Assignment Prompt & Instructions
I need help completing an ABA behavior intervention plan.
**files (1)**
– ## PS563_U9_BIP_Assignment_Template2.docx
**## PS563_U9_BIP_Assignment_Template2.docx**
**PS563 Assignment 9 Template**
**Introduction**
You should provide a brief theoretical introduction here that discusses the importance of a behavior intervention plan, the components of the plan, and the implementation of the behavior intervention plan within the setting of interest noted in your paper. Be sure to cite accordingly and double-space as per current APA formatting requirements.
**The plan below should be written in single spacing,** with a space between each section. Remove all red text and replace it with black text. Be sure to provide procedures for Antecedent & Consequence Strategies for staff/parents to follow with integrity.
**Student Name:**
**School District:**
**Date of Plan:**
**Plan Author:**
**Target Behaviors:** numbered, defined, and rationale for selection (You do not necessarily need four target behaviors – but the space for four has been provided. Delete the ones you do not need.
1. Target Behavior: Operational definition in detail
a. Rationale:
2. Target Behavior: Operational definition in detail
a. Rationale:
3. Target Behavior: Operational definition in detail
a. Rationale:
4. Target Behavior: Operational definition in detail
a. Rationale:
**Assessment Results and Functional Hypothesis:** Summary of the results of the skills and functional assessments. List out the hypothesized function of each target behavior.
**Short-Term Treatment Goals**
numbered and defined – should be directly related to long-term goals; use the Competing Behavior Pathway Diagram as a resource.
1. Goal Name: Goal Statement: Client will (replacement behavior) (mastery criteria): Example: When Johnny is noted to be engaging in precursor behaviors (e.g., clenched fists, verbal complaints, etc.) Johnny will mand for a break independently in 90% of opportunities across three consecutive months.
2. Goal Name: Goal Statement: Client will (replacement behavior) (mastery criteria): Example: When Johnny is noted to be engaging in precursor behaviors (e.g., clenched fists, verbal complaints, etc.) Johnny will mand for a break independently in 90% of opportunities across three consecutive months
**Long-Term Treatment Goals:**
numbered and defined – should be directly related to long-term goals; use the Competing Behavior Pathway Diagram as a resource.
1. Goal Name: Goal Statement: Client will (replacement behavior) (mastery criteria): Example: When Johnny is noted to be engaging in precursor behaviors (e.g., clenched fists, verbal complaints, etc.) Johnny will mand for a break when presented with a break card in 90% of opportunities across two consecutive weeks.
2. Goal Name: Goal Statement: Client will (replacement behavior) (mastery criteria): Example: When Johnny is noted to be engaging in precursor behaviors (e.g., clenched fists, verbal complaints, etc.) Johnny will mand for a break independently in 90% of opportunities across three consecutive months
**Antecedent Interventions (Proactive Strategies to Prevent Problem Behavior):** Numbered or bulleted and written procedurally! Include all of the following for each intervention (from the rubric):
· Select function-based interventions with a rationale.
· Provides
**_clear technological steps_** for implementation
**Consequence Strategies –** To Support Appropriate Behavior
Numbered or bulleted and written procedurally – with citations! Include all of the following for each intervention (from the rubric):
· Select function-based interventions with a rationale.
· Provides
**_clear technological steps_** for implementation
**Consequence Strategies –** When Problem Behavior Occurs
Numbered or bulleted and written procedurally. Include all of the following for each intervention (from the rubric):
· Select function-based interventions with a rationale.
· Provides
**_clear technological steps_** for implementation
**Data Collection**
Provide a description of all relevant measurement procedures chosen for data collection. This means you need to identify how you are going to collect data for both your skill acquisition targets and behaviors targeted for reduction.
**Review of Plan**
Explain how data will be used to make treatment decisions. How often will plan be reviewed, by whom, etc.
**Discussion**
The following sections should be double-spaced and written in narrative APA formatted style with
**supporting citations from the literature.** These sections demonstrate your understanding of the course learning objective as well as assess your ability to
apply all of the information that we have covered throughout the term.
**Unintended Behavior Change**
Provide a detailed prediction of emotional/elicited/unintended effects associated with each chosen intervention strategy. Review all of your strategies and predict the effects from each (this can come from limitations of the strategies, etc.) Make sure to support your predictions with citations.
**Ethical and Social Validity Concerns**
Provide a detailed discussion of relevant ethical considerations with references to specific codes. Social validity concerns that are relevant to the case – don’t just define social validity in general. Include relevant cultural considerations that support the development of interventions and materials.
**Maintenance and Generalization**
Provide a detailed discussion of how you planned for maintenance and generalization of behavior as part of each intervention. This should extend beyond a basic statement of running the intervention across new people and settings, and include specific strategies that are used to do so.
**Supporting Evidence Base**
Provide a detailed discussion of how the peer-reviewed literature directly supports the effectiveness of each intervention that you prescribed. Do not rely on textbooks (ex. Cooper et al.) to support your intervention; rather, seek out evidence-based ABA literature that aligns with your specific interventions for similar behaviors that demonstrate effective application of the intervention.
