For this assignment, you will be assessed on your understanding of the following course competencies:
• Using ABA concepts, principles, and methods to analyze and change covert and overt behaviors.
• Applying comprehensive skills required for consultation, implementation, management, and supervision.
How to Organize Your Paper
• Subheading 1: Application of Assessment Methods (2–3 pages). In this section of your plan, you will apply behavioral assessment methods for the consideration and selection of intervention outcomes and strategies for the target behavior in your case study. Behavioral assessment methods include but are not limited to antecedent manipulations (such as stimulus control and motivating operations), positive and negative reinforcement, differential reinforcement, non-contingent reinforcement, punishment, and extinction.
• Subheading 2: Implementation of ABA Techniques (2–3 pages). In this section of your plan, you will implement principles of applied behavior analysis techniques for modifying the target behavior in your case study. Such techniques include but are not limited to instructional methods such as prompting, fading, modeling and imitation training, shaping, chaining, task analysis, discrete trial teaching, discrimination training, behavior momentum, Premack principle, ABA classroom management method, (for example, the good behavior game), errorless learning, and match-to-sample, incidental teaching, pivotal response training, and behavioral cusp training.
• Subheading 3: Monitoring Systems Support for Behavior (2–3 pages). In this section of your plan, you will design and use effective performance monitoring and reinforcement systems for your chosen case study.
You must be able to demonstrate proficiency in the following as they relate to your chosen case study:
1. Define, discriminate, generate examples, and design applications of self-management.
2. Identify and use effective consultation skills.
3. Design and use competency-based training for persons who are responsible for carrying out behavioral assessment and behavior change procedures, including paraprofessional and parent training curriculae and methods.
4. Design and use systems for monitoring procedural integrity.
5. Provide supervision for behavior-change agents.
6. Define, discriminate, and generate examples of organization behavior management (OBM) strategies.
This material may consist of step-by-step explanations on how to solve a problem or examples of proper writing, including the use of citations, references, bibliographies, and formatting. This material is made available for the sole purpose of studying and learning - misuse is strictly forbidden.Behavior Intervention Plan
Date of Plan Initiation:
Jack is a regular 10-year-old boy with recognized reading deficiency. Jack is in the fourth grade in a regular education classroom. He is faced with a reading deficiency, described as being on a 1st grade level as compared with his peers, who average on a 4th grade level. Jack’s current oral reading fluency, as measured by words per minute count, falls within the median (50th percentile) for 1st graders, which is 59 words per minute (Hasbrouck and Tindal, 2005).
Operational Definition of Target Behavior
Jack’s target behavior, i.e. his oral reading fluency, is defined as a word count per minute and number of errors per minute, with the measurement system focused on automaticity in reading.
His current reading fluency is at the 1st grade level, and the goal is to reach the 4th grade level, as measured by Hasbrouck and Tindal (2005) grade norms. Jack’s current words per minute count falls within the median (50th percentile) for 1st graders, which is 59 words per minute (Hasbrouck and Tindal, 2005) and the goal we aim to achieve with intervention is 125 words per minute, i.e. the median for 4th graders (Hasbrouck and Tindal, 2005) with the...