XXXXXXXX
Behavior Program
Client: XXXX
ABA Services: XXXX
Date of Birth: XXXXXX
BACKGROUND INFORMATION
XXXX is a 6-year-old male who lives with his parents and two brothers, in Chicago Illinois. His grandma
lives right next to them. XXXX has many different pets at his house including rabbits, hens, chicks, rooster,
two dogs and two cats.
XXXX’s school diagnosed him as having a developmental delay. The school reported that XXXX was
more of a visual learner and thus the school used visual schedules and PECS to assist him with his needs. As
per his evaluation at the University of Illinois at Chicago Family clinic he was given a diagnosis of ASD
along with phonological disorder and mixed receptive/expressive disorder. XXXX was attending the Chicago
Public School and was placed in a self-contained classroom. Mrs. XXXX wanted to switch his placement to a
Charter school as she thought that the current placement does not meet his needs.
The home school did not allow this switch. As a result Mr. and Mrs. XXXX discontinued schooling with the
Chicago Public School. Currently XXXX is not attending any school and is at home receiving 20 hours of
1:1 ABA services per week.
FUNCTIONAL ANALYSIS SUMMARY
A functional Assessment interview was conducted with XXXX’s mother. The Functional Assessment Interview
is conducted with caregivers or others who spend significant amounts of time with the target individual. The
purpose of the FAI was to determine possible events, people, or situations most likely to produce or maintain the
target behaviors. The FAI indicated XXXX’s behaviors were more likely to occur while in the car coming home
from his class. The behaviors were most likely to occur around mom, dad, or when the dog is present during play.
The FAI also indicated that yelling will often trigger these behaviors and that the Whining behavior usually
occurs when XXXX needs assistance or wants something. The FAI indicated that the behaviors are more likely to
occur when there are changes in diet and or when the client feels pain or is physically uncomfortable. After
changes in XXXX’s diet were made, caregivers noticed an increase in these behaviors after dropping a toy or
after being denied access to a preferred item, These behaviors are also more likely to occur after the XXXX feels
pain or feel uncomfortable. Some triggers include spilling liquids on clothes or clothes getting wet due to weather
conditions, the dog being too close and stepping on him or blocking him from his toys, and when others people in
the home yell. The FAI indicated that the maintaining functions of these behaviors were sensory and access to
tangible. The scores from the QABF indicated that these behaviors are most likely maintained by escape and
access to tangibles.
PREVIOUS PREVENTATIVE MEASURES
Some previous measures which were taken were redirecting every instance of behavior that occurred and
blocking headbutting.
Using a token board and awarding tokens on a VR schedule.
Using a timer to signal the end of a break between work periods.
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Allowing XXXX to watch videos during break periods.
Using the surprise bag which was continent on XXXX emitting responses to SD’s which allowed him to earn
all the required tokens during that trial.
RATIONALE FOR CURRENT PROGRAM
It was brought to the team’s attention that XXXX was engaging in whining which was causing
concern for the parents of XXXX. In addition to whining, XXXX was engaging in gesturing/whispering
instead of using mands or identify what is wrong, which XXXX has been able to do in the past. These
behaviors were not only occurring with family members but also during sessions.
These behaviors are interfering with XXXX’s programs and progress and were occurring at a high
rate. The following behaviors will be tracked: Whining and Gesturing. At this time, current programs for
XXXX have been put on hold and the team is continuing to pair with XXXX and run maintenance programs.
DEFINITION of TARGET BEHAVIORS
1. Whining- high pitched vocalization with low-high intensity.
2. Gesturing/Whispering- Pointing at objects, people, or other things in place of vocalizing or vocalizing
volume/ tone which is incomprehensible to the listener and occurs at a low intensity.
11/6/2017 11/9/2017 11/13/2017 12/5/2017 12/12/2017
Crying 1 2 2 2
Whining 1 1
Screaming
Flopping 1 1 1
Grabbing 1
Bolting 1 1 1 1
Biting
Hitting (others/objects)
Kicking 1
Non-Compliance 1
Putting materials in mouth
Throwing
Hiding in a room
going under the table
Laying down
Spitting
Scratching others
Not Specified 1 1
12/19/2017 2/12/2017 2/19/2018 2/23/2018 2/26/2018
2
Crying 1 1 3 1 2
Whining 1 1
Screaming
Flopping 1 1 2
Grabbing 1
Bolting 2 1 1
Biting
Hitting (others/objects) 2 1
Kicking 1
Non-Compliance
Putting materials in mouth 1
Throwing 2 1
Hiding in a room 1
going under the table 1 1
Laying down 1
Spitting
Scratching others
Not Specified 1
2/27/2018 3/5/2018 3/6/2018 3/9/2018 4/3/2018 4/10/2018
Crying 1 2 2
Whining 1 1 1 2
Screaming
Flopping
Grabbing
Bolting 1 1 2 2 1
Biting 1
Hitting (others/objects) 1
Kicking 1
Non-Compliance
Putting materials in mouth
Throwing
Hiding in a room
going under the table 3
Laying down 1 1
Spitting
Scratching others 1
Not Specified
4/30/2018 5/1/2018 5/28/2018 5/29/2018
Crying 1
Whining 1 1 2
3
Screaming
Flopping 1 1
Grabbing
Bolting 2 1
Biting
Hitting (others/objects) 1
Kicking 1 1
Non-Compliance
Putting materials in mouth
Throwing
Hiding in a room
going under the table
Laying down
Spitting
Scratching others
Not Specified
I. PROACTIVE STRATEGIES what to do before he does the behavior (big break break
A. ENVIRONMENTAL CHANGES
1. Upon arriving to the session, RBT’s will make sure XXXX has eaten before placing any demands.
2. At the beginning of the session, RBT’s will provide an activity involving a gross motor skill, lasting
for 30 minutes..
