Enhancing Behavior Intervention Plans for Generalization and Maintenance
Molly is a BCBA who provides services as an independent contractor for Orange County Public Schools. Molly received a referral from Pine Valley Elementary School to provide ABA therapy for a 5th grader, Jake, who is noncompliant with teacher and staff demands. He is also physically aggressive to peers (hitting, kicking, and pushing). Jake has been suspended three times within the first 6 weeks of school. Thus far, all interventions have been ineffective. Jake's mother reports that no significant problems are occurring at home and she cannot understand why these behaviors are occurring at school. Jake's behaviors are not only occurring at school but also at the off-campus afterschool program. Due to these behaviors at the afterschool program, he is in danger of losing his placement.
The results of the FBA determined that the probable function of Jake's noncompliance and physical aggression were maintained by socially mediated attention from adults. Molly designed a BIP consisting of non-contingent attention in which the teacher would spend 2 minutes providing one-on-one attention to Jake upon his arrival to class, as well as a token economy in which Jake would be presented with a token at the end of each class period for the absence of physical aggression (differential reinforcement of other [DRO] behavior). Jake could also earn a token for participation in a weekly social skills program in which he practices conflict resolution strategies with his classmates. The tokens earned could be exchanged for a variety of back-up reinforcers, including lunch with a preferred teacher, each Friday. This intervention plan resulted in a significant increase in compliance with teacher demands and reductions in physical aggression toward peers. Jake even earned a "Student of the Week" certificate 2 weeks in a row! Surprisingly, Jake's mother reported that the noncompliance with adult demands and physical aggression towards peers at the afterschool program continued, and a meeting has been called by the afterschool program directors to discuss Jake's dismissal from the program.
Discussion:
Detail three approaches Molly could have incorporated into Jake's BIP that would have increased the probability of the modified behaviors occurring in the afterschool program environment, as well as other environments. Explain how these three approaches increase generalization of modified behavior.
Discuss why increasing generalization also increases the probability of response maintenance.
Illustrate how the programming for generalization and maintenance are aligned with the BACB Ethics Code in maximizing client outcomes in a given setting.
Enhancing Behavior Intervention Plans for Generalization and Maintenance: Jake’s Case
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Enhancing Behavior Intervention Plans for Generalization and Maintenance: Jake’s Case
A BIP is a written plan to address problematic behaviors by identifying reasons, targeting the behavior with specific strategies, and monitoring its effectiveness. In order to identify Jake's potential reasons for his behavior and how best to assist him in regaining good habits, the following strategies would have been incorporated. One is Contextual Prompting. This approach could increase the possibility of the modified behaviors occurring in the afterschool program and other environments by making it easier for Jake to remember and display the new behavior in different settings. Contextual Prompting involves providing reminders of the target behavior in the environment where it is expected to occur (Higgins et al., 2023). Another approach that Molly could have applied in Jake's BIP is Natural Environment Training (NET), as it involves teaching the target behavior in real-life situations where it is expected to occur, such as in the afterschool program or at home. This technique could present an overview by helping Jake to understand how to apply the new behavior in different settings and situations...