Behavior Support Plan

Client Name
Christopher Faulkner

Client Name
Christopher Faulkner

Date of Birth
10/10/2021

Date of Birth
10/10/2021

Behavior Support Plan

Consent Statement

The parents understand that by signing they are giving consent to ABA Squad, Inc. to implement the treatment
procedure specified herein. They also understand that they are giving consent of free will and accordingly
without coercion. The Behavior Analyst discussed the risk and benefits of the procedure(s) identified in this
program and the parent has demonstrated that the procedures(s) are clearly stated and understands them
completely. The parents also understand that they have the right to refuse to give consent without penalty or
retract consent at any time. The parents have received a copy of this Individualized Behavior Program.

Signature

Interventions

The following behaviors will be targeted for reduction using the strategies listed
below. Alternative behaviors to those listed will be identified and taught as
acquisition skills, along with other areas identified as skill deficits in the behavior
assessment. These alternative behaviors will be reinforced to increase their
likelihood of occurrence so that (INDIVIDUAL) can still receive desired
reinforcement in various situations.

Differential Reinforcement for alternative behavior

1
 To effectively reduce the frequency of targeted behaviors follow the steps below:
1) Contingent on the occurrence of functional communication, immediately provide
him/her with requested item.
2) If (NAME) engages in (REDUCTION BEHAVIOR), do not provide any
reinforcement or any other contingencies.
3) Record the frequency data for both functional communication and whining on the
appropriate data sheets
Premack Principle
Antecedent Approach: 1) Prior to the mand for the high frequency behavior, provide
the verbal contingency using the ’First, Then" statement to indicate which low
frequency behavior must occur before access to the high frequency behavior will
be granted. (Ex. First finish your homework, Then you can watch TV) 2) Once the
client has completed the low frequency behavior, immediately allow the high
frequency behavior to occur 3) Record the frequency data on the appropriate data
sheet.
Consequent Approach: 1) Immediately following the mand for the high frequency
behavior, provide the verbal contingency using the ’First, Then" statement to indicate
which low frequency behavior must occur before access to the high frequency behavior
will be granted. (Ex. First finish your homework, Then you can watch TV) 2) Once the
client has completed the low frequency behavior, immediately allow the high frequency
behavior to occur 3) Record the frequency data on the appropriate data sheet.
First/Then Language
Christopher would benefit from clear explanations of behavior expectations and
contingencies of behavior. She/He would also benefit from clear understanding of
when reinforcement will occur. First/then and If/then language should be used to
explain behavior contingencies to (_________). When presenting him/her with
nonpreferred task, indicate that preferred items/activities (reinforcement) will occur
after they completes the non-preferred task.
First/Then Language Procedure:
1) Have individual Identify what he/she/they wants
2) Say Ok+. First (task/work/etc.), then you get (identified reinforcer) or If you do
______, then you will get __________.
3) Have individual complete the task
Immediately deliver reinforcement.

Noncontingent reinforcement (NCR) for PICA

an antecedent intervention in which stimuli with known reinforcing properties are
delivered on a fixed-time or variable-time schedule independent of the learner’s
behavior.
Follow the steps to implement noncontingent reinforcement:

1. Select a reinforcer that serves the same function as the problem behavior. For
example, if the function is to gain attention, provide the learner with access to attention.
2. Determine how often reinforcement will be delivered (i.e., schedule of
reinforcement). This should be done by taking data to determine the shortest period of

2
time the learner will engage in an activity before engaging in the target behavior.
3. Using the schedule of reinforcement, deliver reinforcement at the end of each
interval regardless of the learner’s behavior.
4. During implementation, ignore occurrences of the target behavior
5. Immediately following the procedure, Collect data.

Response Blocking for PICA and Inappropriate touching

A procedure that involves physically intervening as soon as the learner begins to emit
the problem behavior, to prevent the completion of the response.

