A behaviour intervention plan refers to the written program created by an institution (a school) to inform or teach learners the behaviour skills and reward them for positive actions. The plan outlines the problem behaviours and explains its happening and techniques, which helps resolve the behaviours. These plans are meant to punish the learners; instead, the program's objective is to enhance positive actions and avert the negative ones before they are expressed. It is imperative to develop a behaviour intervention plan that observes the principles in place. A behavioural intervention plan comprises various components. However, there are four primary ones. The first and most critical one is the outcomes of the learners’ behaviour assessment. Secondly, it should include the list of the learners’ particular behaviours and the most crucial ones to work on first. It also consists of the things that motivate students to exhibit negative actions. Lastly, the plan consists of a list of behaviors the school staff wants to be seen and how such behaviors can be supported.
Target Behaviors
Non-compliance to teachers’ requests: Refers to any instance in which the client refuses to follow the verbal verbal instruction in the first twenty seconds of being instructed. The reason for choosing this target behaviour is that it is frequently the first problem behaviour in a series of various actions that may entail tantrum and physical aggression.
Delegate your assignment to our experts and they will do the rest.
Physical aggression: This refers to any case, including biting and punching others around you. This is a standard target behavior among students, and it happens without the student or a teacher's knowledge.
Summary of FBA Results
The primary rationale for non-compliance for Skye Holley is when the student is directed to complete a certain task. The rationale for physical aggression is when Skye Holley is denied access to a particular item.
Treatment Goals
The short-term goals for the non-compliant Skye Holley include:
Maintaining rationality. By showing frustrations and irrationality, power struggle kicks in. It is imperative to keep cool and behave rationally when handling Skye Holley.
Explain the directive. In most cases, teachers assume that the clients know why the directive is used. It is essential to clarify why the directive was issued.
The Long-term goals are:
Placing the responsibility where it should be: Set up the directives and outlines to enforce the outcomes.
The long-term treatment goals for physically aggressive Skye Holley include:
Trauma-Focused Cognitive Behavioral Therapy
Teacher-Child Interaction Therapy
The short-term treatment goals for the physically aggressive child are:
Consider treating the primary underlying problem such as ADHD.
Identify the environmental targets for the intervention process.
Intervention Strategies
Antecedent Interventions
Research indicates that antecedent interventions that enhance predictability in the life of a student by use of the daily schedules, creation of new tasks or roles, rehearsal of the impending or the upcoming events, or through rescheduling the cancelled activities in a calendar are related to the reduction in the aggressive behaviours and enhances students’ compliance to the teachers’ directives. The strategies can work even though the unexcepted changes are still happening Skye Holley’s life. This work also established that the primary antecedent condition eliciting the series of problem behaviours is when the teacher presented a demand or a direction to finish up a certain task (Seubert et al., 2014). As a result, the antecedent, as mentioned earlier, interventions will resolve all these problems. Various students with disabilities exhibit high levels of enhanced engagement in the academic roles, and they may not engage in the problem behaviours when they are presented with an opportunity to predict the upcoming events as it is in Skye Holley’s case. The antecedent interventions highlighted in the studies are formulated to decrease or reduce the escape-motivated behaviour. Similarly, these techniques can be implemented when addressing the problem behaviours such as aggressive actions and non-compliance that are maintained by accessing the preferred events or physiological elements (Seubert et al., 2014). The knowledge or ideas used to create an antecedent intervention are collected with functional behavioral assessment programs. These interventions can be collected as learners and the other team members meet up to discuss the potential interventions with the use of the PBS planning tool.
Consequence interventions are significant when minimizing the problem behaviour and thus enhances the behaviours for the desirable actions. This also entails re-directing Skye Holley to have an alternative or optional response and guaranteeing crisis prevention techniques to ensure that she is safe in the school environment. Before initiating the functional behavioural assessment techniques, various behaviour interventions emphasized the consequences by punishing the non-compliant or aggressive students and reinforcing a positive action. Comprehending the function that brings about or motivates non-compliance or aggression will permit Skye Holley to develop positive techniques that avert the problem behaviour and enhance life quality, hence creating positive relations (Mohammadzaheri et al., 2012). Using punishment as a consequence for non-compliance and aggression is on the fall. Concisely, over-relying on punishment without initiating positive interventions could enhance or precipitate the problem behaviour. Comprehending the reason for Skye Holley’s engagement in aggressive behaviours or non-compliance can aid in executing interventions that can modify the events triggering the problem action. As a result, this results in teaching a new alternative skill that to realize the same outcome.
Data Collection & Measurement
Data can be collected directly or indirectly. The direct data would be done through school observations. Observations will be carried out in four days when there are class activities such as morning arrival, circle time, able time, free play time, eating time, and craft activities of Skye Holley. The problem behaviours would most likely occur when the Skye Holley’s activities are not preferred by the students and the activities with the greatest number of demands. The first observation should happen during the morning table time before transiting to circle time. The observation shall take place for thirty minutes and every action recorded. The indirect measurement shall include parental interviews. Skye Holley’s parents will be asked to complete the functional assessment parent form to collect information about the student’s behaviours at home.
Lack of Progress & Unintended Effects
The consequence intervention has a high likelihood of unintended effects because Skye Holley could become unruly when punished by the teachers. Therefore, the consequence intervention may not work as intended. The unintended effects would be addressed by engaging the Skye Holley in the correctional processes and not punishing her without informing her the reason.
Maintenance & Generalization
The information used will be generalized to represent the whole population. This information will help understand the causes and interventions of non-compliance and aggressive behaviours.
Ethical & Social Validity Concerns
The Professional and Ethical Compliance Code for Behaviour Analysts and the RBT Ethics Code outlines the BACB’s ethics requirement that offers to protect the base of consumer or applicant protection. When collecting data, these ethical considerations would be considered. Primarily, Skye Holley is an underage, which means the intervention or involvement of the parent in the whole process will be essential. Any information collected will be co-signed by the student’s parents. This is the best approach because it ensures that Skye Holley are protected against any misuse of information. The parents will be informed about every step of measurement and observation to help the institution in correcting the behaviours of the student.
References
Mohammadzaheri, F., Koegel, L. K., Rezaee, M., & Rafiee, S. M. (2014). A randomized clinical trial comparison between pivotal response treatment (PRT) and structured applied behavior analysis (ABA) intervention for children with autism. Journal of autism and developmental disorders, 44(11), 2769-2777.
Seubert, C., Fryling, M. J., Wallace, M. D., Jiminez, A. R., & Meier, A. E. (2014). Antecedent interventions for pediatric feeding problems. Journal of Applied Behavior Analysis, 47(2), 449-453.
