Purpose
- Propose methods to implement an existing treatment plan.
- You may choose to build off a completed treatment plan that you developed in a previous course at Capella (PSY7706 or PSY7713) or one from your place of work.
- You will be provided opportunities to get feedback on this project in course discussion activities. Please use feedback from your instructor and peers in order to submit your best work by the final week of the course.
Components
Section 1: Case Overview
- Describe a case in which you plan to use a behavior analysis intervention.
- Keep the overview brief but include enough detail to support your treatment recommendations.
Section 2: Treatment Plan
- For this section you may use the Caregiver Quick Reference Guide developed for PSY7706 or PSY7713.
Section 3: Measurement
- Include how you plan to track and measure behavior change during the intervention.
Section 4: Training
- Identify and prioritize individuals who need to be trained in this intervention.
- Outline training plans and tools or resources to be used.
Section 5: Fidelity and Reliability Checks
- Describe methods used to verify the quality of the intervention.
Section 6: Data Analyzing
- Create a hypothetical graph showing how you would graph data and expected results.
- Describe methods used to analyze data.
Section 7: References and Appendices
- You may include appendices showing items such as tracking tools or training outlines.
- References and appendices should be in current APA style.
Final Submission
- Your final PowerPoint presentation will be 8–10 slides long or 5–8 minutes long.
- Include a script in the slide notes to represent what you would say when presenting your intervention plan.
Running head: UNIT 6 ASSIGNMENT 1
1
UNIT 6 ASSIGNMENT 1 4
Unit 6 Assignment 1
Taylor Mann
2/16/2020
Introduction
This paper will apply data measurement, data display, and data-based decisions to effectively change human behavior. The process of measurement used for this case study will be analyzed and explained. A graph will be applied to visually show data. Lastly, data-based decisions will justify the form of data display will be described.
Case Study
This case study will focus on the noncompliance of a 22 year old female. Noncompliance is defined as any time the individual is asked to perform or carry out a task and she does not take action to do so for the 60 seconds following the direction. Her actions must be towards the completion of the task asked of her and nothing else.
If she is sitting on the couch and asked to clean her dishes she must make movement towards the dishes. If she gets up but goes to get water this is noncompliant behavior. While she did get off the couch, she did not make any action towards the task asked of her.
Lipschultz and Wilder (2017) describe noncompliance as a common behavior problem and being defined more specifically as doing anything other than what was originally asked or requested within a specific time frame. Noncompliance falls within the “dead person behavior” concept that Malott and Suarez (2004) explain as behavior that a dead person can exhibit is not actually a behavior.
Therefore, simply ignoring something/someone is something a dead person can do and does not makes that lack of action a behavior. Noncompliant behavior is socially significant for this individual to be successful as a self-sufficient adult and remain employed.
Measurement
The environment in which this case study will be performed is the work place of the 22 year old female. She will be able to be observed without interference to her job duties and responsibilities. Cooper, Heron, & Heward (2007) explain that systematic observation enhance the understanding of a given phenomenon, because it allows the researcher the ability to accurately describe the events in a quantified and classified manner.
If the woman is asked to stock the refrigerator with water, she will first need to get out of her seat and move towards the refrigerator and water. However, if she takes 30 seconds to get up, then takes another 30 seconds to play with the water bottles, she is still exhibiting noncompliant behavior. While she did get up and make movement towards the water, she did not take action to comply with the directions.
Data Display
Cooper, Heron, & Heward (2007) explain that applied behavior analysts need to measure behavior and use data displays to visually depict the data to assist them in obtaining answers to questions about the relationship between socially significant behavior and environmental variables. A line graph has been used to disply the observations of the subject’s noncompliant behavior. Cooper, Heron, & Heward (2007) describe graphs as a relatively simple format with which to display relationships between a series of measurements and relevant variables. It is how people “make sense” of quantitative information.
The line graphs is the most common data display option in behavior analysis (Cooper, Heron, & Heward 2007). The horizontal axis, also known as the x axis, most often represents time and/or the value of the independent variable. The vertical axix, also known as the y axis is always some kind of quantifiable dimension of behavior Cooper, Heron, & Heward (2007).
This case study would not benefit from a bar graph. While used in some cases, this particular case it would not be appropriate for another type of visual display like pie charts, bar graphs, or a combination style graph. These are data display options that are beneficial for some things, however they are not the most appropriate method for this applied behavior analysis instance.
