Develop an intervention plan based on the various topics covered in this course that you can apply to students in your class or a future class.
AUTISM Student Intervention Plan: Final Project 300 points
This project is intended to be a way for you to develop an intervention plan based on the various topics covered in this course that you can apply to students in your class or a future class. Based upon the readings/lectures/discussions in this class and your own research what would you do differently in the classroom. The product will provide guidelines for implementing specific strategies, procedures or techniques to address academic, behavioral or social goals. Research-based methods should be the main focus of your interventions. You will be asked to focus on both a specific child in the classroom and the classroom as a whole. Your final paper of 8-10 pages APA format will be due by the last day of the course. The main idea of this project is to provide up-to-date, accurate, and useful information to the fellow students regarding a specific intervention technique or strategy. You must include as a part of your product a reference section that lists any sources you used to prepare your guidelines for practice. (Use the APA style). Anyone using your product should be able to find the sources on which your suggestions, conclusions, and cautions are based. You can think of this paper as a practical guide that a fellow teacher could easily understand and use. This project should account for your 20 hours of documented field experience
This paper will include the following which will evolve with each Field Experience Observation completed:
Describe existing classroom/environment set-up.
Describe challenges that have arisen that necessitate the need for new interventions, strategies or techniques, as well as a mock mini-FBA including additional strategies such as direct observation of the child or classroom.
Describe 2 interventions, strategies or techniques you could implement. Include the rationale for why you chose the procedure, how the procedure is used, and possible limitations to using the particular intervention.
Discuss how these interventions may address classroom challenges or improve student learning. Make sure you address the benefits and potential limitations of these interventions.
Create a one-page handout that details how to implement each intervention.
Requirements:
You must reference at least 3 “empirical papers” must have methods/results sections that support the intervention strategy you have selected. You may use as many extra review articles or other empirical articles as you would like, but there must be at least 3 studies that are presented.
Provide your own “take” on the topic in the form of a critique and future research ideas. You MUST show that you have gone beyond a summary, and have critically thought about the topic.
The paper must be written in APA format.
Typical papers are approximately 8-10 pages, double-spaced, 12-pt font, with additional, separate title page and reference page. Please include page numbers.
Reference page: Only include references of papers that YOU have read.
Final Project Grading Rubric
300 total pts.
Exemplary
300-225
Proficient
224-150
Basic
149-75
Unacceptable
74-0
Evidence of Subject Knowledge
Demonstrates extensive knowledge of the subject content and uses extensive peer reviewed resources to support conclusions
Demonstrates detailed knowledge of subject content and uses many peer reviewed resources to support conclusions
Demonstrates basic knowledge of subject content and uses several peer reviewed resources to support conclusions
Demonstrates limited knowledge of subject content and uses no peer reviewed resources to support conclusions
Written Product
Excellent quality;
Comprehensive and concise summary of assigned topic. Content is very clear, excellent sentence structure, evidence of proofreading with no spelling or grammar errors. Consistent and correct use of APA format
Very good quality;
Comprehensive and concise summary of assigned topic. Content is clear, mostly correct sentence structure, evidence of proofreading with less than 2 spelling or grammar errors. Correct use of APA format
Good quality;
Good but not as concise a summary of assigned topic. Content is generally clear, accurate sentence structure, evidence of proofreading with more than 2 but less than 5 spelling or grammar errors. Inconsistent use of APA format
Poor quality;
Limited summary of assigned topic. Content lacks clarity, poor sentence structure, and limited evidence of proofreading with more than 5 spelling or grammar errors. Limited and inaccurate use of APA format
Requirements:
The ABA session took place at the individual’s residence. The BCBA, individual, guardian, and Behavior Technician were present. As a part of Applied Behavior Analysis, collecting and analyzing data is crucial to gain insight into the functions of behaviors. This helps the BCBA to formulate a hypothesis and an intervention plan based on several assessments, including the VB-MAPP Milestone assessment, a Functional Behavior Assessment, a Functional Analysis Screening Tool, a Motivation Assessment Scale, and ABC Data Collection. By developing an individualized program based on the assessments, the child’s specific needs are addressed.To document the data, a data collection application is used. The targeted behaviors include Verbal Protest and Tantrum Frequency, while the skills being focused on are Initiating Greetings, Identifying Emotions, Personal Space, Sharing/Taking Turns, Manding for Information (Currently concentrating on Where), Toileting (Initiating using the toilet, Using the toilet independently, and washing hands independently), Waiting for a requested item or Activity (without maladaptive behaviors – currently 7 minutes), Accepting NO, Following Adult Directives, and Eating a Variety of Foods.The data is mainly collected by using a + or – sign on the application, where + indicates an appropriate or correct response, and – signifies an incorrect or wrong response. For Waiting, a timer is set for 7 minutes, and if the child waits without exhibiting any behaviors, it is noted as a +; otherwise, a -.The collected data is analyzed to develop an appropriate intervention plan for treatment and to determine whether progress is being made. Based on the data, the BCBA can decide whether modifications are necessary and whether new targets should be added. Collecting and analyzing data is an essential feature of Applied Behavior Analysis. The data provides an understanding of the functions of behaviors. The data helps the BCBA develop a hypothesis and develop an intervention plan. The intervention plan is based on several assessments. One used was the VB-MAPP Milestone assessment. Additionally, a Functional Behavior Assessment was conducted to determine the functions of the behaviors as well as a Functional Analysis Screening Tool, a Motivation Assessment Scale, and ABC Data Collection. An individualized program was developed through the assessments that addressed the child’s needs. The data is collected and documented by using a data collection application. The following behaviors and skills are being targeted: Behaviors:Verbal Protest Tantrum FrequencySkills:Initiating GreetingsIdentifying EmotionsPersonal Space
Sharing/Taking TurnsManding for Information (Currently concentrating on Where)Toileting (Initiating using the toilet, Using the toilet independently, and washing hands independently)Waiting for a requested item or Activity ( without maladaptive behaviors – currently 7 minutes)Accepting NOFollowing Adult DirectivesEating a Variety of FoodsMost of the data collection is done by pressing a + or – sign on the application. Pluses designate an appropriate or correct response, while the minus sign designates an incorrect or wrong response. A time component is used for Waiting, with a timer set for 7 minutes. If the child waits the entire time without behaviors, a + is noted; otherwise, it is a -.The data is collected and analyzed to be used to develop an appropriate intervention plan for treatment. The data is also used to determine whether progress is being made or not. Based on the data, the BCBA can make decisions about possible modifications and the addition of new targets.
