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Original Question

Using this information below: Provide a list of prevention/antecedent interventions to implement in the clinical/training environment (refer back to Learning Activity 1). For this assignment we will refer to this client as Mary Poppins. A relatively recent diagnosis of autism spectrum disorder (ASD) has been made for Mary Poppins, a 3-year-old Hispanic girl who struggles with both expressive and receptive communication. MP lives in a multilingual home where her mother who serves as the primary caregiver speaks Spanish as the primary language. Her father’s involvement in daily caregiving chores is limited due to his extended work hours. MP’s siblings range in age from eight to eighteen, making her the youngest of five children. There is an additional level of complexity and shared experience in the family relations about developmental issues because MP’s 8-year-old sister has a diagnosed disability as well. According to the caregiver, the MP uses hand leading to communicate. MP sings, but she doesn’t talk. MP enjoys playing with blocks and listening to music. There is a safety hazard when MP frequently elopes or throws tantrums. However, the shared responsibilities among siblings and the loving atmosphere her mother has created demonstrate MP’s family’s excellent support network. Access to alternatives catered to MP’s needs, however may be initially limited by the family’s limited exposure to professional behavioral interventions. In light of this it is essential to also investigate multilingual intervention programs that bridge the gap between cultural and therapeutic approaches by taking into account the family’s linguistic preferences. The family’s availability educational materials and autism-specific support groups are possible extra considerations as these can all have a big impact on MP’s development and social integration. The Verbal Behavior Milestones Assessment and Placement Program (VBMAPP), a criterion-based evaluation instrument and skill tracking system, has been utilized as one of the direct assessments. MP received a Milestone assessment, which was another evaluation that was done at 36 months. Elopement and tantrums have been identified as the challenging behaviors. MP will appropriately communicate her wants and needs, and the replacement skills designed for MP will adhere to general and safety instructions. The reason MP has tantrums is because she gets attention or gets what she wants, therefore positive reinforcement keeps the behavior going. Elopement is maintained by positive reinforcement when she elopes because she is able to access a favored object, activity, or attention after leaving. Tantrum- Any instance of Mary Poppins crying, screaming, and/or dropping to the floor. Example: MP drops to the floor and doesn’t get up for over 4 seconds when asked to clean up Non Example: During music and movement, MP sits on the floor to fix her shoe during music and movement and gets up without showing signs of distress Elopement- Any instance of Mary Poppins leaving the designated and supervised area without permission. This behavior starts (onset) as soon as MP leaves the area and ends (offset) when Meagan returns to the supervised area. Example: Without asking permission or telling the BT, MP leaves the room and makes her way to the indoor gym. Non Example: MP uses ACC Device to inform the BT that she will like to return to the art room after leaving the sensory area. Replacement Behavior- Instruction Following: Example: When given a safety instruction like “stop” or “stay close,” Meagan complies without distress. Example: Staying with an adult: During transitions, MP will walk alongside her BT/ Caregivers/Sisters instead of running off. Non Example: If Meagan leaves the designated area without permission, even if briefly.

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