The line graph used is a representation of baseline. The observation is simply watching the subject and recording her behavior when asked to perform tasks. No interventions or treatments will be applied at this time.
Baseline
s are an important part of treatment plans as they provide information that sets the groundwork from which to compare results of treatments. Without baselines it would be difficult to know if treatments are effective. The following is a line graph of the subject’s response time when asked to perform a task.
Minutes until task start
Figure 1: Recorded time it takes the subject to start each task
Data-based Decisions
Figure 1 shows the subject taking between three to five minutes to start a task once asked. This baseline shows that she is 100% noncompliant. Out of the five tasks she was asked to accomplish, she did not start working on the tasks within 60 seconds, therefore she showed noncompliant behavior of all five tasks.
The overall trend of the graph shows a slight downward slope, however, if more data were to be collected, it is predicted that the trend would remain the same, within the 3 to 5 minute range. The overall data shows significant noncompliant behavior, even if it does appear to trend downwards, intervention is needed to get the numbers to 1 minute or below. The target behavior is 1 minute or less for task start initiation.
Conclusion
Figure 1 shows a clear need for intervention. The intended goal is to modify her noncompliant behavior until she can be asked to perform a task and begins to work on the task within 60 seconds. Now that a baseline has been established, intervention methods can be explored. Once more data has been collected with applied intervention methods, the line graph will be updated.
The new and updated line graph will show if the intervention plans are successful in reducing the amount of time it is taking the subject to begin tasks. If the subject begins tasks within 60 seconds, the intervention was successful in eliminating the noncompliant behavior. If the data remains the same or worsen with the intervention methods, new interventions must be chosen.
It may be necessary to establish another baseline in some case, however, in this case it does not seem necessary. The ineffective interventions will simply be ceased ad new interventions will begin. Data will once again be collected and analyzed.
References
Bailey, J. S., & Burch, M. R. (2016). Ethics for behavior analysts (3rd ed.). New York, NY: Routledge.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Fisher W, Piazza C.C, Bowman L.G, Hagopian L.P, Owens J.C, Slevin I. A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis. 1992;25:491–498.
Houlihan D, Sloane H, Jones R, Patten C. A review of behavioral conceptualizations and treatments of noncompliance. Education and Treatment of Children. 1992;56:56–77.
Lipschultz, J. L., & Wilder, D. A. (2017).
Behavioral assessment and treatment of noncompliance: A review of the literature
. Education & Treatment of Children, 40(2), 263–297.
MacKenzie-Keating S, McDonald L, Kanchak D, Erickson D. Natural rates of compliant behavior in preschool children in day care settings. Early Child Development and Care
Malott, R. W., Suarez, E. A. (2004). Elementary principles of behavior (5th ed.). Upper Saddle River, NJ: Prentice Hall.
Reimers T.M, Wacker D.P, Cooper L.J, Sasso G.M, Berg W.K, Steege M.W. Assessing the functional properties of noncompliant behavior in an outpatient setting. Child and Family Behavior Therapy. 1993;15:1–15.
Taplin P.S, Reid J.B. Changes in parent consequences as a function of family intervention. Journal of Consulting and Clinical Psychology. 1977;45:973–981.
Wilder, D. A., Harris, C., Reagan, R., & Rasey, A. (2007). Functional analysis and treatment of noncompliance by preschool children. Journal of applied behavior analysis, 40(1), 173–177. https://doi.org/10.1901/jaba.2007.44-06
Baseline
baseline task 1 task 2 task 3 task 4 task 5 5 4 5 3 4
Running head: INTERVENTION SUPPORT PLAN
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INTERVENTION SUPPORT PLAN 6
INTERVENTION SUPPORT PLAN
Taylor Mann
3/15/2020
Introduction
The purpose of this paper is to cover a strategic approach for changing behavior in the case study. Not only will operational definitions be mentioned but functions of each identified target behaviors will also be discussed. The antecedent procedures will be identified. Replacement procedures will be covered and defined. Consequential procedures will be outlined. Throughout this paper goals will be discussed long-term and short-term goals. Generalization procedures and maintenance procedures will be mentioned.
Operational Definitions and Functions of Identified Target Behaviors
The maladaptive behavior being targeted for this paper is non-compliant behavior. Non-compliant behavior can be defined by the learner not completing a task or putting effort into completing the task within 60 seconds of the demand being placed. Lipschultz and Wilder (2017) describe noncompliance as a common behavior problem and being defined more specifically as doing anything other than what was originally asked or requested within a specific time frame. Noncompliance falls within the “dead person behavior” concept that Malott and Suarez (2004) explain as behavior that a dead person can exhibit is not actually a behavior. Therefore, simply ignoring something/someone is something a dead person can do and does not makes that lack of action a behavior.
