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1
Behavior Change Project
Student Name: Yadira Lavandera Puentes
Arizona State University
SPE 560: Behavior Change Procedures
Professor: Dr. Chengan Yuan
Co- instructor: BCBA. Meiko McDaniel
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Target Behavior
Background Information
Learner: Jason Smith
Age: 4 years
Diagnosis: Autism Spectrum Disorder
Services: Jason is receiving 25 hours of ABA therapy and 3 hours of Speech Therapy per week at
home.
Jason has challenges with expressive language which limits his capacity for initiating and
maintaining social interactions. Due to his limited vocal repertoire is not able to communicate
with more than one word and sentences his wants and needs, for which he engages in
maladaptive behaviors, some of which could pose a risk for him. He makes Mands for desired
items or activities taking caregivers for their hands or saying the name of the object/activity.
Jason also screams “mama”, and “dada” when requesting things that he cannot reach. The
above information was found to be consistent with VB-MAPP Barriers Assessment conducted
on February 25th, 2023.
Results: Jason received a score of 7.5 in Manding. When Jason requires assistance, he moves the
person toward the object When Jason wants something (tangible or activity) he goes next to an
adult and sometimes says the noun. For instance (cookies, and juice).
Jason is unable to emit multiple Mands that contain two or more words. Ex: (more cookies, pour
juice) (more cookies, pour juice). He also does not use any pronouns or verbs.
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Target Behavior: I will target Jason’s Verbal Operant (Mand) as one of the skills identified in
the behavior assessment.
Operational Definition of the Target Behavior
The Mand is a verbal behavior in which the speaker requests something using phrases, words,
gestures, or the picture card exchange system (PECS). When there is a motivating operation
(MO) for something, and the reinforcement is the acquisition of that thing directly related to that
MO. Verbal Operant (Mand) occurs when Jason requests/asks for preferred items or activities.
Intervention Goal
Intervention Goal:
. Without verbal prompts, Jason will emit 5 different Mands containing two or more words in 8
out of 10 opportunities for 10 consecutive sessions across three different adults.
Rationale
An improvement in Jason’s Mands can help him to request desired items and activities using his
words. Mands occur when there is a motivating operation (MO) for something, and
reinforcement is the acquisition of something that is directly related to that MO. Mands are
one of the first verbal operants acquired by a child and are essential to behavior management
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as learning to Mand for an item can decrease undesired behaviors to acquire that item (Cooper,
2019).
For example: While Jason is coloring a page and he only has a red marker, he desires a blue
marker. The instructor holds the blue marker out of reach and says, “I want blue”. Once Jason
repeats the request for the blue marker, give it to him right away and praise him for asking.
Repeat this process with different colors and items.
According to Skinner (1957), the Mand is the only type of verbal behavior that directly benefits
the speaker, meaning that the Mand obtains reinforcers such as edibles, toys, attention, or the
removal of aversive stimuli. As a result of specific reinforcement, Mands frequently become
strong forms of verbal behavior, and this reinforcement frequently satisfies an immediate
deprivation condition or removes some aversive stimulus. This skill is critical because it allows
learners to interact with their surroundings and communicate their needs. The more functional
requests a learner has, the less likely it is that other, undesirable behaviors (e.g., crying,
whining, hitting, etc.) will serve the Mand function.
The fact that Mands are controlled by the child’s interests and motivation reduces the need for
instructors to devise arbitrary methods of engaging the child. Both the content of instruction
and the motivation has been identified if the trainer (teacher, parent, BCBA, RBT, etc) has
identified reinforcers that are currently effective for the child. It’s important to keep in mind
that teaching the other verbal operants necessitates the development of arbitrary, non-specific
motivation.
A Behavioral Cusp occurs when a learner performs a new behavior that sets the occasion to
access reinforcers that otherwise would not have been available (Cooper, 2019)
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A behavioral cusp is a behavior that when learned exposes the individual to new environments
and new contingencies what this means is once this new behavior is learned that can be the
transition from where they were before to now. Where they’re encountering new environments
and new contingencies. For example, building functional communication skills once successfully
taught to request utilizing the name of their preferred items then that skill can introduce Jason to
asking for new items that he may not have been able to request before using Mands. Jason will
successfully utilize his communication skills and increase his verbal repertoire after learning.
Mand is a prerequisite skill because, from the start of language development, it is essential
to concentrate on Echoic and Mand before moving on to Tact and intraverbal. Whatever form of
communication a child utilizes, they can learn to use their language to imitate, request, label, and
have conversations.