Follow the steps to implement Response Blocking: When a learner begins to exhibit an
interfering behavior, interrupt the learners attempts by using:
a. physical blocking. physically prevent the learner from engaging in a motor
stereotypy. Use the least amount of physical assistance necessary to stop the learner
from engaging in the interfering behavior. Often, only one to two seconds of physical
contact is needed to stop a learner from using the behavior
b. verbal blocking. prevent the learner from engaging in interfering behavior by issuing
a verbal directive.
Restitutional Over Correction for Property Destruction: Requires the client to
restore the environment to not only its original state but to a state improved from that
which existed prior to the environmental disruption.
1. Immediately upon the occurrence of the target behavior, in a calm, unemotional
tone, explain to the learner why the behavior must be corrected. Do not criticize or
scold.
2. Provide explicit verbal instructions describing the overcorrection sequence the
learner must perform.
3. Implement the overcorrection sequence as soon as possible after the target
behavior has occurred. When circumstances prevent immediately commencing the
overcorrection sequence, the learner when the overcorrection process will be
conducted.
4. Monitor the learner throughout the overcorrection activity. Provide minimal number of
response prompts, including gentle physical guidance, needed to ensure the learner
performs the entire overcorrection sequence.
5. Provide the learner with minimal feedback for correct responses. Do not give too
much praise and attention to the learner during the overcorrection sequence.
6. Provide praise, attention, or other forms of reinforcement to the learner each time
he/she "spontaneously" performs the appropriate behavior during typical activities.
7. Record data on the appropriate data sheet.
Response interruption and redirection for Vocal Stereotypy is a procedural variation of
response blocking that includes interrupting stereotypic behavior at its onset and
redirecting the learner to complete high-probability behavior instead.

3
To implement Response Interruption and Redirection follow these steps:

1. At the onset of the target behavior, present a series of insturctions/demands (i.e.,

"clap your hands", "what is your name")
2. Terminate the RIRD once the learner has reached the set number of criterion of
successful responses (e.g., three correct in a row)
3. Collect the appropriate data

Generalization and Maintenance

To promote maintenance of the behavior, reinforcement will be initially provided on a continuous reinforcement
schedule. The schedule of reinforcement will be thinned from continuous to intermittent as child shows
improvement and is progressing on objectives. This schedule will gradually be thinned until it coincides with
the natural schedule of reinforcement in the environment. In addition, we will rotate reinforcers in order to
prevent satiation. If ratio strain occurs at any time, as evidenced by a reversal in progress, then the behavior
analyst will modify the schedule to change the trend in progress. Generalization will be promoted through the
implementation of behavior programming across different settings, such as home, school, and community.
Common stimuli will be used during training. Furthermore, incidental training will be used to promote
generalization of replacement behaviors targeted in this plan.

Program Change Criteria

If at any point the frequency of the problem behaviors remains at the same level
for three consecutive months, the current interventions and objectives will be
reviewed and modified as needed.

Termination Criteria
The behavior program will be terminated once all long-term objectives for all
behaviors targeted for reduction and replacement are met. Caregiver’s
competency will also be assessed at the time of termination and to ensure
treatment outcome maintenance.

Training and Monitoring Procedures

The behavior analyst will observe sessions weekly to review progress reported by
the behavior therapist and caregivers following the implementation of the
procedures written in this plan. Data will be graphed daily and reviewed weekly.
Revisions to the program will be made as warranted. The behavior therapist and
caregivers will be trained on program procedures via role-plays, descriptive,
corrective feedback, and description of the procedures outlined. Training will be
maintained on an ongoing basis, and the behavior therapist’s program
competency will be evaluated on a weekly basis to ensure high program fidelity.

