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ABA Behavior Intervention Plan Template Example Access

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325 views

ABA Behavior Intervention Plan Template Example Access

Uploaded by

wkg9wv26nj
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ABA Behavior Intervention Plan

Example Function of behavior: Access


1. PATIENT AND TECHNICIAN SUMMARY

Patient summary

Patient name David Williams


Patient age 8
School grade level 3rd
Diagnosis (if applicable) ASD

Technician information

Name of clinician who wrote David Lee, MS, BCBA, LBA


the plan
Name of technician(s) Olivia Robinson, BA, RBT
performing the plan

2. PLAN RATIONALE

Briefly describe why we The rationale for this behavior intervention plan
need a plan is to address David's self-injurious behavior,
which involves hitting himself in the head when
he is denied access to a tablet. The behavior
interferes with his daily functioning and causes
him physical harm.

3. BEHAVIOR DESCRIPTION

What, when, where, how The behavior occurs several times a day and is
often, and for how long often triggered when he is asked to complete a
(Frequency, duration, and non-preferred task or activity.
intensity)
Summary of functional David hits himself in the head repeatedly when
behavior assessment he is denied access to a tablet. The behavior is
results maintained by access to the tablet.

Hypotheses of behavior David performs this behavior to gain access to a


function: OR, if you have tablet.
FBA results (Results of the
FBA performed on mm/dd/yy:
the function of the behavior
was demonstrated as XXX)

4. INTERVENTION STRATEGIES

Describe immediate We will remove the tablet from David's


intervention that may immediate environment.
predict challenging
behaviors
Antecedent strategies 1. Task analysis: The RBT will provide David with
(Describe any immediate a visual schedule outlining his daily tasks,
changes that will be taken to including non-preferred tasks.
prevent the problem behavior, 2. Breaks: The RBT will provide David with
as well as additional frequent breaks during non-preferred tasks.
antecedent strategies) 3. Choice-making: The RBT will offer David
choices between two non-preferred tasks, so
he can feel a sense of control over the
situation.
Positive alternative skills 1. Replacement behavior: The RBT will teach
and behaviors (Include skill David alternative ways to request access to a
teaching strategies) tablet, such as by asking verbally or using a
picture card.
2. Teaching strategies: The RBT will teach David
functional communication skills, such as how
to ask for a break or a preferred activity, so
that he can communicate his needs without
engaging in self-injurious behavior.
Positive reinforcement David will earn tokens for engaging in
strategies for replacement appropriate replacement behaviors, such as
behavior asking for a break or using a picture card. He can
trade in these tokens for access to the tablet.
Consequence strategies to If David engages in self-injurious behavior, the
eliminate reinforcement of RBT will remove him from the situation and
problem behavior provide him with a safe space to calm down. He
will not be given access to the tablet as a result
of his self-injurious behavior.

5. SAFETY PLAN

Identify safety concerns


Outline prevention The RBT will closely monitor David during all
strategies intervention strategies to ensure his safety.
Crisis intervention plan If he engages in self-injurious behavior, the RBT
will immediately intervene to prevent further
harm.
Emergency contacts
Staff training needs

6. IMPLEMENTATION PLAN

Provide a timeline for when The intervention strategies will be implemented


the intervention will begin the first day of next month and will continue for
and end the length of David's school semester.
7. DATA MONITORING

How will data be collected The RBT will keep a frequency tally of the
and summarized? Frequency number of times David engages in self-injurious
data: (how often the behavior behavior each day, as well as the number of
occurs) or duration data (how times he engages in appropriate replacement
long does the behavior occur) behaviors.

Who will collect data and All relevant technicians will meet on a weekly
how often? basis to review the data and assess David's
progress.
Describe process to review
data and assess plan (Who
will meet and when?)
Describe goal for use of By the end of the semester, David will engage in
replacement behavior in self-injurious behavior no more than once per day
measurable terms and will engage in appropriate replacement
behaviors at least 80% of the time.

8. GENERALIZATION

Determine the setting(s) Technicians will work with David to identify other
and context(s) in which the settings where he may engage in self-injurious
target behavior should be behavior. They will communicate with David's
generalized parents, caregivers, and teachers.
Identify other individuals
that will be involved and
responsible
How will the complexity of
the setting(s) and
context(s) be increased?

9. MAINTENANCE

How will you fade out Technicians will gradually shift responsibility to
prompts to support maintain appropriate behavior to David.
independent behavior? Technicians will slowly remove antecedent
strategies and fade out other external prompts
and rewards.

10.REVIEW

Who will meet and when Technicians will meet with David’s parents and all
after the end of the relevant staff at the end of the timeline to review
intervention timeline to David’s progress and make any necessary
review the results? changes to the generalization objectives.

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