Jason’s Mands is also a Pivotal Behavior. A pivotal behavior is one that, once learned, causes
corresponding changes or covariations in other untrained adaptive behaviors. (Cooper, 2019)
Suppose the person can already talk (i.e., behavioral cusp), then teaching him to initiate
conversations (intraverbal) might be a pivotal behavior if it also leads to an improvement in the
frequency or quality of requests (Mand).
The Mand repertoire is critical for early language learners and thus clinically important. First,
when access to those stimuli is delivered or managed by another person. Mands increase the
likelihood of gaining access to specific items, activities, actions, information, and so on.
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Intervention Selection and Protocol
Intervention
Errorless Teaching (Cooper et al., 2019)
Rationale
The intervention goal for Jason is to increase the number of Mands he can emit. To
achieve this goal, errorless teaching can be used to teach Jason to emit Mands containing two or
more words. Errorless teaching will help Jason emit Mands without making any errors and
provide immediate reinforcement for correct responses. This type of instruction will also allow
Jason to practice Mands in a natural environment, increasing the likelihood of generalization and
maintenance of the behavior.
Materials
The materials needed for this intervention include a variety of preferred items and
activities for Jason to request, picture cards to represent the items or activities, and a data
collection system to track his progress. Preferred items and activities may include toys, food,
activities, or any other item Jason enjoys. The picture cards should be high-contrast, colorful, and
easy for Jason to recognize. The data collection system should be easy to use and allow for
accurate tracking of Jason’s mands. This could be a digital or paper-based system depending on
the preference of the interventionist. Additionally, it is essential to include methods of
reinforcement that are appropriate and enjoyable for Jason, such as verbal praise, tangible items,
or access to preferred activities.
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Intervention Procedure
1. The instructor will present Jason with a preferred item or activity that is out of his reach.
2. The instructor will then prompt him to request the item/activity using two or more words using
the Errorless Teaching strategy (e.g., “I want the blue marker”).
3. The instructor will provide a verbal prompt if he responds incorrectly.
4. If Jason emits the request correctly, the instructor will provide him with the item/activity and
praise him for his response.
5. The instructor will model the desired response if Jason does not emit the request correctly.
6. The instructor will provide a prompt if he responds incorrectly.
7. The instructor will gradually fade the prompt as Jason begins to respond correctly to the
prompt.
8. The instructor will provide immediate reinforcement for correct responses.
9. The instructor will use a variable reinforcement schedule to ensure Jason remains motivated to
emit Mands.
10. The instructor will monitor Jason’s performance and record data.
11. The instructor will adjust the intervention based on data analysis.
12. The instructor will deem the intervention successful once Jason can emit five different
Mands containing two or more words in 8 out of 10 opportunities for ten consecutive sessions
across three different adults.
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Data Collection and Measurement
Data will be collected using a frequency count measurement system. Frequency count is a
standard measurement system used in ABA to measure the number of occurrences of behavior
within a specific period (Cooper et al., 2019). For this intervention, an interval timer will
measure the number of mands emitted by Jason within 10-minute intervals. The instructor will
collect the data and keep a record of each session. The data will track Jason’s progress and
determine if the intervention is successful. If the intervention is unsuccessful, the data can be
used to adjust the intervention plan as needed.
Plan for Treatment and Integrity
Monitoring the teacher’s application of the intervention, giving the instructor feedback,
and keeping tabs on developing the data-collecting system are all part of the treatment integrity
strategy. A supervisor will regularly oversee the teacher, usually once weekly. The supervisor
will check on the instructor’s use of the intervention during the monitoring sessions and provide
comments to ensure it is done correctly. If necessary, the supervisor will also provide the teacher
with written comments and suggestions to make the intervention more effective. The teacher will
also check the progress of the data-gathering system to ensure Jason’s development is tracked.
After reviewing the data gathered, the supervisor will inform the teacher of Jason’s progress and
any adjustments that need to be made to the intervention.
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References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd
Edition). Hoboken, NJ: Pearson Education.
Skinner BF. Verbal Behavior. New York, NY: Appleton-Century-Crofts; 1957. [Google Scholar]
Sundberg, M.L. (2008) VB-MAPP Verbal Behavior Milestones Assessment and Placement
Program: A Language and Social Skills Assessment Program for Children with Autism or Other
Developmental Disabilities. Guide, AVB Press.
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SPE560
BEHAVIOR CHANGE PROCEDURES:
IMPLEMENTING INTERVENTIONS IN
BEHAVIOR ANALYSIS
MODULE 7
GENERALIZATION AND MAINTENANCE
TOPICS
G-21 Use procedures to promote stimulus and response
generalization
G-22 Use procedures to promote maintenance
GENERALIZATION & MAINTENANCE
DEFINED
• Generalized behavior change
• Over time
• Across environments/stimuli
• Spreads to various related behaviors
• Response maintenance
• Continues to perform a target behavior when a part or all of the
intervention has been terminated.
