PS563 U9 Assignment

PS563 Assignment 9 Template Name Institution Course Instructor Date PS563 Assignment 9 Template Introduction A Behavior Intervention Plan (BIP) is a structured approach to help identify, comprehend, and modify problematic behaviors among people with developmental disabilities. This plan is usually used depending on the functional behavior assessment (FBA) results and applies evidence-based interventions to address target behaviors. BIP implementation is critical since it could help to attain consistency across different environments and promote a positive behavior outcome (Harvey, 2024). This plan has been developed for Skye Holley, a 4-year-old with Autism Spectrum Disorder. Some of the signs that show that she has this disorder include non-compliance, tantrums, and physical aggression at school. A well-developed BIP would offer educators, parents, and therapists a roadmap to manage challenging behaviors effectively. The BIP would use principles from Applied Behavior Analysis (ABA). The primary approach to using this analysis is to create an evidence-based and proactive strategy to help reinforce the desired behaviors and minimize the behaviors causing a problem. This approach aims to create a positive learning environment supporting Skye's social, cognitive, and emotional development. Student Name: Skye Holley School District: Patrol Preschool Date of Plan: 19/3/2025 Plan Author: Target Behaviors: 1 Non-Compliance: Skye has frequently failed to follow verbal instructions given to her within 20 seconds * Rationale: The following behavior disrupts classroom routines and prevents skill acquisition. It could also prevent Skye from developing independence and following classroom expectations, which is critical for long-term academic success. 2 Physical Aggression: Biting, scratching, pinching, or hitting * This behavior exposed a risk to the peers and the staff. Addressing aggression helps attain a safe and supportive learning environment. 3 Tantrum: Skye yells, flopps the flow, and cries. In some instances, this behavior escalates to physical aggression. * Rationale: These behaviors could interfere with participation in structured activities, tantrums, learning opportunities, and interactions with peers and adults. This challenge makes it critical to implement strategies that boost self-regulation. Assessment Results and Functional Hypothesis: According to the observations, school assessments, and parent interviews, it was evident that Skye's problematic behaviors resulted from a combination of escape she secured from demands and access to the preferred items. There is a higher likelihood of her complying when there is a preferred reinforcer. A functional hypothesis suggests that non-compliance and aggression could happen if Skye views the tasks as too demanding and if they do not have the critical communication skills to express her needs. The reinforcement strategies should focus on teaching her the appropriate communication and coping skills. Short-term Treatment Goals: 1 Skye should apply a replacement behavior, such as requesting help rather than using tantrums, in 80% of all the opportunities she receives in her three weeks 2 Skye reduced exercising physical aggression by at least half (50% ) within the same period of three months 3 Skye responded appropriately within 20 seconds within 80% of her opportunities in three weeks Long-term Treatment Goals: 1 Skye engages in functional communication rather than tantrums 90% of the time over six months 2 Skye has shown no instances of physical aggression for the six months 3 Skye follows instructions independently in 90% of the chances she receives across two months. Antecedent Interventions: 1 Visual Supports. Visual schedules and choice boards help to attain a seamless transition between activities (Ethington et al., 2021). Visual aids offer structure and predictability that could minimize anxiety and resistance, which are usually present in transitions. 2 First-Then Statements: Impleme...