**Conclusion**
**References**
## image1.png
**## PS563_U9_BIP_Assignment_Template2.docx**
**PS563 Assignment 9 Template**
**Introduction**
You should provide a brief theoretical introduction here that discusses the importance of a behavior intervention plan, the components of the plan, and the implementation of the behavior intervention plan within the setting of interest noted in your paper. Be sure to cite accordingly and double-space as per current APA formatting requirements.
**The plan below should be written in single spacing,** with a space between each section. Remove all red text and replace it with black text. Be sure to provide procedures for Antecedent & Consequence Strategies for staff/parents to follow with integrity.
**Student Name:**
**School District:**
**Date of Plan:**
**Plan Author:**
**Target Behaviors:** numbered, defined, and rationale for selection (You do not necessarily need four target behaviors – but the space for four has been provided. Delete the ones you do not need.
1. Target Behavior: Operational definition in detail
a. Rationale:
2. Target Behavior: Operational definition in detail
a. Rationale:
3. Target Behavior: Operational definition in detail
a. Rationale:
4. Target Behavior: Operational definition in detail
a. Rationale:
**Assessment Results and Functional Hypothesis:** Summary of the results of the skills and functional assessments. List out the hypothesized function of each target behavior.
**Short-Term Treatment Goals**
numbered and defined – should be directly related to long-term goals; use the Competing Behavior Pathway Diagram as a resource.
1. Goal Name: Goal Statement: Client will (replacement behavior) (mastery criteria): Example: When Johnny is noted to be engaging in precursor behaviors (e.g., clenched fists, verbal complaints, etc.) Johnny will mand for a break independently in 90% of opportunities across three consecutive months.
2. Goal Name: Goal Statement: Client will (replacement behavior) (mastery criteria): Example: When Johnny is noted to be engaging in precursor behaviors (e.g., clenched fists, verbal complaints, etc.) Johnny will mand for a break independently in 90% of opportunities across three consecutive months
**Long-Term Treatment Goals:**
numbered and defined – should be directly related to long-term goals; use the Competing Behavior Pathway Diagram as a resource.
1. Goal Name: Goal Statement: Client will (replacement behavior) (mastery criteria): Example: When Johnny is noted to be engaging in precursor behaviors (e.g., clenched fists, verbal complaints, etc.) Johnny will mand for a break when presented with a break card in 90% of opportunities across two consecutive weeks.
2. Goal Name: Goal Statement: Client will (replacement behavior) (mastery criteria): Example: When Johnny is noted to be engaging in precursor behaviors (e.g., clenched fists, verbal complaints, etc.) Johnny will mand for a break independently in 90% of opportunities across three consecutive months
**Antecedent Interventions (Proactive Strategies to Prevent Problem Behavior):** Numbered or bulleted and written procedurally! Include all of the following for each intervention (from the rubric):
· Select function-based interventions with a rationale.
· Provides
**_clear technological steps_** for implementation
**Consequence Strategies –** To Support Appropriate Behavior
Numbered or bulleted and written procedurally – with citations! Include all of the following for each intervention (from the rubric):
· Select function-based interventions with a rationale.
· Provides
**_clear technological steps_** for implementation
**Consequence Strategies –** When Problem Behavior Occurs
Numbered or bulleted and written procedurally. Include all of the following for each intervention (from the rubric):
· Select function-based interventions with a rationale.
· Provides
**_clear technological steps_** for implementation
**Data Collection**
Provide a description of all relevant measurement procedures chosen for data collection. This means you need to identify how you are going to collect data for both your skill acquisition targets and behaviors targeted for reduction.
**Review of Plan**
Explain how data will be used to make treatment decisions. How often will plan be reviewed, by whom, etc.
**Discussion**
The following sections should be double-spaced and written in narrative APA formatted style with
**supporting citations from the literature.** These sections demonstrate your understanding of the course learning objective as well as assess your ability to
apply all of the information that we have covered throughout the term.
**Unintended Behavior Change**
Provide a detailed prediction of emotional/elicited/unintended effects associated with each chosen intervention strategy. Review all of your strategies and predict the effects from each (this can come from limitations of the strategies, etc.) Make sure to support your predictions with citations.
**Ethical and Social Validity Concerns**
Provide a detailed discussion of relevant ethical considerations with references to specific codes. Social validity concerns that are relevant to the case – don’t just define social validity in general. Include relevant cultural considerations that support the development of interventions and materials.
**Maintenance and Generalization**
Provide a detailed discussion of how you planned for maintenance and generalization of behavior as part of each intervention. This should extend beyond a basic statement of running the intervention across new people and settings, and include specific strategies that are used to do so.
**Supporting Evidence Base**
Provide a detailed discussion of how the peer-reviewed literature directly supports the effectiveness of each intervention that you prescribed. Do not rely on textbooks (ex. Cooper et al.) to support your intervention; rather, seek out evidence-based ABA literature that aligns with your specific interventions for similar behaviors that demonstrate effective application of the intervention.
**Conclusion**
**References**
## image1.png