Affectively-Align & Culturally Aware ABA Notebook

Note: One of the way in acquiring a skill is repetitive practice. So here we are. I didn’t include the hypothetical client record as it is my University’s property. But below is my response. I also compared my work with my classmates who has experience in ABA therapy—It was clear that I need to skill up using ABA terms. On the other hand, my report’s version is close to a layman’s term ready to share to non-ABA stakeholders.

I’ve never written or implemented a BIP before, but based on examples I read—below is how it is mostly organized. And based on the hypothetical scenario BCBAs would design a precise plan for the target behavior, like specifying each goal to the letter. Let me know where in my BIP I could improve or be more creative in achieving desired goals. Thank you!

Student: Samuel Hyperion

Age: 7 

Grade: 2nd Grade 

1. Operational Definition 

The target behavior is meltdowns. For this plan, a meltdown is defined as any instance of:  

• Screaming/Crying: Making loud, high-pitched vocalizations above a normal talking voice or a continuous crying with tears that could last to 15 seconds or longer. 

• Aggression: Making physical contact with another person (friends, siblings, adults) with enough force to cause potential harm, like pushing, kicking, hitting, or slapping. 

• Property Destruction: Throwing or damaging materials (tearing books, throwing electronic devices, breaking writing instruments like pencils, crayons) 

For this target behavior, we will use frequency count because it’s a discrete behavior with a clear start and end. 

2. Function of Behavior 

It looks like the function of Sam’s (behavior) meltdowns is mostly escape-maintained. He does this to get away from non-preferred things like transitions, hard instructions, or social interactions. Sometimes, the behavior might also be automatically reinforced because repetitive behaviors like hand-flapping seem to give him sensory input that feels good or calms him down. But escape is the main one we are targeting. 

3. Antecedents (What happened immediately before the behavior occur)

According to the report, these are the triggers that happen right before the behavior. 

• Changes in Routine: The schedule changes or a preferred activity is changed or cancelled. 

• Transitions: Being told to stop a highly preferred activity (like favorite game to play) and start a low-preference one (like group work). 

• Difficult Tasks: He struggles given multi-step directions or verbal instructions that are too complex. 

• Social Demands: When he is forced to talk to peers or ask to join in group activities. 

4. Consequences (What happened immediately after the behavior occur) 

What happens after the behavior that probably keeps it going. 

• The teacher or classroom aide comes over and gives him a lot of attention, even if it’s telling him “No” or “calm down.” 

• He successfully gets out of doing hard tasks or group activity (a negative reinforcement). 

• Sometimes he might get access to a preferred item or activity to calm him down, which can accidentally reinforce the meltdown if it happens right after. 

5. Replacement Behaviors 

We will need to teach Sam better ways to get what he wants (to escape). The replacement behaviors must be functionally equivalent, meaning they serve the same purpose (escape) but are more appropriate. 

• Manding for a Break: Sam will be taught to use a break card or say “break, please” to escape a situation before he has a meltdown. 

• Manding for Help: He will be taught to raise his hand and say “help me” when work is too hard or confusing. 

• Self-Management: He will be taught to use a sensory tool or deep breathing as a replacement for the automatically reinforced repetitive behaviors, to get the sensory input he needs in a less disruptive way. 

Treatment Goals 

Based on my readings, these would be the skills we will target to reduce problem behavior and increase replacement behaviors. 

1. Transition Goal: When he is given a visual schedule and a verbal transition (warning) reminder (I prefer to use the word reminder as it sounds gently and not threatening), Sam will transition between activities within 1 minute without engaging in an outburst, in 90% of opportunities as measured by trial data. 

2. Mand Goal: When a known (antecedent) trigger like a difficult task is present, Sam will independently mand for a break card within 5 seconds of the demand, in 80% of opportunities across the school day. 

3. Compliance Goal: When presented with multi-step instruction (up to 3 steps) paired with visual support, Sam will complete the task with no more than one additional prompt, in 4 out of 5 trials per day.  

4. Social Goal: In times of structured 5-minut play session with a peer, Sam will initiate an interaction by handing a preferred toy to the peer or making a related comment, in 2 out of 3 sessions per week. 

5. Self-management Goal: When an adult points to the “I need a break” card, Sam will independently take the card, go to the break area, and use a calming strategy for 2 minutes, in 4 out of 5 prompted opportunities. 

Reference: 

Cooper, J.O., Heron, T.E., & Heward, W.L. (2020). Applied behavior analysis (3rd ed.) Person.