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1 Prioritizing Behavior Morgan E. Garrett Capella University PSY7712 Behavior Analytic Assessments Dr. Amanda Kazee October 22, 2023

Prioritizing Behavior This paper will identify and describe three target behaviors selected for intervention. It will then provide rationale for why the behaviors were selected, why they received their specific rating and why each behavior was prioritized. This paper will then provide operational definitions for the chosen behaviors. Behavior is defined by Miltenberger, (2016) as what a person does or says. Behavior is continuous and is constantly changing over time. A behavior must influence the observer or the environment which then results in an effect on the observer in order for the behavior to be observable (Cooper et al., 2020). Behavior refers to a larger class of responses with similar characteristics. This includes its typography, response class, and stimulus class. A target behavior is any defined, observable, and measurable behavior which is the focus of analysis and intervention. It is a behavior that is selected or targeted for change. Selection of Target Behaviors Behavior analysts working with individuals with autism or other diagnosed developmental disabilities often see behaviors arise that show a need for intervention and treatment. Before implementing interventions, it is important to conduct a Functional Behavior Assessment (FBA), to understand the function of the behavior and what reinforces it. A behavior must be clearly defined, objective and complete, before a behavior can be subjected to intervention (Cooper et al., 2020). Before three target behaviors were chosen and prioritized, consent was obtained from the care givers to provide assessment and interventions with the learner. By obtaining consent, compassionate care, professionality, and confidentiality were practiced and implemented with the learner and other parties included. (Capella University, 2021). 2

The learner observed was a 6-year-old girl diagnosed with autism spectrum disorder (ASD). She regularly attends ABA therapy in a clinic setting and attends school in the afternoons. She is reported to be on a 1 st grade level for most academic subjects but displays challenging behaviors during academic work, mealtime, and when denied access. The participant communicates with some verbal language and basic sign language. As indicated in the chart below the three behaviors prioritized and chosen for intervention are 1. Aggression, 2. Property Destruction, and 3. Food destruction. The behaviors are ranked in order from most severe to moderately severe. Rationale for Selection Worksheet for Prioritization Client’s/Student’s name: __Sally Johnson____ Date: _10/15/2023______ Person completing worksheet: ___Morgan E. Garrett_____ Rater’s relationship to client/student: __Clients RBT_____ Directions: Use the key below to rank each potential target behavior by the extent to which it meets or fulfills each prioritization criteria. Add each team member’s ranking of each potential target behavior. The behaviors with the highest total scores would presumably be the highest priority for intervention. Other criteria relevant to a particular program or individual’s situation can be added, and the criteria can be differentially weighted. Key: 0 = No or Never; 1= Rarely; 2 = Maybe or Sometimes; 3 = Probably or Usually; 4 = Yes or Always Selected Target Behavior Key: AG= Aggression PD= Property destruction FD= Food destruction 3

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Behavior 1: AG Behavior 2: PD Behavior 3: FD Does this behavior pose danger to the person or to others? 4 3 2 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 3 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? UNK UNK UNK Totals 32 31 28 Justification Aggressive behaviors were ranked as the top priority behavior for intervention. Aggressive behaviors scored a 4 on the priority scale for each question and had the highest total score overall (32). Aggressive behaviors are a threat to the safety of the individual and others around them. Since aggression ranked higher than all other behaviors and can pose a threat or cause serious harm it is given the priority for intervention (Cooper et al., 2020). Property destruction was ranked second on the priority 4

scale with a priority scale of 4 and total score of 31. This score was given due to the threat towards others and self and harm this behavior could cause. Food destruction was ranked third on the priority scale with a priority scale of 2 and total score of 28. Food destruction was ranked as a 2 on the priority scale as it is not considered as high of a threat or a danger to others or self. The targeted/observed behaviors were all ranked a 4 on the scale for the second criteria because the problem behaviors occur often. With intervention there will be many opportunities to use new skills or replacement behaviors in the natural environment and new environments. These behaviors are important to target due to it being vital that the learner understands the repercussions of continuing to engage in aggression, food destruction and property destruction. It is also important to implement intervention for these behaviors to encourage alternative skills and options for the learner to receive increased reinforcement. Targeting these behaviors will increase the quality of life and independent functioning for the learner. Decreasing these behaviors or implementing replacement behaviors will reduce unwanted attention from other individuals and decrease potential danger or harm to the learner and those around her. Operational Definitions Miltenberger, (2016) states the importance of a well-written behavior definition because of its importance in replication and for accurate data collection the same response classes accurately and reliably within and across studies or to aggregate, compare and interpret their data. For this assignment three behaviors that were observed will be operationally defined below including examples and non-examples of each 5

