H. Selecting and Implementing Interventions

Question 1

Goals for behavior change should be:

Answer 1

• Clear (anyone can understand it)
• Observable (you can see it happen)
• Measurable (you can count or time it)

1. Helps everyone (staff, parents, teachers) know exactly what behavior to look for
2. Makes it easier to track progress and
   decide if the goal is being met
3. Avoids confusion (no guessing what “do better” means)

How to write a good goal:

Include:
1. What the learner will do (specific behavior)

2. When or where it will happen (context or condition)
3. How well or how often (criteria for success)

Example: During free play, the learner will ask a peer to play
using a complete sentence at least 3 times per session
for 4 out of 5 sessions

Question 2

Observable and Measurable Examples

Answer 2

• Will sit in seat for 10 consecutive minutes
• Will request items using a 2-word phrase 4 times per day
• Will raise hand before speaking in class 80% of opportunities

Question 3

Assessment Results

Answer 3

What the data and observations tell you about the behavior

1. Assessment results:

What is the function of the behavior?

What does the data show about when, where, and why it happens?

Question 4

Scientific Evidence

Answer 4

What the research says works

2. Scientific evidence:

Is there strong research support for the strategy you’re considering?

Is the intervention based on principles of applied behavior analysis (ABA)?

Question 5

Client Preferences

Answer 5

What the client and their caregivers are comfortable with

3. Client preferences:

Does the client feel respected and heard?

Are caregivers, family, or teachers on board with the plan?

Question 6

Contextual Fit

Answer 6

Whether the intervention is realistic and appropriate in the current environment

4. Contextual fit:

Can the people implementing the plan do so with their current time, training, and resources?

Does the plan respect cultural values or family routines?

Is the environment set up to support the intervention?

Question 7

Assessment Result Example

Answer 7

Behavior: A student throws materials during math tasks.

• Assessment shows behavior is escape-maintained
• Scientific evidence supports using functional communication training (FCT)
• Client preference: Student prefers visual choices over verbal prompts
• Contextual fit: Teacher has time to use visuals but not to run long sessions, so the plan
  includes short breaks and visual request cards.

Question 8

To reduce a problem behavior, you also need
to teach a replacement behavior that:

Answer 8

• Serves the same function
• Is socially appropriate
• Can realistically be used by the learner in daily life
• If you remove a behavior but don’t teach a new one,
  it may come back or be replaced by another mal bx
• A good replacement behavior gives the learner a better way to get their needs met

Question 9

What is a socially valid alternative behavior?

Answer 9

• It’s acceptable to the learner, caregivers,
  teachers, and others in the environment
• It fits the person’s age, culture, and abilities
• It actually works for the same purpose (gets
  attention, avoids tasks, gets access to
  items, etc.

1. Identify function of the problem behavior

Example: Child screams to get attention

2. Choose a replacement behavior that gets the same result

Example: Teach the child to tap an adult or say “Look at me”

3. Make sure it’s realistic. Can the child do it independently? Is it faster or easier than
   screaming?

4.Teach and reinforce the new behavior.

Example: Praise or give attention when the child uses the new skill

Question 10

Possible Unwanted Effects of Behavior Change Procedures:

Answer 10

REINFORCEMENT:
* Behavior dependency (only doing the behavior if reinforced every time)

• Satiation (the reinforcer loses its power)
• Accidental reinforcement of problem behavior

EXTINCTION:
* Extinction burst (behavior gets worse before it
gets better)

• Aggression or emotional outbursts
• Behavior variability (new or odd behaviors may
  appear)
• Loss of trust if not explained properly or applied
  inconsistently

PUNISHMENT:
* Fear, avoidance, or emotional distress
* Escape or aggression
* Overuse or misuse by staff or caregivers
* Doesn’t teach a replacement behavior

Question 11

Planning and Preventing Unwanted Effects of Behavior Change Procedures:

Answer 11

REINFORCEMENT:
* Vary reinforcers to prevent satiation

• Use natural reinforcers when possible
• Fade reinforcement gradually (schedule thinning)
• Reinforce the right behaviors, not problem ones

EXTINCTION:
* Prepare for an extinction burst (warn staff/
parents)

• Combine with teaching and reinforcing replacement
  behaviors
• Stay consistent across people and settings
• Monitor for aggression or frustration

PUNISHMENT:
* Always try reinforcement-based strategies first

• Use mild and least restrictive procedures
• Pair with teaching appropriate behaviors
• Get proper training and supervision
• Collect data and monitor for negative effects

Question 12

(3) Types of Relapse:

Answer 12

1.Resurgence- Old behavior comes back when a new one no longer works

Example: Child screams again when asking nicely no longer gets the toy

2. Spontaneous recovery- Old behavior randomly returns even after time has passed
3. Reinstatement- Behavior returns
   after the original reinforcer is presented again

Example: Giving in to whining once causes the whining to return

Question 13

Planning and Reducing Behavior Relapses:

Answer 13

1. Continue to reinforce the replacement behavior long-term

Example: Don’t fade too quickly

2. Use intermittent reinforcement

Example: Keep the behavior strong without constant rewards

3. Teach multiple replacement behaviors

Example: Give the learner more than one way to get their needs met

4. Generalize across settings and people

Example: Practice the skill in different places with different people

5. Train caregivers and staff

Example: Make sure they respond consistently to both old and new
behaviors

6. Reinforce effort and attempts

Example: Even partial or less perfect responses should get
reinforcement during maintenance

7. Have a plan in place

Example: Know what to do if the problem behavior comes back

Question 14

Procedural Integrity

Answer 14

Making sure an intervention is being carried out exactly as planned

• Use data to check if the procedures are being followed and make decisions based on that data.

Question 15

How to monitor Procedural Integrity:

Answer 15

1. Create a checklist or task analysis. Break the intervention into clear steps that staff can follow.
2. Collect data during implementation. Observe sessions and record which steps were done correctly
3. Calculate integrity percentage
   Example: 8 out of 10 steps completed = 80% integrity
4. Set a standard. Decide what level of integrity is acceptable (e.g., 90% or above)

• If integrity is low, provide
  feedback, retrain staff, or
  simplify the procedure

*If integrity is high but the
behavior isn’t changing, adjust the actual intervention

*Continue monitoring to make sure integrity stays high over time

Question 16

Analyzing the Effectiveness of Intervention Modification

Answer 16

What to look for:

1. Is the target behavior improving as expected?
2. Is progress fast enough to meet the goal by the
   deadline?
3. Is the behavior stable or trending in the wrong direction?
4. Are there any side effects or new problem behaviors?

Question 17

Data-based decisions might include:

Answer 17

1. Continue the current plan if progress is consistent
2. Modify the procedure (e.g., change prompts, adjust reinforcement)
3. Intensify the plan (e.g., increase teaching
   opportunities)
4. Fade supports if the behavior is mastered
5. Try a different approach if there’s no improvement over time

Question 18

Why collaboration is important:

Answer 18

• Promotes consistency across settings (home, school, therapy)
• Helps ensure everyone is working toward the same goals
• Builds trust and improves buy-in from caregivers and staff
• Increases the likelihood of generalization and maintenance of skills

Question 19

Who you might collaborate with:

Answer 19

• Parents and family members
• Teachers and school staff
• Speech, occupational, or physical therapists
• Psychologists, counselors, or medical providers
• Direct support professionals or RBTs

Question 20

How to collaborate effectively:

Answer 20

• Share data and progress regularly (in clear, easy-to-understand language)
• Invite input and listen to concerns or suggestions
• Explain interventions and rationale in non-technical terms
• Provide training and support so others can implement strategies confidently
• Respect roles, cultural values, and expertise of others
• Use teamwork to problem-solve challenges or changes in behavior