Antecedent Procedures
Cooper, Heron, & Heward (2007) state “that an antecedent is a stimulus change that precedes the problem behavior”. Cooper, Heron, & Heward (2007) discusses that antecedent interventions will not permanently change the targeted behavior. When looking at this specific case study the antecedent for the targeted behavior (non-compliance) is a demand being placed. The client will always encounter being asked to do tasks throughout their life, therefore antecedent interventions are not the best method of approach.
Replacement Procedure
Typically when asked to perform a task the client would take up to 5 minutes before starting the task. The client would either flat out ignore the request or she would eventually get up and do another task. For example, if she was told to restock the water bottles, she would get out of her seat after a few minutes, but she would get a snack instead of doing the task. Cooper, Heron, & Heward (2007) state that problem behavior can be reinforced by social positive reinforcement (attention) as well as tangible reinforcement. In order to avoid or decrease this, token economy and positive reinforcement will be used.
If the client begins to do anything other than the task asked of her, she will be reminded of the reward she will get with the token economy. If she is getting herself a snack instead of restocking the water, she may be asked if she desires the snack more than the reward of her tokens.
Consequential Procedure
Upon the client attempting to escape the demand being placed the learner will be reminded of the demand being placed and what the learner is working for upon completing that task. DiDomenico, J. A. (2003) explains “how ABA reversal and token economy were used with time stimulus successfully in decreasing the problem behaviors of non-compliant clients”.
Demands will be placed in a controlled environment where the learner will complete tasks in a preferred environment where the learner will successfully complete the demands placed with no distractions in place. An example of this would include a room where the therapist and learner are sitting at table with no tangibles. The therapist would place a demand for the learner to hand over the picture of a cat that is sitting on the table. Once the client hands the picture to the therapist, the therapist would then verbally give the client positive reinforcement as well as a token. As reportie is built the demands will begin to grow in intensity.
Short-Term Goals
When it comes to short-term goals token economy and positive reinforcement will be applied with the expectation that non-compliant behavior will decrease. The short-term goals and their effectiveness will be evaluated in a few weeks after implementation. Leaf, Leaf, Taubman, Bloomfield, Palos-Rafuse-, McEachin, & Oppenheim (2009) implemented a package treatment that gave successful results. Cooper, Heron, & Heward (2007) state “that when package interventions are used it is important to always present the package, but it may be appropriate to address the need for all components of the package later”. Upon the short-term goals being mastered, the token economy and positive reinforcement will be reevaluated to see what the next step will be in term of goals for the client.
Long-Term Goals
The short-term goals must be mastered preceding the long-term goals being implemented. When it comes to the long-term goals the outcome expected is to put the maladaptive behavior of non-compliance on extinction and no longer need the implementation of a token economy or positive reinforcement for every demand placed. The token economy and positive reinforcement will still be implemented but not given as frequently. Upon the client consecutively completing a demand given within 60 seconds or less the learner will then have mastered the long-term goal.
Generalization and Maintenance Procedures
DiDomenico (2003) was successful in using token economy for decreasing non-compliant behavior, and time stimulus data indicated successful generalizing and maintaining the target behavior. The implementation of the token economy and positive reinforcement will steadily be decreased over time. Upon the token economy and positive reinforcement no longer needing to be implemented termination of treatment will be evaluated.
References
Bailey, J. S., & Burch, M. R. (2016). Ethics for behavior analysts (3rd ed.). New York, NY: Routledge.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
DiDomenico, J. A. (2003). Decreasing aggressive and non-compliant behaviors of students with autism through the use of an ‘elapsation of time’ stimulus. The Behavior Analyst Today, 4(2), 134-140. doi:10.1037/h0100111
Lipschultz, J. L., & Wilder, D. A. (2017).
Behavioral assessment and treatment of noncompliance: A review of the literature
. Education & Treatment of Children, 40(2), 263–297.
Leaf, J. B., Leaf, R., Taubman, M., Bloomfield, S., Palos-Rafuse, L., McEachin, J., & Oppenheim, M. L. (2009). Increasing social skills and pro-social behavior for three children diagnosed with autism through the use of a teaching package. Research in Autism Spectrum Disorders, 3(1), 275-289. doi:10.1016/j.rasd.2008.07.003