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Treatment and Supervision Plan for SIB
Regina Rodriguez
PSY 7715-Applied Behavior Analysis Caps
Instuctor-Anesa Doyle
February 7, 2022
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Case Introduction
Sophia is a ten-year-old girl diagnosed with Autism Spectrum Disorder at three years. Therefore,
she needs support from her family and caregivers to reduce maladaptive behaviors that include
banging her head against the wall or even hitting the head with an open hand. Efforts to limit
these behaviors have bore no fruit since she is non-compliant, and this is the main reason they
have sought the help of a BCBA to help modify those behaviors. Her target behaviors include
self-injuries and physical aggression. The outcome procedure for her will be based on a token
system.
The hostility being witnessed can be reduced by ensuring that they are reduced by being in a
position to promote and be in a position to ensure that the desired behavior can be in a position
to occur more frequently. One of the recommended replacement procedures is meditation for the
soles of the feet. This technique will help Sophia to develop self-control and help to reduce
physical aggression.
Target Behaviour
Target behavior refers to the behavior that has been identified and needs to be changed. This
means that the behavior will be classified by function. The response is usually looked into by
identifying the person and the environment in the specified behavior that is being targeted. One
of the target behaviors includes hitting.
Physical aggression is usually defined as the act of being violent on a person’s body to harm
one’s self. This is characterized by Sophia hitting her head on the wall or open hands. Hitting is
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referred to being in a position to make physical contact with another person’s body with an open
or closed hand at a distance of up to 6 feet to damage that person.
Self Injuries
Typically, people diagnosed with autism and intellectual disabilities usually display selfinjurious behavior, which is generally defined as behavior that will cause bodily harm to a
person’s body. It takes the form of hitting.
Intervention Plan
There are several examples of interventions that can be in a position to minimize the undesired
behavior. Some examples include the reinforcement of alternative behaviors, incompatible
behaviors, timetables to engage children, communication systems, and lessening
demands(Cooper et al., 2020).
Differential Reinforcement of Alternative Behavior
This can be defined as a behavior modification strategy that can be in a position to minimize the
behaviors that are not desired. This comprises of ensuring that the behaviors that are not
expected are almost extinguished as one reinforces the desired one. To achieve the long-term
behavior change, the alternative desired behavior should be more appealing than the behavior
that is not expected. This means that the child should be motivated to engage in more proper
behavior (Miltenberger, 2016).
Differential Reinforcement of Incompatible Behaviour
Sophia will receive positive reinforcement for proper behavior incompatible with the
problematic behavior. For instance, for Sophia’s hitting behavior, an inconsistent behavior
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Sophia can adopt is the calm hands for at least ten seconds. He can be asked to sit calmly in her
seat and be in a position to keep her hands to herself. The main reason for her aggressive
behavior in hitting is to get attention. They should praise Sophia whenever he engages in the
most appropriate replacement behavior. Sophia should not be reprimanded for hitting when the
DRI is implemented (extinction). Instead, Sophia’s therapist should ignore, then provide social
praise such as “good job for showing me calm hands” or “I appreciate how you’re sitting
peacefully” when Sophia is calm and engages in an acceptable replacement behavior
(Miltenberger, 2016).
Measurement and Intervention Effectiveness
The observation technique will be employed to measure the effectiveness of the intervention plan
(Rudy, 2019). This entails recording what occurs before and after Sophia’s behavior intervention.
Baseline Data
Day
Antecedent
Behavior
One
Sophia wants a toy
She starts hitting her head
with her hands.
Two
Sophia wants a gummy worm from her
She cries, yells, and starts
nanny
hitting her head against
the wall.
Three
Sophia is instructed to sit calmly while
She starts to scream and
waiting for her nanny to bring her the toy
hits her head with open
she wants.
arms. The tantrum lasts
one minute.
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Four
The nanny does not bring her gummy
She starts to scream, cry,
worms and is asked to sleep.
and hit her head against
the wall. This tantrum
lasts for at least one
minute.
Five
Sophia is requested to share her toy with
She is upset and hits
her cousin, who is visiting.
herself with her open
arms.
Her triggers, as relates to the baseline data, typically occur when she is asked to do something
she does not want. That’s when she begins to hit herself with open hands and against the wall.
Results
It is evident that during the intervention period, Sophia made progress. The frequency of hitting
herself minimized from 2 to 5 times per week to 1-3 times per week after the first two weeks. By
the end of week 4, the frequency had gone down to 0–1 occasion per week. Additionally, after
week one, the hitting lasted only 20 seconds. By the end of week four, it lasted no longer than 5
seconds. This shows that the target behaviors decreased during the intervention phase. The table
below shows the intervention outcomes.
Frequency
Hitting
Aggression
0
0
0
0.5
0
0
1
4
2
6
1.5
0
0
2
2
0
2.5
0
0
3
3
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Part Two: Training and Performance Monitoring Overview
Audience
It is critical to train all Sophia’s teachers, therapists, and caregivers on the desired skill to
teach Sophia. Some suitable responses include ignoring, response blocking if the reactions to her
attention are maintained, and escape acts of physical aggressiveness maintained. There is a high
likelihood that her physical aggression and hitting will go down significantly. There is a need for
the BCBA to allocate this case to provide thorough feedback.
Training Plan
Training plans will guarantee that the audience better understands what they are expected
to do. This is done by ensuring that their role is communicated clearly to them. This will play a
massive role in ensuring that their confidence is highly boosted. The best training procedures
will usually comprise assessment, motivation, design, delivery, and evaluation. There is no doubt
that behavior analytics is usually a self-examining, self-evaluating, discovery-oriented research
method for researching and comprehending all human activity(Minterzberg, 2016). Therefore,
the first training entails helping the audience understand why Sophia behaves the way she is.
This will help the caregivers accomplish the desired objective. This will be done in the second
session with the audience.
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After that, the implementation plan will be done in-person to ensure everyone
understands how to collect the data to track if the intervention is working. In addition, it will be
essential to conduct virtual training on how to monitor and evaluate the patient’s behavior. This
will be done via virtual platform and zoom, to be specific. This is important because it will
ensure inclusivity despite their location.
Performance Monitoring
This is very important since it will show whether the intervention is working or not.
Therefore, one of the most fundamental ways to monitor performance monitoring will be having
a frequency count. This frequency count will ensure that the most effective data measurements
for each act of the target behaviors comprise hitting and physical aggression. As a therapist, it is
essential to use a clicker to measure the number of times Sophia engages in undesired behaviors.
Therefore, the therapists’ data measurements should be recorded. All the staff and caregivers will
report to Sophia’s BCBA every week to ensure that the data being corrected is accurate. There
will be weekly communication between all the parties involved (Cooper et al., 2020).
The behavioral intervention goals and tactics will be integrated into her daily activities.
They will be integrated into the everyday routine in school, playtime, and during leisure time,
self-help routines, efficient communication, and social interactions with peers. To actualize this
integration and increase the durability of achievements, the behavior analyst will work very
closely with all the stakeholders involved in this intervention (Cooper et al., 2020).
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References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis. Upper Saddle
River, NJ: Pearson/Merrill-Prentice Hall.
Miltenberger, R. G. (2016). Behavior modification: principles and procedures. Boston, MA:
Cengage Learning.
Rudy, L. J. (2019, November 14). Your Autistic Childs Splinter Skills Could Help Him Learn
and Grow. Retrieved from https://www.verywellhealth.com/splinter-skillsandunderstanding-3990776

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