Archive for category: Psychology

 Assignment Details

Your assignment should use the provided template and should include the following elements:

Title page: Provide your name, title of assignment, course and section number, and date.

Body: Answer all the questions in complete sentences and paragraphs.

Your responses should reflect professional writing standards, using proper tone and language.

Reference page: Sources listed in APA format.

Use standard 1″ margins on all sides.

Use APA formatting and citation style.

 

Assignment Directions

You have been working at Parkville Elementary school as the behavior specialist for a few months now. You have conducted an FBA in Mr. Stanza’s classroom for Misha Parker, a 3rd-grade student in his class who is diagnosed with Autism Spectrum Disorder. You have now been asked to develop a behavior intervention plan for Misha and develop a class-wide system of reinforcement. This classroom is self-contained and there are 10 kids in the class with a variety of needs in this classroom.

The results of the FBA Show that Misha would benefit from tier 3 interventions. According to the indirect assessment completed by Misha’s mother, she likes the following items: Bubbles, iPad games, Thomas the Train, Bubble Guppies, Bouncy balls, and swinging. Using the scenarios from the Unit 7 Assignment, develop a behavior plan. Your job is to develop a behavior plan that includes tier 3 interventions.

Misha Scenarios for Unit 9 Assignment

 

Observation Day 1:

In the classroom, it is 11:00am right before lunch and you notice Misha is fiddling with the items in her desk. The teacher, Mr. Stanza says, “Time for math,” and hands out worksheets to each student. Misha swipes the pencil, eraser, and worksheet from her desk and screams, “No!” The teacher says, “Misha you have to do your work,” and picks up the worksheet. Misha says again, “No!” and tears up the worksheet. Mr. Stanza says, “Ok well then you need to sit quietly.”

Observation Day 2:

At 10:30am, Mr. Stanza hands out crayons and a coloring page to each student and says, “Now it is time to color the weather. How does it feel outside today, class?” Misha throws a crayon at a peer and giggles. Mr. Stanza says, “Misha please keep your crayons on the table and say sorry.” Misha throws another crayon and giggles.

Observation Day 3:

You decide to observe at 11:15 am today, and Mr. Stanza says to the class, “Time for math, get out your pencils.” Misha takes the items from inside her desk and throws them on the floor. She gets up out of her seat and runs around the room. Mr. Stanza says, “Misha you need to sit down.” She laughs and continues to run around the room. He guides her back to the seat and she sits down and picks up her items that she threw. Mr. Stanza says, “Now everyone write your name at the top.” Misha throws her pencil and swipes her worksheet off of her desk. Mr. Stanza says, “Misha if you don’t want to do math sit quietly please.”

 

Complete the template by doing the following:

What is the purpose of this behavior intervention plan and tier 3 interventions?

Behavior Intervention Plan

 

Section 1: Target Behaviors & Function

Challenging (Target) Behaviors

Describe Misha’s challenging behaviors using an operational definition.

 

Hypothesis of Function

Same as above 

 

Goal and Objectives

Objectives to increase appropriate replacement behaviors and decrease the targeted challenging behavior should include the person, the behavior, the conditions, and the criteria and should be fully aligned with data collection procedures.  

 

Section 2: Procedures & Reinforcement

Antecedent Procedures

This section will include any strategies you will use, based on assessment data previously presented, that will serve to prevent challenging behavior. Describe the strategies for teaching (or increasing) the replacement behavior. Examples may include pre-teaching, scaffolding, fewer test items, more adult reinforcement or support, frequent breaks, providing choices, prompting methods etc. A complete description of each strategy and when and how it is to be used should be included.  Be sure to include tier 3 interventions

 

Target Behavior(s) for Increase

In this section you will describe the behaviors you will teach the student that will act as replacement behaviors to the challenging behaviors, making a special note of how these replacement behaviors serve the same function as the challenging behavior. 

 

Reinforcers

Determined by direct and/or indirect assessments, always ensure some sort of preference assessment is completed and reported. Reinforcers should be put to good use in the plan, but they may change over time so stay privy. 

