Unit 2 Assignment

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1 Prioritizing Behavior Jessica Williams Capella University PSY7712 Behavior Analytic Assessments Professor Celia L. Heyman January 21, 2024

Prioritizing Behavior In Applied Behavior Analysis (ABA) clients may often display interfering behaviors. An interfering behavior is any behavior that may or may not cause harm to themselves, others, or property and impacts the client’s ability to learn (Newcomb et al., 2019). An interfering behavior is a behavior that anyone working with the client would want to decrease. When working with a client that engages in interfering behaviors, a functional behavior assessment (FBA) is often warranted. An FBA helps to determine the function of the behavior and create an appropriate treatment plan. Prior to conducting an FBA, the board certified behavior analyst (BCBA), must first identify the target behaviors and then prioritize them. Selection of Target Behaviors JM is a 5-year-old male who has an autism spectrum diagnosis. He is currently in a self-contained public preschool class through the Tri-Valley Program in the town in which he resides. JM is a verbal communicator with select few interests. After observations from his BCBA and teacher it is determined that an FBA is warranted to target specific interfering behaviors. The three behaviors of interest are aggression, tantrums, and non-compliance. JM displays aggression towards staff and peers by hitting or pushing them. He also displays tantrums in the form of crying and yelling for prolonged periods of time. Lastly, he displays non-compliance through verbal refusals to complete work or carry out the target direction. All three impact his ability to learn and are a focus for decrease. More specifically, aggression was selected due to the potential harm it poses to others. Tantrums were selected due to the magnitude of the tantrum, JM’s inability to be redirected during each episode, and the disruption is causes to the 2

other students in the classroom due to the noise level. Lastly, non-compliance was selected due to the frequency of JM refusing to complete tasks and the significant effect it has on his ability to learn. Rationale for Selection Worksheet for Prioritization Selected Target Behavior Key: A = Aggression T = Tantrums NC = Non-Compliance Key: 0 = No or Never; 1= Rarely; 2 = Maybe or Sometimes; 3 = Probably or Usually; 4 = Yes or Always; NA (not applicable); UNK (unknown) A T NC Does this behavior pose danger to the person or to others? 4 0 0 How many opportunities will the person have to use this new skill in the natural environment? Or How often does the problem behavior occur? 4 4 4 How long-standing is the problem or skill deficit? 4 4 3 Will changing this behavior produce a higher rate of reinforcement for the person? 4 4 4 What is the relative importance of this target behavior to future skill development and independent functioning? 4 4 4 Will changing this behavior reduce negative or unwanted attention from others? 4 4 4 Will changing this behavior produce reinforcement for significant others? 4 4 4 How likely is success in changing this behavior? 4 4 4 How much will it cost to change this behavior? N/A N/A N/A 3

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TOTALS 32 28 27 Justification Aggression was scored overall at a 32 making it the most important behavior to target for decrease. Aggression was scored at a 32 because it poses the most harm to others. Aggression occurs very frequently throughout JM’s day and has been occurring since JM entered preschool at 3 years old. When JM engages in aggression the staff member or peer receiving his aggression could become injured. Decreasing JM’s aggressive behavior will allow for JM to receive reinforcement and it will decrease negative attention from others. Decreased levels will also serve as reinforcement for others due to no potential risk of staff or peers becoming injured. As Newcomb et al., (2019) found, once a function is determined and appropriate treatment is implemented, it is possible to see a decrease in aggression. Furthermore, very minor injuries can occur once appropriate treatment is implemented, and aggression decreases in both frequency and magnitude. Tantrums was scored overall at a 28 making it the second most important behavior to target for decrease. Although tantrums do not pose any risk of harm towards themselves or others, there are other factors that lead to a score of a 28. Tantrums have been occurring frequently throughout JM’s day and have been occurring since JM entered preschool at 3 years old. Once tantrums decrease reinforcement will become more readily available for him. Reducing tantrum behavior will lead to less negative attention from others. It will also lead to reinforcement for others due to the environment not being as 4

distracting and noisy. Once appropriate treatment is implemented, the magnitude of the tantrums will decrease making JM more susceptible to learning (Kuttler et al., 1998). Non-Compliance was scored overall at a 27 making it the third most important behavior to target for decrease. Non-compliance has been occurring since JM entered preschool at 3 years old. It has been consistently occurring at higher rates to escape anything he does not want to do. Non-compliance does not serve as a risk to anyone becoming hurt; however, it does severely impact JM’s ability to learn. Once JM is open to learning and complying with demands and tasks, his ability to receive reinforcement will become must greater (DiDomenico, 2003). Others will also benefit from reinforcement from seeing JM learn new skills and succeed in his education. When JM engages in non-compliance it is often at a very high voice volume. Decreasing non- compliance will decrease any unwanted attention from others. Operational Definitions Aggression Aggression can be defined as, any occurrence in which JM successfully or unsuccessfully hits or pushes his teachers or peers with an open palm or closed fist. This includes a peer crying and JM hitting them while telling them to be quiet. This does not include a teacher asking for a fist bump and JM complying. Tantrums Tantrums can be defined as, any occurrence in which JM cries with or without tears for longer than 5 seconds and is unable to be redirected. This may or may not be paired with aggression or non-compliance. This includes crying in response to an 5

instruction or denied access. This does not include if JM trips and falls and begins crying in response. Non-Compliance Non-compliance can be defined as, any occurrence in which JM refuses or avoids work tasks or demands during individual or group instruction. This includes dropping to the floor, leaving the work area, and verbal refusals. This includes JM saying “no” when given a direction. This does not include JM tripping and falling on the floor. 6

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References DiDomenico, J. A. (2003). Decreasing aggressive and non-compliant behaviors of students with autism through the use of an “elapsation of time” stimulus. The Behavior Analyst Today , 4 (2), 134–140. Kuttler, S., Myles, B. S., & Carlson, J. K. (1998). The use of social stories to reduce precursors to tantrum behavior in a student with autism. Focus on Autism and Other Developmental Disabilities , 13 (3), 176-182. Newcomb, E. T., Wright, J. A., & Camblin, J. G. (2019). Assessment and treatment of aggressive behavior maintained by access to physical attention. Behavior Analysis: Research and Practice, 19 (3), 222-231. 7

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