Unit 9 Assignment-Implementing Procedures for Behavior Change

PS563 Assignment 9 Paper Student’s Name Institution Course Code: Course Name Professor’s Name Submission Date Introduction Behavior Intervention Plans (BIP) are essential tools that a behavior analyst, educator, and therapist use to make specific changes in problematic behaviors that interfere with learning, social interaction, and daily functioning. Zimmerman et al. (2022) state that a BIP is organized around identifying the function of the challenging behavior, selecting appropriate goals for reducing behavior, acquiring skills, and developing interventions around antecedents and consequences of the behavior. The Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) tool helps determine the client's strengths and deficits in effective communication, social interaction, and other foundational skills. It will identify the areas this BIP should focus on for skill acquisition and behavior reduction. Using the ABLLS-R and other functional assessment tools will provide targeted interventions for a client demonstrating non-compliance and an inability to follow simple instructions. Student Name: School District: Date of Plan: Plan Author: Target Behaviors: 1. Skill Acquisition Behavior: Following One-Step Instructions This entails the client's ability to follow simple one-step directives like "sit down," "come here," or "stand up." This skill is necessary to develop increased participation by the client in structured activities, following routines, and socializing with peers and adults. 2. Behavior Reduction Goal/Target Behavior: Noncompliance when Instructed Noncompliance is a form of maladaptive behavior wherein the client fails to perform an instruction given within a reasonable time since two prompts or engages in avoidance or escape behaviors related to the task. Noncompliance involves turning away physically from the place where the instructions were given, ignoring the instruction, or refusing to comply with the use of words. Functional Hypothesis: The function regulating the client's non-compliance is maintained primarily by escape. So, when given a demand or a task, he would not want to do it and attempts to get out of completing the task by misbehaving. On the other hand, compliance with simple instructions is reinforced through positive reinforcement in the form of access to a favorite toy or social praise. The dual function of the behavior escape for non-compliance and reinforcement for compliance provides the rationale for the intervention strategies outlined in this BIP. Short-Term Goals: 1. The client will follow simple one-step directions, such as "sit down," with 80% accuracy for three consecutive sessions. 2. During structured learning sessions within the first four weeks of intervention, the client will reduce incidents of non-compliance by 50%. Long-Term Goals: 1. By the end of the intervention period, the client will follow two-step directions, such as "pick up the book and sit at the table," with 90% accuracy for five consecutive sessions. 2. The client will decrease noncompliance behaviors during instructional time by participating in all assigned activities without avoidance behaviors. Antecedent Interventions (Proactive Strategies to Prevent Problem Behavior): 1. Visual Cues and Prompts: The visual supports will involve picture cards or symbols to present instructions concretely and visually. For example, upon being instructed to sit down, the client is presented with a picture of a chair. Research by Thomas & Karuppali (2022) indicates that providing visual prompts was linked to lower levels of task refusal and greater engagement among individuals on the autism spectrum. Therefore, visual supports are reliable for explaining verbal directions clearly and understandably, thus making them easier to follow. 2. Choice-Making Opportunities: Having the client provided with choices-but a choice between two options that you would be happy with, for example, helps the client avoid non-compliance by allowing them a sense of control of the environment. The question can be framed like this: "Would you like to sit in the red or blue chair?” Choices can be pertinent to the task, such as "Which activity would you like to start with?" or to the materials used, such as "Which pen do you want to use?" Research by Brandisauskiene et al. (2022) demonstrated that offering choices can decrease non-compliance and enhance task engagement. Having a choice merely offers an individual greater autonomy, and therefore, one is more willing to participate in the task without having to escape or avoid demands. 3. Task Modification: Difficult client tasks will be reduced to smaller steps, making them easier to perform. Research has shown that modifying tasks can decrease maintained escape behaviors because those tasks are less overwhelming or more attainable, even for those with developmental delays (Tarbox et al., 2023). Consequence Strategies – To Support Appropriate Behavior: 1. Compliance Reinforcement: Immediately after following directions, reinforcement should come. Examples include praise statements, like "Great job following directions!", physical reinforcement, such as high fives, and access to preferred activities or items, such as playtime with a favorite toy. Positive reinforcement is considered one of the backbones of strategies for changing the behavior of its target and is based on a raft of studies conducted for decades (Mi...