 

Behavior Procedures

What do I do as challenging behavior is occurring?

 

 

 

Consequence Procedures

What do I do after challenging behavior occurs and when the appropriate replacement behavior occurs? List the reinforcement procedures and the schedule for reinforcement in this section. This section will include any and all behaviors or skills that will be reinforced as preventative measures to challenging behaviors. In such a place where a specific replacement behavior cannot be identified, you will include differential reinforcement procedures to be used and explain those here. Describe what to do if challenging behavior occurs.

*Punishment-based procedures should not be used unless such strategies are deemed necessary by the team and conform to the ethical guidelines of the BACB. Each of those guidelines must be addressed if a punishment-based procedure is to be used. Be sure to include tier 3 interventions.

 

Section 3: Generalization & Data Collection

Generalization/Maintenance Procedures

How will you determine that the behavior has maintained, generalized, and/or is being shaped?

 

Data Collection Procedures

 

For example:

• In this section, you will select a measurement procedure and explain how to collect data on your target behavior.

 

Create a data collection sheet using this Excel template and insert it into the BIP for the problem behavior using this sample and insert it below:

 

Section 1: Target Behaviors & Function

Describe the purpose of this intervention plan and the use of tier 3 interventions.

Define the target behavior(s) for Misha using an operational definition that is observable, clear, and complete.

Hypothesize the function of the behavior(s) using the scenarios from the Unit 7 Assignment.

Scenario Unit 7

You are a BCaBA in a school district who has been asked to provide behavioral modification recommendations for a student at Parkville Elementary School. The student’s name is Misha who is a 3rd-grade student in a self-contained classroom. It has been reported that Misha engages in disruptive behavior. You want to conduct a functional behavior assessment to determine the target behaviors, and functions so you can later create a behavior intervention plan.

You gather information from the parents that will let you know when to observe. Here is the first form you receive from the teacher:

You decide to observe the behavior on three separate occasions and record ABC data.

Observation Day 1:

In the classroom, it is 11:00 a.m. right before lunch, and you notice Misha fiddling with the items in her desk. The teacher, Mr. Stanza says, “Time for math,” and hands out worksheets to each student. Misha swipes the pencil, eraser, and worksheet from her desk and screams, “No!” The teacher says, “Misha you have to do your work,” and picks up the worksheet. Misha says again, “No!” and tears up the worksheet. Mr. Stanza says, “Ok, well then you need to sit quietly.”

Observation Day 2:

At 10:30 a.m., Mr. Stanza hands out crayons and a coloring page to each student and says, “Now it is time to color the weather. How does it feel outside today, class?” Misha throws a crayon at a peer and giggles. Mr. Stanza says, “Misha please keep your crayons on the table and say sorry.” Misha throws another crayon and giggles.

Observation Day 3:

You decide to observe at 11:15 a.m. today, and Mr. Stanza says to the class, “Time for math, get out your pencils.” Misha takes the items from inside her desk and throws them on the floor. She gets up out of her seat and runs around the room. Mr. Stanza says, “Misha, you need to sit down.” She laughs and continues to run around the room. He guides her back to the seat and she sits down and picks up the items that she threw. Mr. Stanza says, “Now everyone, write your name at the top.” Misha throws her pencil and swipes her worksheet off of her desk. Mr. Stanza says, “Misha, if you don’t want to do math, sit quietly please.”

Instructions: Using the provided information, complete the FBA Template:

-Write goals and objectives related to the target behavior(s).

 

Section 2: Procedures & Reinforcement

List the antecedent interventions.

Describe the replacement behaviors and behaviors for increase.

Write the reinforcement schedules and specific items for reinforcers.

List the consequence strategies.

 

Section 3: Generalization & Data Collection

Describe how you will plan for generalization and maintenance.

Choose a data collection procedure and describe how you plan on collecting the data.

Create a data collection sheet using this Excel template and insert it into the BIP.