Problem Behaviors Mastered And Current Objectives

b. Climbing
i. Topography
1. Any instance in which Christopher ascends on top of furniture or other surfaces that are 2

4
 feet or more above ground level e.g., dresser, tables, countertops, standing on chairs,
standing or jumping on top of the sofa.
b. Vocal Stereotypy
i. Topography
1. Any instance in which Christopher engages in high pitched vocalizations above
conversational tone for any period of time.
d. Inappropriate Touching (i.e Hands in Pants)
i. Topography
1. Any instance of Christopher putting hands inside of his pants and diaper to touch his genitals
or placing hands between his buttocks
f. Pica
i. Topography
1. Any instance in which Christopher grabs inedible items from the floor or other surfaces that
have no nutritional value, oral hygiene use or is not made for human consumption, and places
them inside his mouth and attempts to eat or swallow the item. E.g., puts dog food in his mouth
and tries to eat it, picks up item on the floor and puts it in his mouth or attempts to eat his own
stool.
h. Property Destruction
i. Topography
1. Any instance in which Christopher grabs, pulls or throws items from their original location
on to the floor or hits furniture with an open hand or fist with force (loud enough to make
audible sound) or hard enough to drop item to the ground. E.g., pulls down curtains, pulls on
TV, bangs on the window, picks up and throws items to the floor.

Problem Behaviors Mastered And Current Objectives

b. Climbing
i. Hypothesized Function
1. automatic attention
d. Vocal Stereotypy
i. Hypothesized Function
1. automatic
f. Inappropriate Touching (i.e Hands in Pants)
i. Hypothesized Function
1. automatic
h. Pica
i. Hypothesized Function
1. automatic
j. Property Destruction
i. Hypothesized Function
1. attention automatic

Problem Behaviors Mastered And Current Objectives

b. Vocal Stereotypy
i. Intervention
1. Response Interruption and Redirection (RIRD)
ˇ
Description
a. Response interruption and redirection is a procedural variation of response
blocking that includes interrupting stereotypic behavior at its onset and

5
 redirecting the learner to complete high-probability behavior instead.
b. Inappropriate Touching (i.e Hands in Pants)
i. Intervention
1. Redirection
ˇ
Description
a. An ABA behavior reduction technique used to distract the child from a
problem behavior, or lead them to engage in a more appropriate behavior than
the one they are currently engaging in.
3. Response Blocking
ˇ
Description
a. Response Blocking: A procedure that involves physically intervening as
soon as the learner begins to emit the problem behavior, to prevent the
completion of the response.
d. Pica
i. Intervention
1. Noncontingent Reinforcement (NCR)
ˇ
Description
a. Noncontingent reinforcement (NCR) is an antecedent intervention in which
stimuli with known reinforcing properties are delivered on a fixed-time or
variable-time schedule independent of the learner’s behavior.
3. Response Blocking
ˇ
Description
a. Response Blocking: A procedure that involves physically intervening as
soon as the learner begins to emit the problem behavior, to prevent the
completion of the response.
f. Property Destruction
i. Intervention
1. Differential Reinforcement Alternative Behavior
ˇ
Description
a. A procedure in which a behavior targeted for reduction is placed on
extinction and an alternative behavior is reinforced on a predetermined
schedule of reinforcement.
3. Overcorrection: Restitutional
ˇ
Description
a. Restitutional Over Correction: Requires the client to restore the environment
to not only its original state but to a state improved from that which existed
prior to the environmental disruption.

Problem Behaviors Mastered And Current Objectives

b. Vocal Stereotypy
i. Intervention
1. Response Interruption and Redirection (RIRD)
ˇ
Procedures
a. To implement Response Interruption and Redirection follow these steps:
1. At the onset of the target behavior, present a series of insturctions/demands
(i.e., "clap your hands", "what is your name")
2. Terminate the RIRD once the learner has reached the set number of criterion

