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Using this information: Cooper, Heron, & Heward (2019). Chapter 30 (Generalization and Maintenance of Behavior Change). Planning for success of behavioral interventions includes the establishment of success criteria and the thinning of schedules in order to fade out existing supports. In this response, students should describe the individual they are writing about for their Case Study/BIP. From there, students should comment on their program goals and plans to thin schedules of reinforcement. How do you plan to program for maintenance and generalization in your programming? Students are encouraged to workshop sections of their BIP in this discussion board to solicit class feedback. Answer this in paragraph form please using this case study: 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 of 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. Operational Definitions: 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 Tantrum- Any instance of Mary Poppins crying, screaming, and/or dropping to the floor. Crying: Any circumstance in which Mary Poppins makes vocalizations like crying or whimpering along with tears or expressions on her face that are connected to distress. Crying must continue for at least two seconds. Screaming: `Any instance where Mary Poppins lets out a loud, high-pitched vocalization. Typically connected to a display of intense annoyance, or rage. During the tantrum, the scream might be continuous or intermittent but must continue for at least two seconds. 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 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. The functional equivalent of these behaviors is Escape/Avoidance: MP may use tantrums and elopement as a way to get control or get out of uncomfortable circumstances. By giving her a clear, organized method to comprehend expectations, following directions can also assist her in managing obstacles. In the attention aspect she is more likely to get positive reinforcement and attention from caregivers if she complies with safety instructions. This will satisfy any attentional needs that would otherwise result in tantrums or elopement. So addressing the root causes of tantrums and elopement by emphasizing and rewarding the habit of following safety guidelines can be a successful tactic giving MP safer more acceptable options. Initial Evaluation: For effective communication make sure the AAC device has been set up with appropriate, understandable symbols and words. For greater success in order to familiarize the MP with the devices ensure that the introduction is in a relaxed or happy environment. Introduction of Ipad: Start by giving MP a short, toddler-friendly explanation of the AAC device’s function. Present the device to MP highlighting its buttons and symbols as describing how they will help her to communicate with her wants and needs. If necessary use additional visuals to further show how to use it. Skill Acquisition: During interactions with BT and family/caregivers, MP will successfully communicate her wants and desires using an AAC iPad in a way that is understandable to others. The task starts when MP uses her AAC iPad to send a message by pressing buttons or symbols. When MP gets a response from the communication partner the task is over. Prompting Hierarchy: Most-to-Least Prompting Schedules Overview: Begin with full physical assistance, gradually moving to less intrusive prompts as MP demonstrates increased independence. Full Physical: When MP is in a setting where she may communicate, physically direct her hand to press the necessary iPad symbols. Followed by quick access to a favored object or activity as reinforcement, along with vocal praise. Partial Physical: Minimize assistance by lightly guiding MP’s hand to the correct symbols. Continue with verbal praise and reinforcement. Modeling/Visual Prompt: While MP watches, clearly choose symbols and phrases to demonstrate how to use the iPad. Encourage MP to mimic the action Upon successful imitation offer verbal praise and reinforcement. Gestural Prompt: Indicate which symbols to choose with a hand signal or pointing gesture. Verbal praise and the item of choice should be used to reinforce successful choices. Verbal Prompt: Provide verbal cues such as “Press ‘I want’ then ‘blocks”. In order to reinforce learning, keep giving vocal praise and encouragement. MP independently uses the AAC iPad to communicate her wants and needs. Offer sincere ecstatic and encouragement for independent, effective communication. Fading Prompts: As MP shows greater skill use, gradually decrease the prompts. Push for independence, adjusting the hierarchy as needed in light of her development. Monitor: Keep an eye on MP’s development and modify the reinforcement techniques, prompting hierarchy, and communication circumstances as needed. Continuous Practice: Make sure MP uses the AAC device in a number of settings and with a range of communication partners, including family, behavior therapists, and BCBAs. This again will help with independence A Differential Reinforcement of Alternative Behavior (DRA) approach can be used to address Mary Poppins’ challenging behaviors, such as her tantrums and elopement, while encouraging suitable replacement behaviors. Objective: Increase Mary Poppins’s compliance with safety instructions and staying with supervision using DRA to reduce instances of elopement and tantrums. Focus on instruction following and staying with an adult as replacement behaviors. Staying with caregivers/BT during transitions and stopping when directed are two examples of desired behaviors. Make observations to create baseline data on the frequency of tantrums and elopement. Teach and Model Replacement Behaviors: In order to demonstrate the desired behavior, use visual aids in role-playing situations where MP walks with an adult. Model how to react when given safety directions, such as to stop or stay. Differential Reinforcement: Give MP instant praise when they successfully complete tasks or remain with an adult during transitions. Ex: MP loves to sing therefore allowing her to listen to a preferred song. Set up the environment to reduce elopement possibilities by using visual clues or barriers to indicate boundaries. Use visual aids, like a “stop” sign or a graphic schedule to remind Mary Poppins the rules and procedures. Also utilize her AAC device to give her a voice in expressing her needs and making requests appropriately. To reduce stress and confusion that could lead to tantrums or elopement, establish a daily routine that MP can count on. In addition, expectations and the consequences of meeting or failing to meet them should be communicated. To promote generalization, gradually practice the replacement behaviors in different settings and with different people to encourage generalization. Using data gathered on MP’s compliance and instances of challenging behavior assess her development on a regular basis and adjust the intervention as needed Provide Mary Poppins’s family resources or training so they can assist MP in these efforts.

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