Behavior Intervention Plans for Generalization and Maintenance Paper
Throughout this course, many opportunities are available to post an initial response to a Discussion topic as well as to respond to your classmates’ responses. After you have completed the reading, and without reviewing your classmates’ responses, post your initial response to the following Discussion. Your post should be at least 300 words in length and should extend the discussion of the group supported by your course materials and/or other appropriate resources. After you have submitted your initial post, review some of your classmates’ posts and respond to at least two of your classmates. Refer to your Discussion Board Rubric for specific grading explanation.
Unit 9 provides you the opportunity to consider how you will program your behavior intervention plans (BIPs) for generalization and maintenance. In addition, you will discuss how you would handle a specific ethical dilemma.
Please respond to the following:
- Based on information presented in the second edition of Applied Behavior Analysis, Chapter 28, discuss the strategies/tactics that can be programmed into behavior intervention plans (BIPs) to promote generalization and maintenance of treatment effects (Cooper, Heron, & Heward, 2007).
- Following the steps for programming generalization (below), select a target behavior from the list below and create a behavior plan to train the behavior and program it for generalization. Programming for Generalization
- Select target behaviors that will come in contact with naturally occurring contingencies of reinforcement.
- Identify all of the possible variations of the target behavior and all the environments in which the target behavior should occur after training has ended. (For this discussion, identify several variations (rather than “all”) of the target behavior and the possible environments in which the target behavior should occur.)
- Employ one or more strategies/tactics that can be used to promote the generalization of the target behavior across novel (untrained) people, situations, and environments.
- Requesting a toy using “please” and “thank you”
- Greeting the therapist
- Eye contact when name is called
- Responding to questions from therapist
- Attending to task for 3-minutes
- Putting toys in toy box
- Pulling in and backing out of the driveway
- Assisting adult when loading the washing machine
- Guidelines for gaining informed consent prior to assessment and treatment spans all fields of psychology. Behavior analysis is no exception. Our ethical guidelines require that we explain the process of assessment and treatment in language the client can understand. We must also detail the limitations to confidentiality and discuss the payment for services. There are situations in which the client is incapable of providing informed consent due to deficits in cognitive abilities and/or an inability to make choices or understand the consequences of his/her decisions. Given the fact that the potential client has severe behaviors that are in need of intervention, discuss steps you could take to provide treatment.
Cooper, J. Heron, T., & Heward, W. (2007). Applied Behavior Analysis, 2nd Edition. Upper Saddle River, NJ: Pearson Education, Inc.