| Your Name | Type | Please describe the situation and response to the situation in the space below |
|---|---|---|
| Colby J. Potter | Example | When a parent asks what to do about a child that is described to have a problem touching things in the store impulsively, the behaviorist thinks about differential reinforcement and discusses the utilization of an incompatible behavior instead (DRI). |
| Amanda | Example | A student who has no verbal language and engages in high rates of challenging behavior at school has been referred for a functional behavior assessment. An IISCA is completed and shows the synthesized contingencies are escape from non-preferred demands and access to preferred items or activities. The BCBA works with the speech pathologist at school to pick an augmentative communication device that fits the students needs and then completes Skills Based Training with the augmentative communication device to teach the student to request "play" and then slowly tolerate new academic demands. |
| Marwa Mohammed Iqbal | Example | Example: |
| Chris Jordan | Example | Consideration of the dynamics |
| Jennifer Champeau | Example | The client was socially motivated and would repetitively bid for attention from others at high rates. The supervisor first taught the client to identify if others were available or unavailable through pictures and answer 'why' they were available or unavailable. In the next baseline, the supervisor taught the client in-vivo, the client identified others in the natural environment who were available or unavailable and answered 'why' questions related. Last, the supervisor taught the client to appropriately mand for attention from others after they determined that person as 'available'. If they determined the person as 'unavailable' they could wait for the person to become available or find a different person in the environment who is available before initiating a conversation. |
| BCBA | Example | The client's family refuses to give the client their AAC device in the car because the client has thrown it in the past. The BCBA assesses the environment and finds clips that will fix to the back of the headrest of the passenger seat so that the AAC device can be hung on the head rest directly in reach of the client. The clips are difficult to unlatch so the client cannot remove the device from the headrest, but can still use the device to communicate in the car. |
| nicholas aguilar | Non-example | not collaborating how to implement a treatment goal. response: solicit feedback |
| Gregory W. | Example | We all have observed a behavior and had to consider what is the motivation of the behavior (E.A.T.S.). A coworker of mine recently had to think of how we define each element and where "having control of the situation" might fall. The client at times would have protest behaviors to highly preferred activities if the suggestion was made by staff to do the activity. |
| Example | We used behavior skills training to teach an alternative response while the client is in her classroom and after school program. | |
| Alexandra Cardinal | Example | A learner engages in an automatically maintained behavior of knocking large items over. The intervention outlines to block the client from knocking items over. The RBT comes up with a solution to provide a variety of items that are appropriate to knock over, and places them throughout the environment where the behavior occurs most often. They consult with the BCBA and implement an intervention to redirect the client to the appropriate items when they attempt to knock over inappropriate items. |
| Allison Buleza | Example | We have taught a student to say, "That hurt a little but I'm ok" when bumped into in the hallway as opposed to engaging in problem and aggressive behavior. We have used behavior skills training to teach this alternative response while he is in his self-contained class then practice it daily while transitioning through hallways in the general education setting. |
| Example | Situation: I once worked with a client who had severe tantrums triggered by transitions between activities, particularly when moving from a preferred activity (like playing with toys) to a non-preferred one (such as getting ready to leave for an appointment). The father of the client inadvertently reinforced the tantrums by immediately giving in to the client’s demands to delay transitions, thinking it was the best way to prevent further escalation. This ongoing cycle of reinforcement led to increasingly severe tantrums over time. Response: I started by identifying the functional behavior of the tantrums, which was to escape transitions. The first step was to educate the father about how his responses were reinforcing the behavior. I then implemented a gradual transition plan (using a graduated hierarchy approach) to help the client learn to tolerate transitions more effectively. This included using visual supports (like a visual schedule) and giving short warnings before transitions. Additionally, we incorporated differential reinforcement for calm behavior during transitions. I worked closely with the father, modeling how to respond consistently and avoid reinforcing the tantrums. Outcome: Through careful planning and consistent implementation, the tantrum behaviors decreased over time. The client learned to transition with less distress, and the father became more confident in handling transitions independently. This was a great example of problem-solving by recognizing the reinforcement cycle and modifying the intervention to focus on both the behavior and the environment, while involving the father in the process. | |
| Charlene Tran | Example | Client had a hard time paying attention and scanning his array of items during table work and would often times attempt to point to an item randomly even before the SD is given. The case supervisor identified these areas of concern and modified the program by having the client stand 3 feet away from the table instead of sitting directly in front of the array of items. This way, when the SD was given, the act of the client needing to walk over to the items prohibited his random picking, in addition to requiring the client to focus on the targets as he walked over. This immediately resolved the issues. |
| Breannah | Example | Bob is implementing a tacting program with his client. He notices the client will not cross the midline of his body to select the appropriate answer, so he adujusts the location of the stimuli and follows up with the BCBA |
| Juliana | Example | A team member addressed their concerns about a client's challenging behavior of food seeking when entering the fridge for drinks with the BCBA. The BCBA agreed staff needed more support and assistance in responding appropriately to the challenging behavior, considering the client was being given additional snacks to avoid physical aggression when the client's objective was only to get a drink from the fridge. The BCBA also proposed the idea of preventative strategies within a plan for the client to assist in decreasing food seeking. The team decided to store the client's drinks in a separate place from the fridge where a lot of food is stored to assist the client in reducing triggers in her environment. The BCBA also discussed providing additional support to staff how to redirect and assist the client without reinforcing the challenging behavior when triggers are present. |
| Your Name | Type | Please describe the situation and response to the situation in the space below |
