BIP
A behavioral intervention plan for a seven-year-old autistic boy is outlined following a functional assessment of behavior. Three target behaviors are identified and recommendations for intervention are made using simple behavioral techniques, visual stimuli, and modeling. The intervention is simple and the functional assessment should continue as an ongoing part of the intervention.
Discussion of the Case
The subject is a seven-year-old (male/female) with a diagnosis of autism currently enrolled in the second grade. Due to behavioral issues a functional assessment of the subject's behavior was completed followed by a behavioral intervention plan. Three target behaviors were identified for intervention following the functional assessment. These target behaviors will be discussed separately. The functional assessment was brief and covered one day of observation and recording. Ideally a longer period of observation would produce a more reliable functional assessment (Vismara & Rogers, 2010); however, it was believed that a plan of action should be implemented immediately and the functional assessment would be ongoing. The three target behaviors are described below:
1. Hitting others. The first target behavior is the subject's hitting others. Over the observational period the subject was observed to strike others four times. Three of the four observations occurred in the afternoon (75%), and the other observation occurred first thing in the morning. We would expect that this behavior would occur when the subject was engaged with others; however one observation states that the subject was alone. This is obviously a miscode. The settings in which this occurred varied (highlighting the need for continued observations of this behavior) and the consequences of this behavior were that the subject received attention. Thus, we suspect that the subject is prone to aggressive behaviors when tired, over-stimulated, and perhaps feels neglected (again we are working with a small n). A retroactive plan of remediation would include some consequence that takes the attentional reward away (Vismara & Rogers, 2010). Time outs in this situation can be useful, but need to be strictly applied (Houston-Wilson, & Lieberman, 2003). Nonetheless, reinforcing positive behaviors should be the primary...
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