| Identify an acceptable ABA intervention that is not typically aligned with trauma-informed care. | Identify an ABA intervention that is more aligned with trauma-informed care. |
|---|---|
Removing client from area | Asking if they need something like water |
Punishment procedure in which access to reinforcement is retricted when she engages in maladaptiv behavior. | Social skills training and positive reinforcement for engaging in appropriate social skills. |
Time out | FCT |
excellent | t |
remove her from the audience to remove attention | use SBT to teach appropriate ways to get peers attention and provide reinforcement for those skills |
Time Out | Social Skills |
response interruption and redirection | social skills training |
Attention Extinction | Acknowledge WHY she is spitting + prompt replacement behavior (e.g. how she can connect with peers) |
Negative punishment. Caitlin gets play time taken away from her. | Positive reinforcement-Provide Caitlin with reinforcement when she engages appropriately with peers. |
antecedent | consequence based |
Punishment procedure for spitting. | Train functional communication and social skills. Work on gaining skills in these areas. Train Scenarios, then move into real life practice. |
RBT ends playground time altogether for this client due to disruptive behaviors. | RBT uses DRA to teach acceptable ways to get attention. |
Removal from playground | Positive reinforcement for appropriate playground behavior |
Response Cost | Social Skills Trainings |
Have Caitlin ID that spitting is "not nice" prior to allowing her to continue play. | Prompt Caitlin to say "i'm sorry" then go back to play with an appropriate way to gain attention like, Come look at me or tag your it". Encourage and reinforce all attempts at Appropriate interactions. |
Punishment: Remove privileges (playground time with peers) or use time-out for spitting behavior that functions to obtain attention. | Functional communication training: Encourage Caitlin to appropriately request attention from her peers by tapping the peers' should or asking them to play games. |
punishment | DRA |
Restrict Caitlin to time out if she spits on peers. She loses privileges to play on the playground for the rest day and tomorrow. | Teach Caitlin alternative ways to approach her friends such as "playful pranks" For example approach a peer say in a playful voice say boo! then run away. Another idea is to teach fun gestures such as unique high five greetings (high 5, low 5 back five front five) to catch her peers' attention. |
NCR | Block |
RIRD | Identifying setting events and proactive strategies |
Punishment | DRA |
Remove and place in isolation | Positive reinforcement with engaging in appropriate bx. |
DRO; verbal reprimand | |
Punishment | DRO |
punishment | dra |
| Identify an acceptable ABA intervention that is not typically aligned with trauma-informed care. | Identify an ABA intervention that is more aligned with trauma-informed care. |
