Intervention Support Plan for Procrastination
In Week 5, you uncovered a wide range of scholarly works necessary for developing a strategic approach that entails multiple principles and tactics for changing behavior. In this assignment, you will create an intervention support plan to address the behavior of interest by using the research-based interventions you identified in your Literature Review.
Instructions
Use the following subheadings (formatted in current APA style) to label the main sections of your paper:
Intervention Support Plan
Apply behavioral assessment methods for the consideration and selection of intervention outcomes and strategies for the problem target behavior in your case study. You will exercise your clinical writing skills to create a detailed, function-based behavior intervention plan including the following:
Operational Definitions and Functional Relationships of Identified Problem Target Behaviors
Define the behavior to be targeted and the functional relationships between environmental variables and the concerning behavior. Your operational definitions should be objective, specific, and measurable. Be sure to condense the information from your Week 2 assignment for this section.
Assessment Procedures/Consents
For this section, summarize all results of the assessment portion. Please be sure to:
-Describe which assessment procedure you used.
-Explain how you ran the assessment procedure.
--Explain how you spoke to the parent when obtaining consent regarding the assessment procedure.
-Explain how you ran your assessment and derived behavioral functional relationships.
In your narrative concerning your interaction with the parent, please demonstrate sensitivity to the fears and concerns they may have regarding assessment. Be sure to condense the information from your Week 2 assignment for this section. This section should be a maximum of two paragraphs.
Antecedent Procedures
Based on the literature review, describe the antecedent procedures you recommend to prevent the behavior from recurring.
-Be sure to cite the research justifying your use of these procedures.
-In addition, explain how compassionate approaches were considered when selecting and implementing the interventions procedures.
Consequence Procedures
Based on the literature review, describe how you would want others (therapist, teacher, or caregiver) to respond if the behavior occurs.
-Describe how to arrange the environment such that others will respond accordingly.
-Be sure to cite the research justifying your use of these procedures.
-In addition, explain how compassionate approaches were considered when selecting and implementing the intervention procedures.
Replacement Procedure
-Based on the functions of behavior, describe the replacement behaviors you would like to address as well as your plan for how they would be taught and reinforced.
-Be sure to cite the research justifying your use of these procedures and ensure replacement behavior results in the same reinforcer as the target behavior.
-Also, explain how compassionate approaches were considered when selecting and implementing the intervention procedures.
Short-Term Goals
-Describe behavioral goals for the client to be achieved with three months of service.
-Be sure to cite the research justifying these goals.
-Long-Term Goals
-Describe the ultimate goals of the intervention.
-Describe the discharge criteria for the recommended ABA services.
-Be sure to cite the research justifying these goals.
-Generalization and Maintenance Procedures
-Describe your recommended plan to generalize the skills learned in this treatment plan.
-Describe your recommended plan to withdraw any treatment components while maintaining low rates of challenging behavior.
-Be sure to cite the research justifying your use of these procedures.
-In addition, explain how compassionate approaches were considered when selecting and implementing the interventions procedures.
Intervention Support Plan
Student’s Name
Institution
Course Number and Name
Instructor’s Name
Date
Intervention Support Plan
Operational Definitions and Functional Relationships of Procrastination
The client has been diagnosed with procrastination. Procrastination refers to delaying the commencement or completion of an activity, despite understanding the implications (O’Dwyer, 2022). The function of this behavior is escape. Zhang et al. (2019) indicate that individuals procrastinate to avoid tasks, giving them temporary relief. For Malik, procrastination in a college setting provides him temporary relief from doing his school tasks. He does not complete his class assignments. Whenever he is given an assignment, he avoids doing it by engaging in non-assigned tasks.
Assessment Procedures/Consents
I used functional analysis as the assessment procedure. It entails testing different conditions to establish the cause of a behavior and its frequency (Cooper et al., 2020). I interviewed the client, putting him in various conditions to elicit the target behavior. I obtained informed consent by explaining to Malik, his family, and his instructors what I was doing and why it would benefit him. I was respectful while speaking to the parents and sensitive to their concerns, especially since they had tried other interventions unsuccessfully. I used simple language to explain to them why it was important to assess Malik.
I introduced the attention, alone, control, and escape conditions to establish the function of Malik’s behavior (Cooper et al., 2020). These conditions were introduced separately. I realized the function of Malik’s behavior was an escape because he avoided the tasks by engaging in non-assigned tasks.
Antecedent Procedures
High-probability request sequence (HPRS) is the most suitable strategy for reducing Malik’s procrastination. It involves providing several easy tasks followed by a difficult/ low-probability task (Wood et al., 2018). In Malik's case, the intervention will include the provision of three highly engaging tasks followed by one less engaging task (low-probability task). He likes highly engaging tasks and avoids tasks that are not engaging. HPRS builds confidence and skills, which Malik needs to achieve self-efficacy in low-probability tasks. This procedure was considered compassionate because it begins with a preference assessment to establish the student’s likes and preferences (Wood et al., 2018). It is student-centered.
Consequence Procedures
Positive reinforcement is the most suitable consequence strategy for Malik. It will incorporate his preferences, strengths, and needs to ensure he is motivated enough to complete the assigned work (Hardy & McLeod, 2020). I would like his instructors and others to respond using positive reinforcement when he completes his tasks on time. They should encourage him and show approval when he stays on task and finishes his assignments. Ensuring Malik completes his tasks will require creating environments for success. The environment will be arranged so that Malik will be given positive reinforcement every so often for completing even the highly-engaging tasks before he gets to the low-probability tasks. As a result of this regular positive reinforcement, he will most likely complete the low-probability tasks on time. This procedure was considered a compassionate approach because it accounts for the individual's preferences, strengths, and needs and collaboration with the family in establishing the behaviors that need to be reinforced (Hardy & McLeod, 2020).
Replacement Procedures
I would like to replace Malik’s procrastination with effective time management skills that will lead ...
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