Behavior Change Project

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School

Arizona State University *

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Course

560

Subject

Management

Date

Apr 3, 2024

Type

docx

Pages

4

Uploaded by tikayamccoy22

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M3 Behavior Change Project: Intervention Goal Tikaya McCoy Behavior Change Procedures: Implementing Interventions in Behavior Analysis March 31, 2024   Vanessa Fessenden, Ph.D., BCBA Arizona State University
Intervention Goal We are continuing to evaluate "Andre Jackson," age 4, in order to achieve this intervention aim. "Dre" has been evaluated using Vineland-3 and VB-MAPP. He has proven to be an expert in manding and tacking, as well as communicating his demands and desires when called for. Additionally, he has proven that, when given the opportunity, he can accurately identify objects and animals in fields of three. Conversely, "Dre" has reacted slowly or not at all when his name is called from a distance. Additionally, he has shown a lack of concentration by abandoning newly offered activities after two to three minutes and attending both favored and non-preferred tasks. In the instance of "Dre," the target behavior will include turning his head in the direction of the speaker and making and maintaining eye contact with them for five seconds when he is engaged in an activity, as well as reacting with complete eye contact when an adult calls his name. "Andre" will complete ten sessions with two adults/providers, meeting 80% of these opportunities. Rationale This intervention goal is justified by providing an answer to Cooper et al. (2020)'s query about whether the behavior would result in reinforcement in the client's natural environment after treatment. The text states that in order to ascertain whether a specific target behavior is functional for the client, the behavior analyst, significant others, and the client themselves— wherever possible—should inquire as to whether the suggested behavior modification will be reinforced in the client's day-to-day activities. (Page 59 of Cooper, J.O., et al., 2020). One goal
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