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Your Behavioral Intervention Plan should also acco

Your Behavioral Intervention Plan should also accomplish the following: Draw on content from Weeks 6, 7, and 8.Incorporate concepts of generalization and maintenance from Week 9.Be consistent with the ethical standards explored in Week 10. Your Behavioral Intervention Plan should be structured as follows: Identify information on the child (provided)Background information on child (provided)Discussion of behavioral assessment, including the results of the functional assessment you conducted in Week 5Detailed description of the recommended intervention, including a review of the literature supporting your interventionThe methodology you plan on using (e.g., ABA, multiple baseline design) to evaluate the effectiveness of your interventionShould includeLiterature Review- this is 1-2 page review of empirical support for your proposed intervention. It should be a literature review. If you have not written a literature review please go to the Writing Center as soon as possible to view the tutorials posted there. I am confident that the writing center resources can help you. The literature review is a REQUIRED. Identifying Information/Background Information: You are given some background information about the child. Please DO NOT cut and paste this into your paper. Summarize the information and include only the details that support your hypotheses and functional assessment. I want to see that you can select and summarize relevant information from what you are given. Target BehaviorBehavioral Assessment- include your data in charts, graphs and summariesFunctional Analysis- be sure to clearly state your hypothesis as to the function of the child’s behavior. This is key to developing an appropriate intervention. Behavior Intervention Plan/Proposed Intervention- be specific. What exactly will be done to address the target behaviorEvaluationMaintainence/GeneralizationEthical Considerations Readings: Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.Chapter 11, “Positive Reinforcement” (pp. 256–290)Chapter 13, “Schedules of Reinforcement” (pp. 304–323)Cavalari, R. N. S., DuBard, M., Luiselli, J. K., & Birtwell, K. (2013). Teaching an adolescent with autism and intellectual disability to tolerate routine medical examination: Effects of a behavioral compliance training package. Clinical Practice in Pediatric Psychology, 1(2), 121–128. Retrieved from the Walden Library databases.Morgan, D. L. (2010). Schedules of reinforcement at 50: A retrospective appreciation. The Psychological Record, 60, 151–172. Retrieved from the Walden Library databases. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.Chapter 12, “Negative Reinforcement” (pp. 291–303)Chapter 14, “Punishment by Stimulus Presentation” (pp. 326–355)Chapter 15, “Punishment by Removal of a Stimulus” (pp. 356–371)Little, S. G., Akin-Little, A., & Cook, C. (2009). Classroom application of reductive procedures: A positive approach. In A. Akin-Little, S. G. Little, M. Bray, & T. Kehle (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (pp. 171–188). Washington, DC: APA Books. Retrieved from the Walden Library databases.Nevin, J. A. (2002). Measuring behavioral momentum. Behavioural Processes, 57, 187–198. Measuring Behavioral Momentum by Nevin, J. A., in Behavioural Processes, Vol. 57/Issue 2-3. Copyright 2002 by Elsevier Science & Technology Journals. Reprinted by permission of Elsevier Science & Technology Journals via the Copyright Clearance Center. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.Chapter 18, “Imitation” (pp. 412–429)Chapter 19, “Shaping” (pp. 420–433)Chapter 20, “Chaining” (pp. 434–453)Klett, L. S., & Turan, Y. (2012). Generalized effects of social stories with task analysis for teaching menstrual care to three young girls with autism. Sexuality and Disability, 30, 319–336. Retrieved from the Walden Library databases.Koegel, R. L., Vernon, T. W., & Koegel, L. K. (2009). Improving social initiations in young children with autism using reinforcers with embedded social interactions. Journal of Autism and Developmental Disorders, 39(9), 1240–1251. Retrieved from the Walden Library databases. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.Chapter 28, “Generalization and Maintenance of Behavior Change” (pp. 614–655)Foxx, R. M. (2013). The maintenance of behavioral change: The case for long-term follow-ups. American Psychologist, 68(8), 728–736. Retrieved from the Walden Library databases.Steege, M. W., & Sullivan, E. (2009). Generalization and maintenance of learned positive behavior. In A. Akin-Little, S. G. Little, M. Bray, & T. Kehle (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (pp. 189–201). Washington, DC: APA Books. Retrieved from the Walden Library databases Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.Chapter 29, “Ethical Considerations for Applied Behavior Analysts” (pp. 658–678)American Psychological Association (APA). (2014). Ethical principles of psychologists and code of conduct. Retrieved from http://apa.org/ethics/code/index.aspxBehavior Analyst Certification Board (BACB). (2014). BACB guidelines for responsible conduct for behavior analysts. Retrieved from http://www.bacb.com/index.php?page=57Behavior Analyst Certification Board (BACB). (2014). Disciplinary and ethical standards, procedures for appeals. Retrieved from http://bacb.com/?page=85Schreck, K. A., & Miller, V. A. (2010). How to behave ethically in a world of fads. Behavioral Interventions, 25(4), 307–324. Retrieved from the Walden Library databases.Sidman, M. (2010). Remarks. Behavior and Philosophy, 38, 125–127. Retrieved from the Walden Library databases.

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