Using This Infromation Explained for Students (Easy Guide)

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Original Question

Using this infromation: Create a Replacement Behavior Protocol to address how to strengthen or promote a functionally equivalent replacement behavior. This should be listed step-by-step and from the perspective that someone could implement the plan just from the description of the protocol. Students should provide an empirical reference to support their intervention logic and structure in paragraph form but also bullet points aswell 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,” MP 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 MP 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 help 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. Replacement Behavior- Using AAC Device Any scenario in which Mary Poppins expresses her needs and desires in a way that is clear, and in interpretable manner by others using an AAC technology. Choosing symbols or phrases that create an understandable message meant for engagement must be the communication’s main goal. The beginning starts when MP uses the AAC device and presses buttons or symbols to send a message. Then ends when MP finishes her message and gets a reply from an interpersonal link (behavior therapist, bcba, mom or siblings). Operational Definition: Example: When asked what she would like to play with, MP clearly requests to play with blocks by selecting the signs “I want” and “blocks” using the AAC iPad device. (This helps her to effectively communicate her wants because it is understandable and socially acceptable). Non example: When asked what she would like to play with, MP walks away after swiping her AAC device off the table and onto the floor (failing to initiate communication). Since using an AAC device significantly enhances MP’s communication skills and helps her to express herself more effectively with family and caregivers, learning to use one is essential. Overall, it also encourages her independence.

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