Unit 5 Assignment-Implementing Procedures for Behavior Change

Essay Instructions:

For this assignment, you will provide a response to one of the case studies below for one of the client scenarios. Use the ABLLS (Case 1) or AFLS (Case 2) assessment materials provided in the learning activity and peer-reviewed resources from the university library to support your responses. Please do not copy and paste the whole question into your document. Rather, provide only the question number and your response. Scenario 1: Case Study 1 – Mike Crafone 4-year-old boy Lives with mother, grandmother, older sister Identified by his school district as having a developmental delay Qualified for and enrolled in early intervention program in school district at age 2.5 years Attendance at the early intervention program has been sporadic due to transportation difficulties the family has been experiencing Early intervention program has one BCBA on staff, but the program is not behavior analytic in nature and the BCBA has never met or assessed Mike’s behavior Diagnosed by a developmental pediatrician at age 3.5 years with autism spectrum disorder. According to the developmental pediatrician, he is physically healthy. Recommended for ABA services by the social worker at the developmental pediatrician’s clinic Mother is not certain about what ABA is, but she has heard from other parents on the internet that she can get help at home School district still is trying to determine what special education services, if any, will be needed when he enters kindergarten in approximately one year from now Mother reports that he: Flaps his hands and squeals quite often. Hits his head with his fists and bangs his head on surfaces. He has broken a tooth from this. Runs away from her in public places. Can repeat words that people say to him, but he does not always do it. He does not spontaneously produce words. Is a picky eater. She often cannot figure out what he wants to eat. Cannot complete any self-help routines that commonly can be completed by 4-year-olds (e.g., putting on slip-on shoes). Requests items or activities by leading her by the hand to certain locations. Is not toilet-trained. Choose and define two target behaviors for acquisition with this client, provide a rationale for why you chose each behavior. Develop at least two clear and measurable treatment goals for the target behaviors for acquisition. Choose and technologically outline one teaching strategy for skill acquisition for each of the target behaviors. Provide a rationale for the chosen intervention of the target behaviors chosen for acquisition which includes social validity considerations and how the intervention is supported by the evidence base. Scenario 2: Case Study 2 – Ella Vader 19-year old girl Diagnosed with an intellectual disability in elementary school Received special education services throughout school and graduated with a certificate of completion from high school Lives in a group home Works in a supervised program through Vocational Rehabilitation Family is involved and she has visits with them once a week and spends holidays with them Has received ABA services in the past Family physician states that she is healthy and has no current medical issues Is currently prescribed Risperidone Is having an increase in behavioral issues on the job: Frequently late to work Noncompliant with supervisor requests Walks away in the middle of work tasks Can become verbally aggressive toward supervisor and coworkers Personal hygiene issues and showing up for work in dirty clothes, with body odor, and unkempt appearance Makes inappropriate overtures to coworkers in an attempt to make friends Choose and define two target behaviors for acquisition intervention with this client, provide a rationale for why you chose each behavior. Develop at least two clear and measurable treatment goals for the target behaviors for acquisition. Choose and technologically outline one teaching strategy for skill acquisition for each of the target behaviors. Provide a rationale for the chosen intervention of the target behaviors chosen for acquisition which includes social validity considerations and how the intervention is supported by the evidence base. Details: 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 You should include 3 peer reviewed sources to demonstrate your interventions are evidence-based. Use Arial or Times New Roman 12-point font, double-spaced Use current APA Formatting and Citation style

Essay Sample Content Preview:

Unit 5 Assignment: Implementing Procedures for Behavior Change Student’s Name Institution Course Professor’s Name Date Humans develop and acquire skills according to age and exposure to the immediate environment. Development delays are a concern that should be identified in childhood and addressed as soon as possible. Early childhood development is an aspect that should be prioritized by caregivers and learning institutions to ensure that children have a good chance of leading a better life. Mike Crafone is described as a four-year-old girl living with his grandma, mother, as well as older sister. She was clinically established to be struggling with developmental delay at the age of 2.5 and needs a tailored early intervention program. This paper will define Mike Crafone’s two target behaviors that she needs to acquire, two explicit and measurable treatment objectives, and an instructional approach to facilitate the acquisition of skills for the respective identified target behaviors. Target Behaviors for Acquisition Prioritization of target behaviors should be given to child actions that directly endanger their well-being or other people’s safety. The two target behaviors for acquisition for this child are independent toileting and functional communication. Independent Toileting Independent toileting is a key self-help exercise that children should learn at an early age. At the age of 4, Mike Crafone cannot carry out independent toileting, and this compromises her well-being in many different ways. Independent toileting refers to the capacity to utilize the bathroom without assistance, including establishing the need to go, removing attires, utilizing the toilet, wiping, flushing, and sanitizing hands. According to Douglass (2024), children with Autism Spectrum Disorder (ASD) often take longer time to learn independent toileting than neurotypical children. Mike Crafone has been diagnosed with ASD, and he has not mastered the art of independent toileting at the age of 24. This means that she relies heavily on the presence of her relatives and school teachers to assist him in this procedure. In case her caregivers are not around her, she will have a difficult time relieving herself. Independent toileting would mean that he can complete these steps with minimal or no assistance, thereby increasing his self-help skills and reducing the burden on caregivers. The rationale for choosing independent toileting as the target behavior for Mike Crafone is based on various factors. First, toileting is a critical self-help skill that children are generally expected to master by the time they are enrolled in school. Mike Crafone is certainly having a difficult and embarrassing time in school when her classmates see her being assisted to go to the toilet. Children with ASD who have not yet mastered toileting often experience frustration due to discomfort, accidents, or the inability to communicate their need to use the bathroom. According to Wiggins et al. (2023), 49.1% of children aged between 24-68 months with ASD show toileting resistance. The feelings of inadequacy when she sees children younger than her doing independent toileting significantly affect her self-esteem. Second, independent toileting is a key aspect of daily living that children with autism should develop. Development delay in ASD children makes them susceptible to lacking important skills, and caregivers must be aware of their inadequacies. By learning to toilet independently, Mike can perform an essential life skill that contributes to his overall independence. Moreover, Mike Crafone is approaching school age, and it will be essential that she develops the skills necessary to participate in a structured learning environment. Functional Communication Development delays in children can present in the form of an inability to communicate effectively with caregivers. Mike Crafone can repeat words said by others, but his word production is not spontaneous. When she wants access to an item, she guides her relatives to it. Her mother has also reported that she flees from her in public spaces without communicating her intentions beforehand. These are aspects of Mike Crafone’s daily life that can be addressed through functional communication. The child should be taught how to express her needs, wants, and preferences in a socially acceptable and meaningful way (Almulhim, 2023). Since Mike Crafone is battling ASD, she can be directed on how to combine both verbal and non-verbal methods of communication in her life. The goal of this target behavior is to enable the child to communicate more effectively and reduce overreliance on nonverbal cues only. The rationale for choosing functional communication as the target behavior change was based on the urgent need to address communication deficits in Mike Crafone’s life. Mike has demonstrated some verbal ability, as he can repeat words that others say, but he does not use spontaneous speech to expres...

Updated on December 15, 2024

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