Use the Behavior Intervention Plan Template to write a BIP for your client, incorporating the following: Operational definitions of target behavior (skill acquisition and behavior reduction and a rati

Relevant Backgr ound : Skye recently moved to the area and began attending a preschool class at Patrol Preschool in a self-contained classroom for children with disabilities. Skye has a diagnosis of Autism Spectrum Disorder , and according to developmental testing that was completed last year , has significant developmental delay as well. Prior to attending her current preschool program, Skye participated in preschool programming through the Department of Defense (DoD) since her parents were stationed overseas while in the military . According to records obtained from the DoD, it was documented that Skye had previously demonstrated behaviors of concern such as distractibility , high levels of tantrums, and aggression. Currently , Skye is receiving both Speech and Occupational Therapy twice per week for 30 minutes each session within the school system. According to her most recent evaluation, Skye is able to follow some basic commands with gestural cues but has limited language understanding and is non-vocal.

T arget Behaviors & Operational Definitions : ● Non-Compliance : Any instance in which Skye refuses to follow a verbal instruction within 20 seconds. ● T antrum : Any instance of crying, yelling, and flopping to the floor , and may include physical aggression as defined below . ● Physical Aggression : Any instance of scratching, biting, kicking, hitting, or pinching, or any attempts at each of these behaviors. Dir ect Assessments : School Observations . Observations were conducted across three days during dif ferent class activities including morning arrival, circle time, table time, free play , centers, snack time, recess, and craft activities. Problem behaviors were least likely to occur during preferred activities and activities with the least number of demands. Circle time, craft time, free play , recess, and centers showed the lowest level of problem behaviors. Table time activities in which numerous demands were made elicited the highest rate of problem behaviors. The first observation took place during morning table time and transition to circle time. Once unpacked, Skye was directed to the table to complete a coloring worksheet. She worked with one-on-one assistance from her classroom aide. Skye was directed to color the hammer on the worksheet. Skye was non-compliant and would not color the hammer . Her aide used hand over hand physical prompting to assist Skye with coloring; she flopped out of her chair onto the floor . Her aide continued to present the direction to Skye. She prompted her back into her chair and restated the direction. Skye again required hand over hand prompting to complete the activity . The activity ended when Skye complied with the direction to put the crayons back into the cups. Next, students were directed to transition to circle time. Skye ran to the back of the classroom while screaming loudly . Her aide restated the direction to Skye and provided a gestural prompt, pointing to the circle time area; she did not comply . Skye began to tantrum (i.e., crying and yelling) while her aide continued to restate the direction and blocked Skye’ s access to run around the classroom. After approximately four minutes, the aide grabbed the container of animal crackers, and walked towards the circle time area to give Skye’ s teacher the animal crackers. When Skye saw the container of animal crackers, she followed her aide to the circle time area. Skye independently got her chair and sat down in her circle time spot. Skye was compliant for the remainder of the circle time activities, which included movement to the “airplane song” and the stick dance. Another observation during morning table time with Skye’ s teacher evoked non-compliant behavior when Skye was presented with the demand to place four shamrocks in a container . Skye refused to do this. Skye’ s teacher provided hand over hand prompting and verbal prompting to assist Skye with the task. The direction was restated to provide Skye with the opportunity to perform the task independently . Skye escalated to tantrum behavior and engaged in physical aggression (i.e., scratching and attempts at biting). Skye’ s teacher blocked scratching and biting attempts and restated the direction to count four shamrocks. She continued to provide hand over hand prompting and verbal prompting. After multiple attempts at restating the directions, Skye complied with the direction and placed the four shamrocks in the container with some assistance. Skye’ s teacher provided verbal praise and gave Skye a short break before transitioning to the center activity . When Skye’ s teacher directed Skye to her center , she was provided with a choice to complete a clothespin activity or lacing. Skye chose to complete the clothespin activity and demonstrated task completion and compliance throughout the center time. Upon finishing center time, students were provided with a cue to transition to circle time. Skye transitioned to circle time without incident; however , she did not participate with the movements and did not sing.

Skye’ s teacher provided the other students with a goldfish cracker and verbal praise for following directions and singing nicely . Skye then began to cry because she wanted a goldfish. Her teacher continued with the circle time routine. Skye still did not participate; students who participated were given another goldfish and verbal praise. Skye began to cry again because she wanted a goldfish. Her teacher continued to facilitate circle time activities. For the “rainbow song”, her teacher gave each student a colored handkerchief to wave as the music played. Skye was compliant with choosing a colored handkerchief and began to participate in the musical movements. Her teacher then gave Skye a goldfish and verbal praise for following directions.

She remained compliant for the duration of the activity .

Indir ect Assessments : Par ent Interview . Skye’ s parents were asked to complete a functional assessment parent/guardian interview form as a means to gather information regarding Skye’ s behaviors at home. Skye’ s mother completed the form. She reported that Skye engages in noncompliance and aggression at home, and that these behaviors occur most often when a specific type of task or request is given, when a request is made in the middle of another activity , or if Skye is asked to stop a preferred activity . Problem behaviors also occur when Skye’ s request has been denied or when her normal routine is disrupted. Aggression is most evident when Skye is denied access to a desired item or activity . Skye’s mother also reported that she is more likely to comply with a request if she can take a role in the activity , such as “helping” put her brother to bed, or actively assisting with meal preparation. School Questionnair e . The Problem Behavior Questionnaire Profile (PBQ) was administered to school staf f that currently works with Skye. The problem behaviors of non-compliance and physical aggression were evaluated using the questionnaire. The identifying functions assessed using the PBQ checklist are (a) attention from peers, (b) escape from peers, (c) attention from adults, (d) escape from adults, (e) gain item or activity , (f) setting events. The graphs in Figures 1 and 2 display the summary data obtained from the checklists. Scores for each identifying function were added and divided by the total possible points across all completed checklists. The behavior of non-compliance may be maintained by multiple functions. The most frequent function may be to gain or maintain access to a desired item or activity . Attention and escape are secondary factors that may contribute to the occurrence of non-compliant behavior .

Aggression is also maintained by multiple functions. Attention and gaining access to a desired item or activity appear to have similar ef fects on maintaining this behavior. Escape appears to serve as a secondary function.

Figure 1: T his g ra p h d em onstr a te s t h at t h e b eh av io r o f n on-c o m plia n ce m ay b e m ain ta in ed b y m ultip le f u nctio ns. T he m ost f re q uen t f u nctio n m ay b e t o g ain o r m ain ta in a ccess t o a d esir e d i te m o r a ctiv ity . A tt e n tio n a n d e sc ap e a re s e co ndary f a cto rs t h at m ay c o ntr ib ute t o t h e o ccu rre n ce o f n on-c o m plia n t b eh av io r.

Figure 2: T his g ra p h d em onstr a te s t h at t h e b eh av io r o f a g gre ssio n i s m ain ta in ed b y m ultip le f u nctio ns. A tt e n tio n a n d g ain in g a ccess t o a d esir e d i te m o r a ctiv ity a p pear t o h av e s im ila r e ff e cts o n m ain ta in in g t h is b eh av io r. E sc ap e a p pears t o s e rv e a s a s e co ndary f u nctio n.

Hypothesized Function : The behavior of non-compliance is frequently the initial problem behavior in a chain of behaviors that include tantrum and physical aggression. The primary antecedent condition that elicits the chain of problem behaviors is the presentation of a demand or a direction to complete a task. Tantrums or aggression may also occur when Skye is denied access to a preferred item or activity . The maintaining functions of these behaviors appear to be both attention and escape from a demand.