defined behavior. Direct observation allows for real-time recording of the targeted behavior in the environment where the behavior is occurring and allows for selection of the target behavior (Cooper et al., 2020). ABC data assists in recording the behavior when it occurs outlining the antecedent conditions before the behavior occurs, the behavior when it occurs, and the consequences that follow the behavior. This will also allow the Behavior analyst to look at multiple settings, multiple people involved, triggers, and other environmental factors. Aggression Aggression is defined as any physical contact made with the body or with an object. Aggression looks like but is not limited to hitting with opened or closed hand, kicking, grabbing, pushing, scratching, biting, pulling hair, throwing objects with force that makes contact another individual, punching, and grabbing clothes with force creating tear or stretch. Non-examples include giving someone a high five with an open hand, giving someone a fist bump with closed fist, tripping and accidentally bumping someone, and/or throwing items meant to be thrown such as a ball into a hoop. A direct observation using frequency and ABC data collection would best quantify aggression. One instance of this behavior will be counted as a frequency when one of the behaviors listed above occurs. A new occurrence of this behavior will be counted after all behaviors listed above have stopped for 20 seconds or more. Property Destruction Property destruction is defined as knocking objects over or off surfaces, banging on objects, biting books, or other objects or throwing object forcefully. This includes displacement or damage to property willingly. Property destruction looks like but is not 6

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limited to, ripping a age out of a book, knocking chairs over, throwing papers or toys on the floor, pulling drying rack off the counter resulting in lates and silverware on the floor. Non-examples include accidentally knocking an object over (walking and bumping a shell and something falls off the shelf), turning a age quickly resulting in a tiny tear in book or magazine, or any accidental non willing destruction. One instance of this behavior will be counted as a frequency when one of the above listed behaviors occurs. A new occurrence of this behavior will be counted after all behaviors listed above have stopped for 30 seconds or more. ABC data will be collected each time this behavior occurs to determine the antecedent preceding the behavior and the consequence that follows the behavior. Food Destruction Food destruction is defined as sitting out food (more than 2 consecutive times), dumping, squeezing, spitting, or throwing food. Food destruction looks like but is not limited to ripping open oatmeal packet and dumping it on the floor, squeezing pretzels or other snack in plastic bag resulting in the food item becoming crumbs, chewing food then sitting it out on the table, floor, or into hand, pulling plate forcefully or swiping with arm/hand off table resulting in food on the chair or floor. Non-examples include bag ripping when opening food appropriately, accidentally knocking over a drink or throwing away food and a piece does not make it in the trash can and lands on the floor. Instances of behavior will be collected as a frequency. One frequency of this behavior will be counted when one of the behaviors listed above occurs. Mark a Frequency for each occurrence of this behavior. A new occurrence of this behavior will be counted when a new behavior listed above occurs. 7

Conclusion This paper identified and defined three target behaviors selected for intervention. It then provided rationale for why the behaviors were selected, why they received their specific rating and why each behavior was prioritized. This paper then identified three target behaviors and completed a prioritizing potential behaviors chart too rank which behaviors needed immediate intervention. The three behaviors selected for intervention based on evaluation of the learner were all priority behaviors to target. Aggression and property destruction both demonstrate the same amount of severity and requirement for immediate intervention. Property destruction was ranked as second priority under aggression this is because aggression poses a danger to the learner themselves and others around them in the environment. Property destruction does pose a danger to the individual and those around them as well but occurs less than the aggressive behaviors. 8

References Capella University (2021, October 11). Capella Compassion Code [Word Document]. Chandler, L. K. & Dahlquist, C. M. (2015). Functional assessment: Strategies to prevent and remediate challenging behaviors in school settings . Pearson. Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson. Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Cengage Learning. 9

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