6
 of successful responses (e.g., three correct in a row)
3. Collect the appropriate data
b. Inappropriate Touching (i.e Hands in Pants)
i. Intervention
1. Redirection
ˇ
Procedures
a. Follow the steps below to implement redirection:
1. When it is clear the learner is about to engage in the target behavior, gain
their attention.
2. Direct them to engage in a task/activity to a similar behavior but a more
appropriate behavior (this may be predetermined).
3. If the learner engages in the redirected behavior provide predetermined
reinforcement.
4. Collect the appropriate data
3. Response Blocking
ˇ
Procedures
a. Follow the steps to implement Response Blocking:
When a learner begins to exhibit an interfering behavior, interrupt the learners
attempts by using:
a. physical blocking. physically prevent the learner from engaging in a motor
stereotypy. Use the least amount of physical assistance necessary to stop the
learner from engaging in the interfering behavior. Often, only one to two
seconds of physical contact is needed to stop a learner from using the behavior
b. verbal blocking. prevent the learner from engaging in interfering behavior
by issuing a verbal directive.
d. Pica
i. Intervention
1. Noncontingent Reinforcement (NCR)
ˇ
Procedures
a. Follow the steps to implement noncontingent reinforcement:
1. Select a reinforcer that serves the same function as the problem behavior.
For example, if the function is to gain attention, provide the learner with
access to attention.
2. Determine how often reinforcement will be delivered (i.e., schedule of
reinforcement). This should be done by taking data to determine the shortest
period of time the learner will engage in an activity before engaging in the
target behavior.
3. Using the schedule of reinforcement, deliver reinforcement at the end of
each interval regardless of the learner’s behavior.
4. During implementation, ignore occurrences of the target behavior
5. Immediately following the procedure, Collect data.
3. Response Blocking
ˇ
Procedures
a. Follow the steps to implement Response Blocking:
When a learner begins to exhibit an interfering behavior, interrupt the learners
attempts by using:

7
 a. physical blocking. physically prevent the learner from engaging in a motor
stereotypy. Use the least amount of physical assistance necessary to stop the
learner from engaging in the interfering behavior. Often, only one to two
seconds of physical contact is needed to stop a learner from using the behavior
b. verbal blocking. prevent the learner from engaging in interfering behavior
by issuing a verbal directive.
b. Property Destruction
i. Intervention
1. Differential Reinforcement Alternative Behavior
ˇ
Procedures
a.
To effectively reduce the occurrence of the target behavior, follow the steps
below:

1) Contingent on the occurrence of the replacement behavior, immediately

provide reinforcement.

2) If the learner engages in the target behavior, do not provide reinforcement or

any other contingencies.

3) Record the data for both the replacement behavior and target behavior on
the corresponding data collection method.

3. Overcorrection: Restitutional
ˇ
Procedures
a. 1. Immediately upon the occurrence of the target behavior, in a calm,
unemotional tone, explain to the learner why the behavior must be corrected.
Do not criticize or scold.
2. Provide explicit verbal instructions describing the
overcorrection sequence the learner must perform.
3. Implement the overcorrection sequence as soon as possible
after the target behavior has occurred. When circumstances
prevent immediately commencing the overcorrection
sequence, the learner when the overcorrection process will be
conducted.
4. Monitor the learner throughout the overcorrection activity.
Provide minimal number of response prompts, including gentle
physical guidance, needed to ensure the learner performs the
entire overcorrection sequence.
5. Provide the learner with minimal feedback for correct
responses. Do not give too much praise and attention to the
learner during the overcorrection sequence.
6. Provide praise, attention, or other forms of reinforcement to
the learner each time he/she "spontaneously" performs the
appropriate behavior during typical activities.
7. Record data on the appropriate data sheet.

Problem Behaviors Mastered And Current Objectives

8
a. Climbing
i. Objectives
1. N/A

Climbing

d. Vocal Stereotypy
i. Objectives
1. Objective #: 0, STO: Christopher will reduce instance of vocal stereotypy by 25% as
compared to baseline for 4 consecutive weeks. 05/21/2025 - Current

Vocal Stereotypy

g. Inappropriate Touching (i.e Hands in Pants)

i. Objectives
1. N/A

9
 Inappropriate Touching (i.e Hands in Pants)

b. Pica
i. Objectives
1. Objective #: 0, STO: Christopher will reduce instances of Pica to 3 or less per day for 4
consecutive weeks. 05/21/2025 - Current

Pica

e. Property Destruction
i. Objectives
1. Objective #: 0, STO: Christopher will reduce instances of Property Destruction to 10 or less
per day for 4 consecutive weeks. 05/21/2025 - Current

10
Property Destruction

Words: 2639 Chars: 15507

11