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Baseline
Example | Element |
---|---|
George slaps his face when he is outside in bright sun, and then staff put sunglasses on him. Instead, staff teach George to resquest his sunglassess before leaving house | Alignment- Interventions are aligned to identified function |
When it's time to leave, Sally flips chairs and then staff sit with her and talk for around 20 minutes. In response, Staff will spend about 20-minutes right before Sally leaves to talk about the day | Alignment- Interventions are aligned to identified function |
Carl's aggression is maintained by escape from demands. In response staff will use a DRO | NOT Alignment- Interventions are aligned to identified function |
Aggression: Each time Jon strikes another with a closed fist Taking a Break: Each time Jon says he needs a break, moves away from another, and then comes back | Definition - Behavior targeted for decrease and increase are defined in observable, measurable terms |
Self-Injury: Any time Sally's head contacts a hard surface with enough force to make an audible sound Functional Communication: Mand for items and activities with sign lanuage or picture exchange | Definition - Behavior targeted for decrease and increase are defined in observable, measurable terms |
Physical Aggression: charging, hitting, or biting | NOT Definition - Behavior targeted for decrease and increase are defined in observable, measurable terms |
In the next 6-months, Lisa will increase her ability to remain in school by taking a break during stressful situations at least half of the time | Outcomes- Measurable and time-limited goals for target behaviors that improve the quality of life |
Within 3-months, Charlie will independently self-select grocery items needed for the week and place them in the cart | Outcomes- Measurable and time-limited goals for target behaviors that improve the quality of life |
George will reduce his aggression to near zero levels in the next 6-months | NOT Outcomes- Measurable and time-limited goals for target behaviors that improve the quality of life |
Each instance of physical aggression and 'taking a break' will be recorded with the date and time of occurrence | Measurement - Specific instructions for data collection procedures that reflect the behavior |
Each time Sally requests a item or activity with her tablet, the device will record what was selected and when it was selected. Staff will record duration for each incident of outbursts | Measurement - Specific instructions for data collection procedures that reflect the behavior |
Outbursts will be recorded using a 1-hour partial interval | NOT Measurement - Specific instructions for data collection procedures that reflect the behavior |
Staff will provide a cue word to Johnny when it would be beneficial for him to use his "take a break" skill Staff will provide Johnny non-contignent break every 10-minutes during non-preferred tasks | Proactive- Antecedent strategies to affect the probability of target behaviors (increase and decrease) |
Staff will ensure both that Sally's picture exchange board is always within arms reach and that they are oriented toward her when interacting so that they can see her hands | Proactive- Antecedent strategies to affect the probability of target behaviors (increase and decrease) |
Staff should prompt George to complete non-preferred tasks every 2 minutes until they are complete | NOT Proactive- Antecedent strategies to affect the probability of target behaviors (increase and decrease) |
Frequent breaks are preferrable for Jim. If he requests a break from a task then staff should honor it. When Jim returns to task, staff should provide short praise and continue on buisness as usual | Acceleration - Specific instructions for reinforcement of behavior targeted for increase with identified potentially reinforcing stimuli |
When Jorge requests an item that is available, staff should retrieve it. If item isn't available staff should present two related alternative choices for Jorge to pick from. | Acceleration - Specific instructions for reinforcement of behavior targeted for increase with identified potentially reinforcing stimuli |
If, at the end of the day, no physical aggression has occurred, then Johnny will earn a diet soda | NOT Acceleration - Specific instructions for reinforcement of behavior targeted for increase with identified potentially reinforcing stimuli |
Aggression routinely allows escape from tasks. If aggression occurs, staff should evade or utilize brief manual restraint. After aggression, staff should re-present task. | Decceleration- Reactive strategies for behaviors targeted for decrease |
In the past, staff would rush to honor a request following Keith throwing items. Instead when outbursts of throwing items accompanies requests, staff should say in a empathetic tone, "Let's take a breather, instead" | Decceleration- Reactive strategies for behaviors targeted for decrease |
Following any attempts to slap his face, staff will apply arm splints to Terry's arms for the remainder of the day | NOT Decceleration- Reactive strategies for behaviors targeted for decrease |
Staff will be evaluated once a week with a checksheet of intervention steps. Any missed steps will be practices until sucessefully completed | Fidelity- Measures for fidelity of implementation AND strategies to maintain high fidelity |
Supervisors will randomly sample staff's interactions with Jessica to see if the schedule of non-contingent attention is being followed and then provide performance feedback | Fidelity- Measures for fidelity of implementation AND strategies to maintain high fidelity |
The behaivior analyst will monitor implementation | NOT Fidelity- Measures for fidelity of implementation AND strategies to maintain high fidelity |
Harry will be exposed to a variety of public situations to practice locating safe places to take a break | Generalization - Describes specific strategies to promote generalization. |
Staff will slowly introduce intermittent delays when responding to requests until it approximates the typical environment | Generalization - Describes specific strategies to promote generalization. |
Once targets are met, the BSP strategies will be discontinued | NOT Generalization - Describes specific strategies to promote generalization. |