| How does this new information regarding the origins of the behavior change the intervention? |
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FCT mand for interactions, warnings before divided attention |
Continue with safety practices and increase positive attention strategies |
NCR can be given at a higher level and then fade |
BA should change the behavior intervention to non-contingent attention on a fixed variable interval. |
Create an intervention plan that delivers positive reinforcement |
Tara has a lifetime of being ignored by caregivers and was ignored throughout schooling. |
Provide attention on a schedule |
Tara's MO for attention is going to be very high so the use of a ignoring strategy is not going to help reduce the behavior. Tara should be provided with attention and recognition when she is not engaging in head banging. She should also be taught alternative responses or ways to request for attention. |
This is the complete opposite of what Tara needed. An updated FBA is required, is she seeking attention? NCR may be more effective combined with environmental enrichment. |
FCT - ways to gain attention |
Provide a DRA for attention |
Differential reinforcement of other or incompatible behaviors |
NCR |
Provide tara with attention |
Give her attention from adults, scheduled. |
NCR...attention from adults non-contingent on performance...moving to a DRA |
Provide Tara with NCR |
Attention can be delivered non-contingently. |
provide NCR at a FR to satiate need for attention from others |
FCT for attention |
eliminate use of extinction, use of non-contingent attention |
NCR |
There should be differential of alternative behavior and active teaching / reinforcing of a replacement behavior that serves the same function as SIB |
Staff can provide Tara with NCR and provide attention through conversation. Work with Tara on conversation skills. FCT to gain attention appropriately. |
Teach how to mand for attention - functional communication. |
| How does this new information regarding the origins of the behavior change the intervention? |
