You will use the same behavior that you selected from the previous submission. You will identify one or more behavior-change procedures that may improve the target behavior to meet the intervention goal (the procedures should be based on the behavioral assessment results and their effects/behavioral principles). You will alsosubmit an intervention protocol on how to implement the selected behavior-change procedures. The protocol must be detailed enough to be replicable (i.e.,technical). You will complete the
Intervention Selection and Protocol TemplatLinks to an external site.
. You will submit an intervention protocol consisting of the rationale for intervention selection, its associated principle(s), detailed intervention protocol, and a plan to ensure treatment integrity.
As we do not discuss intervention measures in detail in this course, please first go to pp. 84-86 in Cooper et al. (2020) for an overview of different measures. Reach out to us if you have further questions regarding your selection of the measure!
Behavior Change Project
[your name]
[course]
Intervention Selection and Protocol
Intervention Goal
[Please copy the answer from your M3: Behavior Change Project: Intervention Goal. If
you were requested to change your target behavior or the intervention goal, please copy
and paste the revised goal.]
Intervention(s)
[List the intervention name(s) here with a citation. Please note that the selected
intervention(s) should be able to address your goal. You must provide citations for
intervention.]
Rationale
[Rationale should include the following aspects:
a) the behavioral principles on which the interventions are based,
b) how the predicted effects of the interventions align with your intervention goal.
You must provide citations for intervention rationale.]
Materials
[List the materials needed for the intervention]
Intervention Procedure
[List ALL steps involved in instruction. The steps should be sufficient to ensure that
the intervention can be replicated. In other words, your co-instructor should be able to
understand all steps involved in completing the instruction simply by reading your
description. Consider the below procedural components/steps:
● antecedent instruction (e.g., what directions/instructions to evoke the response),
● prompt (what prompt, when to provide the prompt),
● prompt-fading (how to fade the prompt, when to fade the prompt),
● reinforcement (what reinforcement),
● reinforcement schedule (and schedule thinning, if applicable). ]
Data Collection and Measurement
[How will you collect the data on the behavior, and what measurement system will you
use?]
Plan for Treatment Integrity
[Describe how you would monitor and how often you would monitor the implementation
as well as how you would provide feedback. List the steps needed to maintain integrity.]
Intervention Selection and Protocol
Interventions
Imitation Training (Cooper et al., 2020).
Rationale
Imitation training directly teaches the learners to imitate different gross and fine
motor movements (Cooper et al., 2020). It includes embedded generalization probes to
assess if the generalized imitative repertoire has appeared.
Imitation training uses a discrete-trial arrangement procedure in which a model is
provided as the discriminative stimulus, reinforcement is provided for correct imitation,
and error correction is provided for incorrect responses (see Cooper et al., 2020). Using
reinforcement for correct imitations upon models should increase the future likelihood of
correct imitation upon models, while error correction would decrease the future
likelihood of incorrect responses.
Given that Marcus should imitate upon different novel models of gross and fine
motor movements (i.e., generalized imitative repertoire), imitation training further builds
in teaching sufficient examples (Cooper et al., 2020) as it trains a sufficient number of
imitations upon different models to promote generalized repertoire (see below section
for the plan for generalization). A number of studies that thus far demonstrated imitation
training can be an effective procedure in prompting generalized imitative repertoire
(e.g., Baer, Peterson, & Sharman, 1967).
Materials
Small objects for fine motor models with objects and reinforcers, as indicated by
his preference or reinforcer assessment.
Intervention Procedure
The first phase of imitation training is to pretest various models without training.
The pretest follows the discrete-trial arrangement. A pretest trial will start with a gross
motor movement, such as clapping hands, demonstrated to Marcus. For a fine motor
model with an object, the model will be presented with the object, such as shaking a
cup. If Marcus imitates correctly, praise and reinforcer will be given. If Marcus imitates
incorrectly (e.g., by performing an action irrelevant to the model) or does not respond
within 5 seconds, the trial will end. Upon either reinforcement or the end of the trial, the
next model will be provided. Pretest will last for three sessions, with each model
presented three times.
Based on the pretest, models that have not been imitated across all three
sessions will be selected. These models will be further divided into three categories.
Easier models are those Marcus could imitate on some of the trials. Then the models
that Marcus could approximate will be selected as well. Last, difficult models that
Marcus could not imitate at all will be selected. Models will then be sequenced from the
easiest to the most difficult during the training.
Training will start with preassessment. Preassessment will follow the same
procedure as the pretest, but only the above-selected models will be assessed. After
the preassessment, training will begin. The training will also follow the pretest procedure
except for the following: after each model, physical guidance will be provided. While
reinforcement will be provided for correct responses, error correction will be provided for
incorrect responses or no response. That is, upon incorrect response or no response
within 5 seconds after the model, Marcus will be physically guided to complete the
imitation.
Physical guidance will be faded using a constant time delay procedure after two
sessions. That is, a 5-s time delay will be added after the model: we will wait for 5 s to
assess if Marcus is able to imitate independently. If not, physical guidance will be
provided. Independent correct responses will result in reinforcement, while prompted
responses will only produce praise.
Each training session will end with a postassessment. Postassessment will also
follow pretest trials, with each model presented three times. Postassessment will consist
of both previously mastered models and current models. If a model is imitated for 14 out
of 15 trials across the sessions, the model will considered mastered and removed from
training.
Data Collection and Measures
All data will be collected by the teacher who implemented the trials using an
event recording procedure (Cooper et al., 2020). That included pretest, preassessment,
training, and postassessment. For the pretest, pre- and postassessment trials, the
correct response will be recorded as “+” while incorrect or no response will be recorded
as “-”. During training, the correct independent response will be recorded as “+”,
prompted response will be recorded as “p”, while an error or no response will be
recorded as “-”. The percentage of correct independent responses will then be
calculated to monitor his progress.
Plan for Treatment Integrity
Treatment integrity will be monitored using a procedural checklist that includes all
essential elements, such as the pretest, pre- and postassessment, as well as
generalization probes. Initial in-person monitoring will be scheduled once a day, and
face-to-face feedback will be provided immediately after the session has concluded.
Upon meeting 90% of treatment integrity, the monitoring schedule will be thinned to
every other day with delayed feedback. Delayed feedback will occur at any time after a
session but before the next session. Once 90% of treatment integrity is sustained for
one week, the schedule of monitoring and feedback will be further thinned to once per
week. Likewise, once 90% of treatment integrity is sustained for two weeks, the
schedule of monitoring and feedback will be thinned to once every two weeks.
Order an Essay Now & Get These Features For Free:
Turnitin Report
Formatting
Title Page
Citation
Outline