3. If possible, have designated work table low and away from distractions in the environment.
4. At 12:00 XXXX will be given at least 20 minutes for a break.
5. RBT’s will discuss what is occurring next in the schedule to allow XXXX time to understand when
the transition is happening and what the next activity will be.
6. Encourage XXXX to verbalize what he wants or what is bothering him.
7. Familiarize XXXX with coping skills he can use when he becomes upset and practice.
B. ADAPTIVE PROGRAM: Throughout the day, XXXX will engage in gross motor activities, and social
play with peers. This will allow XXXX reason we started doing gross motor. This is a list of some of the
preferred activities to engage XXXX in; helping mom in the garden, playing a board game with brothers,
playing with kids in the neighborhood or at the park, taking in the chicken eggs, going to the park,
playing tag, hide and go seek, swimming, and using the punching bag. This list is not all inclusive.
As per the ABLLS Assessment the adaptive skills are: Complying with a Request to Imitate a Motor
Activity With Upper Body, Sorting pictures into categories, Counting from 1-30 with prompts, Matching
Words of Different Fonts, Block design imitation, Receptive Instruction Following To Simple Instruction,
Counting Items When Counting Is Started For Student, Comply With Requests To Imitate Words With
Blended Consonants.
C. DIRECT TREATMENT:
1. Verbal Praise: Throughout the day, RBT’s will provide XXXX with praise saying
things such as “You are doing great today!”.
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2. Manding: Throughout the day RBT’s will correct XXXX and prompt XXXX to use his
words when he wants something or something is bothering him. RBT’s will also remind
family members to follow through with this.
3. Transitoning: Guardians and Caregivers with talk to XXXX about what activity is
coping next and XXXX will be provided with a visual timer and schedule to show as a
visual for transitions.
II. REACTIVE STRATEGIES
A. Intervention procedure for Whining
1. If XXXX is whining to gain access to something or to vocalize discomfort, prompt XXXX to utilize
coping skills and wait to see if he can calm himself. If whining decreases prompt XXXX to vocalize
what he needs or is trying to say. Document each incident on ABC behavior sheets.
2. If XXXX continues whining, verbally prompt XXXX to vocalize what he wants or what is bothering
him. If XXXX stops whining and responds using words to indicate what he needs, XXXX will be
provided with what he needs. If he continues to whine, repeat the prompting process to utilize coping
skills and then prompt again, providing choices verbally.
3. If XXXX does not stop, continue to prompt XXXX to use his words and provide XXXX with visual
choices. If XXXX gestures to the picture, prompt him to label the picture and then prompt him to use
a complete sentence to mand. If behavior escalates block the behavior and give time for behavior to
deescalate. If behavior decreases, prompt XXXX again to vocalize what he needs. Document
behaviors on ABC data sheet.
4. If whining occurs as a result of transitioning, prompt XXXX to utilize coping skills and explain
what the next activity is.
5. If whining continues while transitioning, provide XXXX with a visual schedule showing XXXX
what the next activity is. Repeat this process and use First-Then statements.
B. Intervention procedure for Gesturing/ Whispering
1. Prompt XXXX to Use his words to ask for what he needs. If XXXX continues to gesture, Have
XXXX tact what it is he’s pointing to. If he clearly labels what he is pointing to prompt him again
using “I want” until he had manded or identified what is upsetting him using a complete sentence.
2. If XXXX refuses to mand or identify his feelings, continue to prompt XXXX to mand or identify
what he needs. If he still doesn’t mand, give XXXX choices until he vocalizes the choice and then
prompt him to vocalize using a complete sentence until the mand is clear.
MEDICATION/BIOLOGICAL
Other than CVD drops and anti-parasite drops, XXXX is not currently prescribed any medications and there
are no Biological factors to consider at this time.
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GOALS
Short-term goals
1. XXXX will decrease whining to 4 or less instances per week by 7/4.
2. XXXX will decrease gesturing to 2 or less instances per day by 7/4.
3. XXXX will increase manding using complete sentences by 7/4.
4. XXXX will complete goals with 2 or less instances of whining by 7/4.
5. XXXX will complete goals with 2 or less instances of eloping by 7/4.
6. XXXX will complete goals with 2 or less instances of crying by 7/4.
Long-term goals
1. XXXX will increase time completing goals to 2 hours with 2 or less instances of behaviors by 1/20/19.
DATA RECORDING & REVIEW SCHEDULE
ABC data sheets will be provided to direct care staff for ongoing data collection using frequency count and
duration of behaviors. ABC data sheets are provided for staff to record what occurs right before the behavior, the
behavior and then the consequence. The purpose of the ABC data sheets are to determine what is maintaining the
problem behavior and what can be done to prevent the behavior from occurring in the future. Frequency data will
be taken to track the number of times a behavior occurs and duration will be recorded to keep track of decreases
in time the whining behavior occurs. Staff will be provided with a description of how to take data as well as
ongoing supervision and will be provided with examples for scoring which will be corrected until they have
mastered the correct data collection procedure. These procedures will then be periodically tested for maintenance.
SIGNATURES & APPROVAL
___________________________
PSYCHOLOGIST
_____________________________ __________________________
Program Manager – day program
_________________________
BEHAVIORIST
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I grant consent and authorize the implementation of this behavior program. I understand that I have the right to
refuse consent and may revoke the consent at any time. If I refuse or revoke consent, I will be informed of the
possible consequences at a Team meeting.
____________________________ ___________
GUARDIAN date