Subject Observation Summary:
On 6/16/23, an observation was completed on a subject. The subject is a 6-year-old female. The observation took place at the subject’s residence, a small house. The guardian/foster mother, her boyfriend, daughter, and cousin were present at the time. When I arrived, I said hello to the subject, and the guardian gave her a verbal prompt to respond and say hello. The subject was lying on the couch watching her tablet. I asked her to come to the table to play, and she complied. I had a bag with some play items. I told the subject that I had some items in my bag that we could play with. She looked in my bag and saw that I had letters. She properly manded to request to play with the letters. I then asked her to clean up the letters, and she complied again. I provided her with a workbook and set a timer to see if she could independently play for 5 minutes, which she could do without any behaviors such as tantrums or verbal protest. Once the timer went off, she then requested an alphabet video. I told her that she did a good job with the workbook and could have to video. We watched the video together, and then I advised that the video time was over and that it was now time to work on emotions. She asked for shapes, and I used a ‘First/Then” strategy by explaining first we will do emotions and then shapes. She was compliant and was able to identify 8 out of 10 emotions correctly from looking at pictures. We then played with some shapes, and she named each shape that she played with correctly. I then asked her to play a matching game with me. We played the matching game. She demonstrated some difficulty with taking turns. The guardian stated that she likes planets, so we played a quiz game about planets, and she was able to answer each question correctly. When asked other question questions about things that she was not necessarily interested in, the subject often used repetitive speech patterns and was not able to respond to a question with a complete sentence or repeated what was asked rather than providing an answer. She required a lot of prompting to answer general questions correctly. The subject speech is also limited to short 3 – 5 word responses. The subject was given lunch to eat which consisted of Pizza and spinach. The subject has issues with tolerating certain foods, so a desired food is paired with a non-desired food, and she was instructed to take a bite of one and then the other. After a few bites of spinach, she grabbed all the spinach and ate it at once. She also used a swing as a sensory outlet during her break time. Upon leaving, I said good-bye, and she responded by saying bye.
Subject Observation SummaryOn 6/9/23, an observation was completed on a subject. The subject is a 5-year-old male. The observation took place at the subject’s residence, a two-bedroom apartment. I and the BCBA were present. The father, mother, and 2 younger sisters were present. When I knocked on the door, the subject opened the door prior to the guardian coming to the door. The guardian corrected the subject by telling him that he should not open the door. I greeted the subject with a hello subject, and he echoed the same. I provided him with the correct response, “Hello, Ms. Shaune” and then he responded correctly. He also greeted the BCBA by her name. The mother took the two siblings out of the living room. Left were the BCBA, the subject, and myself. The living room consisted of two couches, a large television stand with a TV and a few toys. The subject requested to play with some Lincoln logs. He played with the logs for some time. When the subject was asked a question, he would repeat what the person stated rather than provide a direct response to the question. The subject completed some tasks, as noted in his ABA program. He appropriately requested that he wanted to play with the blocks. While playing with the blocks, he correctly identified the two characters as a giraffe and a panda bear. After playing with the blocks, he was instructed to clean up the block and complied. He was then asked to match identical objects varying in size. He successfully matched the items and then requested to play with the blocks again. He played with the block some more, then was told to clean up again, and complied. Then the subject played with some play dough and took turns with me using the cutter. He then asked for the shape cutters. He continued to play with the play dough and made several shapes. He named each shape and placed them in a sequence order by the colors. The subject was once again told to clean up. He was then asked to complete Three 3 step directions. He was able to complete 1 out of the 3. The subject requested to play with the block again and was given the blocks and played with them for a while. He was then told to clean up the blocks. This time he was non-compliant and began to material disrupt with the blocks. He was blocked, and the blocks were taken away. At this point, he was told to sit with quiet hands. He complied for 20 seconds and then asked for the blocks again. He was told that he first needed to complete some work (copying letters) before gaining access to the blocks. He did attempt to copy the letters A, B, and C. He was unable to copy the letters and was provided with hand-over-hand instructions. The subject then looked at the BCBA’s back and saw something that he wanted to access. He was not able to request what he wanted properly so the BCBA allowed him to look in her bag. She explained to him what was in her bag. He was then asked to sit down and copy drawing the shape of a circle. He was non-compliant and began to disrupt material by grabbing items and throwing them, and he began to run around the room, jumping on and off the furniture. When asked to sit, he was non-compliant. A younger female sibling and the father entered the room. The father instructed him to stop jumping off the furniture, but the subject continued to do so. The subject called out, saying, “Look, look” for someone’s attention. At this point and time, the session was ended. As we left the residence, the subject said goodbye and gave a hug to the BCBA before she walked out the door.
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