Reference no: EM134011268

Assignment:

Adapted Curriculum - Behavior Change Project

Darin is a 9 year old boy with autism and is in the 3rd grade. He has severe intellectual disabilities and communicates in very short phrases. Darin's problem behaviors at school include self-injurious behavior such as slapping himself, as well as hitting, kicking, and screaming.

The team interviewed Darin's teachers. They also observed him throughout the school day. When Darin displayed problem behaviors, a teacher or assistant recorded when it occurred, what it was, what happened before the event, what the teacher thought the function of the behavior was, and what consequences came as a result of the behavior. The data supported Darin tends to act out when he isn't clear about what he is supposed to do, when he has to speak in front of other students, and when asked to write something. The team worked diligently to identify the function of his problem behaviors.

The team reported if he engaged in problem behaviors his teachers would no longer remove him from the situation, but instruct him to ask for a break. The goal of this change was to make problem behaviors less relevant - by modifying the environment to decrease activities he found aversive while still meeting education goals. The team also wanted to make changes to make problem behaviors less effective and less efficient by teaching him a more appropriate way to take a break. Darin continues to struggle academically and socially. His parents also reported ongoing problems at home.

Adapted from:

Horner, R.H., Albin, R.W., Sprague, J.R., & Todd, A.W. Positive behavior support. In M. E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (5th ed) (pp. 207-243). Upper Saddle River: NJ:

Merrill.

1. Operationally define two (2) behaviors, one (1) that you would like to decrease and one (1) that you would like to put in its place.

2. Based on the two behaviors you selected, identify a data collection tool that would be appropriate for each behavior and explain why you choose that tool.

3. Identify/describe antecedent(s) that occasion the problem behavior.

4. Identify/describe consequence(s) that maintain the problem behavior.

5. Identify hypothesis regarding the function of the behavior.

6. Is the target behavior a skill deficit or a performance deficit?

7. Identify and describe at least two (2) evidence-based interventions (these REQUIRE supporting evidence) that you would use to decrease the target behavior and to put the replacement behavior in its place. Be sure the interventions include changes to antecedent and/or consequent events to decrease probability of problem behavior and/or increase probability of appropriate behavior. Also be sure the interventions align with the determination of skill or performance deficit.