptable behavior over a certain period. In most cases, the improvement plan is created based on the functional behavior assessment (FBA) results conducted to identify the root cause of the inappropriate behavior. The critical components of BIP include the target behavior, SMART goals, intervention methods, data evaluation, preventative, consequence, and teaching strategies. This BIP will address the problematic behavior exhibited by the two students, Marshall Monroe and Skye Holley. In this case, the BIP will highlight how the environment will be used or improved to facilitate the individual’s success. Therefore, the BIP will describe the changes that will be adopted to prevent the occurrence of the negative behaviors, the instructions that will be conducted to provide alternative behaviors, and the consequences to help reinforce the correct behavior.
Student Name: Marshall Monroe
School District: Out-of-District Placement
Date of Plan:
Plan Author:
Target Behavior:
* Background- Marshall Monroe is a 17-year-old high school student in 11th grade at Patrol high school. He has been diagnosed with moderate intellectual disability, food allergies, and seizures. Reports indicate the seizures are well managed, and he is on medication. His teachers report that he exhibits difficulties when handling multi-step tasks. According to the recent speech evaluation, Marshall has receptive and expressive language and pragmatics weaknesses.
* Perseveration is the involuntary repetition of an act. In perseveration, an individual keeps repeating certain things or words over and over again. It is usually a tendency that is quite synonymous with persons suffering from autism, but is also evident in other people too. In this case, perseveration occurs when Marshal repeats words unrelated to the discussion topic.
* Interruption- the act where an individual interjects when someone is talking. Marshall tends to break into conversations when other people are talking.
* Chattering- refers to indulging in talks for the sake of talk. In this case, Marshal engages in self-talk activities, especially when there is no one to talk to.
Functional Hypothesis:
Marshall exhibits negative social cues like topic perseveration, self-talk, and interruptions. During social engagements, perseveration and talking over others can be managed using positive behavior reinforcement, which can be achieved by controlling his attention span. For instance, the antecedent behaviors are indicators of low attention or the presence of adults in the conversation. Self-talk is an automatic behavioral reinforcement due to the low attention. In this case, chattery is self- stimuli behavior categorized to be antecedent and consequential.
Short-Term Goals:
* Reducing obsessive talks/ topics.
* Improve on the attention Span.
* Reduce interruptions through upskilling communication skills.
* Develop self-awareness.
Long-Term Goals:
* Impulse control.
* Self-stimulatory vocalizations.
* Function escape.
Antecedent Interventions (Proactive strategies to Prevent Problem Behavior)
1 Introducing new topic- Marshall will have thirty minutes each day with both parents in the morning, where they will converse and introduce new topics as a distraction to the preservation.
2 Extra-curricular activities- Marshall will be allowed to participate in one extra-curricular activity with his behavioral therapist during the therapy sessions. The parents will participate in the activities, which will take place at a given location and time.
3 Vision Board for the activities- Marshall will have a vision board highlighting the key activities and the exact time they will be undertaken.
* The parents and the therapist will review the board and schedule of the activiti...