Target Behavior(s)

Full Answer Section

• Operational Definition(s):
  • Incomplete Independent Work: Failure to complete at least 80% of assigned independent work within the allotted time, as evidenced by missing problems or incomplete sections.
  • Non-compliance with Multi-step Instructions: Failure to complete all steps of a given multi-step instruction within 5 minutes of being given.
  • Excessive Out-of-Seat Behavior: Leaving assigned seat without permission or valid reason for more than 10 seconds during independent work time, occurring more than 3 times within a 20-minute period.
  • Excessive Talking to Peers: Engaging in verbal communication with peers during independent work time for more than 15 seconds, occurring more than 2 times within a 20-minute period.
  • Excessive Fidgeting: Repetitive movements (e.g., tapping, shaking legs, manipulating objects) during independent work time, observed for more than 50% of a 20-minute period.
• Baseline Data (Hypothetical):
  • Incomplete independent work: 70% of assignments incomplete.
  • Non-compliance with multi-step instructions: 85% of instructions not fully completed.
  • Excessive out-of-seat behavior: Average 5 times per 20-minute independent work period.
  • Excessive talking to peers: Average 3 times per 20-minute independent work period.
  • Excessive fidgeting: Observed during 80% of independent work period.
• Function of Behavior:
  • Avoidance: Alex avoids independent work due to perceived difficulty and boredom.
  • Attention-seeking: Alex seeks peer attention through talking and out-of-seat behavior.
• Replacement Behavior(s):
  • Complete 90% or more of assigned independent work.
  • Complete all steps of multi-step instructions within 5 minutes.
  • Remain seated during independent work time, unless given permission to leave.
  • Refrain from talking to peers during independent work time, unless permitted.
  • Engage in appropriate fidgeting strategies.
• Intervention Strategies:
  • Functional Communication Training (FCT): Teach Alex to request breaks or assistance appropriately instead of engaging in escape behaviors.
  • Task Modification: Break down independent work into smaller, manageable chunks. Provide visual aids and checklists.
  • Positive Reinforcement: Implement a token economy system to reward Alex for completing work and following instructions.
  • Differential Reinforcement of Alternative Behavior (DRA): Reinforce staying seated, working quietly, and following instructions.
  • Self-Monitoring: Teach Alex to monitor his own behavior using a checklist or timer.
  • Sensory Supports: Provide Alex with fidget tools (e.g., stress ball, fidget spinner) and a designated quiet workspace.
  • Visual Schedule: Provide a visual schedule to help Alex understand the steps of multi-step instructions.
  • Peer Supports: When appropriate, use peer tutoring to help Alex stay on task.
• Data Collection Methods:
  • Frequency Recording: Track the frequency of out-of-seat behavior, talking to peers, and non-compliance with instructions.
  • Duration Recording: Track the duration of fidgeting behavior.
  • Percentage of Completed Work: Calculate the percentage of independent work completed.
  • Checklists: Use checklists to track completion of multi-step instructions and self-monitoring.
  • Anecdotal Records: Document significant behavioral events and context.
• Generalization and Maintenance Strategies:
  • Vary Settings: Implement interventions in different settings (e.g., classroom, library).
  • Fade Prompts: Gradually reduce prompts and supports as Alex demonstrates improvement.
  • Natural Reinforcers: Transition to natural reinforcers (e.g., praise, increased independence).
  • Parent Involvement: Involve parents in implementing strategies at home.
  • Self-Management: Teach Alex self-management strategies to maintain behavior change.

2. Behavior Plan:

Goal: Alex will demonstrate improved work completion, compliance with instructions, and appropriate classroom behavior.

Interventions:

1. Functional Communication Training (FCT):
   • Teach Alex to raise his hand and request a break or assistance when feeling overwhelmed.
   • Reinforce appropriate requests with immediate praise and access to a short break.
2. Task Modification:
   • Break down independent work into smaller, manageable chunks.
   • Provide visual aids (e.g., checklists, graphic organizers).
   • Offer choices within assignments when possible.
3. Positive Reinforcement (Token Economy):
   • Alex earns tokens for completing work, following instructions, and staying on task.
   • Tokens can be exchanged for preferred rewards (e.g., extra computer time, preferred activities).
4. Differential Reinforcement of Alternative Behavior (DRA):
   • Provide frequent praise and attention when Alex is working quietly and staying seated.
   • Minimize attention to off-task behaviors.
5. Self-Monitoring:
   • Teach Alex to use a checklist to track his completion of work and adherence to instructions.
   • Provide a timer to help Alex monitor his on-task behavior.
6. Sensory Supports:
   • Provide Alex with a stress ball or fidget spinner to manage fidgeting.
   • Designate a quiet workspace for independent work.
7. Visual Schedule:
   • Use a visual schedule or task strip to break down multi-step instructions.
8. Peer Supports:
   • Use peer tutoring to help Alex stay on task and understand assignments when appropriate.

Data Collection:

• Use frequency recording, duration recording, percentage of completed work, checklists, and anecdotal records as described above.

Evaluation:

• Regularly review data to assess Alex's progress.
• Modify interventions as needed based on data.

Generalization and Maintenance:

• Implement interventions across settings and fade prompts gradually.
• Transition to natural reinforcers and involve parents in the plan.
• Teach Alex self-management strategies.

Sample Answer

Behavior Plan: Client Scenario - Alex (Hypothetical)

Client Scenario:

Alex is a 10-year-old male with a diagnosis of ADHD and mild Oppositional Defiant Disorder (ODD). He attends a general education classroom but struggles with completing independent work and following multi-step instructions. During independent work time, Alex often gets out of his seat, talks to peers, and fidgets excessively. When given multi-step instructions, he frequently only completes the first step or ignores the instructions altogether. This results in incomplete assignments and teacher frustration. Alex reports that he finds independent work "boring" and multi-step instructions "too hard." He also admits that he sometimes talks to his friends to avoid working.

1. Identify Key Components:

• Target Behavior(s):
  • Incomplete independent work.
  • Non-compliance with multi-step instructions.
  • Excessive out-of-seat behavior during independent work.
  • Excessive talking to peers during independent work.
  • Excessive fidgeting during independent work.