• Stimulus generalization
• The target behavior emitted in a setting or in response to a stimulus
that is different from the ones during instruction.
• Response generalization
• Emergence of new untrained behavior that is functionally equivalent to
the learned behavior.
ASR 1 & 2
GENERALIZATION & MAINTENANCE
• Generalization does not just occur; you must plan for it.
• Select target behaviors what would meet the naturally existing
contingencies of reinforcement
• Specify the variations of the target behavior
• Specify the variations of stimuli and settings for the target behavior.
• After the intervention has been terminated.
GENERALIZATION & MAINTENANCE
SELECTING BEHAVIORS AND SETTINGS
• Select target behaviors what would meet the naturally existing
contingencies of reinforcement
• Functional to the learner
• Relevance of behavior: behavior should produce reinforcement after
the intervention in the learner’s environment.
•
•
•
Manding
Self-management
Social skills
• If behaviors taught are unlikely to be maintained by naturally
existing contingencies, planning is required
ASR 3
GENERALIZATION & MAINTENANCE
SELECTING BEHAVIORS AND SETTINGS
• Specify behavior variations
• Different responses/behaviors that produce the same function
• You need to determine if response generalization is required
• And, if so, to what extent?
• Specify setting and/or stimulus variations
• A list of desired settings and stimulus conditions
• Prioritize according to the importance and chances of entering the
settings.
GENERALIZATION & MAINTENANCE
STRATEGIES
• Teach the full range of relevant stimulus conditions and
response requirements
• Teach enough stimulus examples
•
Teaching the learner to respond correctly to multiple examples
•
•
•
•
Item (e.g., different apples)
Stimulus context (e.g., different instructions, presentations of these stimuli)
Setting (e.g., intervention/clinical one-on-one, group, home, school settings)
Person (e.g., teachers, parents)
• Teach enough response examples
•
Multiple-exemplar training: incorporate both stimulus and response examples.
• Remember to probe.
GENERALIZATION & MAINTENANCE
STRATEGIES
• Teach the full range of relevant stimulus conditions and
response requirements
• General case analysis: systematic selections of teaching examples
that represent stimulus variations and response requirements in the
generalized setting.
•
•
•
Using different vending machines in the generalized setting.
Using different mobile navigation applications.
Ordering food using different restaurants.
• Negative examples (nonexamples)
•
To strengthen stimulus control
•
•
Use toilet.
Use negative examples that share characteristics with the appropriate examples
ASR 4 & 5
GENERALIZATION & MAINTENANCE
STRATEGIES
• Making the instructional setting similar to the generalization
setting
• Program common stimuli to promote setting generalization
•
Identify stimuli that are typically in generalization setting and bring them into the
instructional setting
•
•
Set up a restaurant in the clinic.
Set up a crosswalk in the backyard.
• Teach loosely to avoid irrelevant stimulus property from controlling the
response
•
Varying noncritical aspects of the instructional setting.
•
See p. 732 for a list of noncritical aspects of the instructional setting that you can
vary.
ASR 6, 7, & 8
GENERALIZATION & MAINTENANCE
STRATEGIES
• Maximize contact with reinforcement in the generalization setting to
promote generalization and maintenance
• Teach behavior to levels required by natural contingencies.
• Program indiscriminable contingencies
•
•
Variable/random schedule of reinforcement (thin schedule of reinforcement)
Delayed rewards (transition from immediate to delayed)
• Set behavior traps
•
•
Contingencies that are powerful enough to produce substantial and long-lasting
effects
Irresistible reinforcement; low effort initially; interrelated contingencies that motivate
the learner to continue.
• Ask people in the generalization setting to reinforce target behavior
• Teach the learner to recruit reinforcement
•
•
Manding
Showing completed work
ASR 9
GENERALIZATION & MAINTENANCE
STRATEGIES
• Mediating generalization for setting generalization
• Using a mediating stimulus (functional and transportable)
•
•
•
A cue card or a prompt that the learner can bring to different settings.
Visual activity schedule
Self-promoting devices
• Teach self-management skills
ASR 10
GENERALIZATION & MAINTENANCE
STRATEGIES
• Teach generalization
• Reinforce response variability
•
Use a lag schedule of reinforcement
•
Reinforce if the current response is different from a number of previous responses
• Lag 3 – reinforce a response if it is different from previous three responses.
• Instruct the learner to generalize
•
•
“Remember to use this strategy at home!”
“Remember to wash hands in the restaurant before eating.”
ASR 11
GENERALIZATION & MAINTENANCE
GUIDELINES
• Minimize the need for generalization as much as possible
• Teach the skill that can directly produce reinforcement
• Teaching the skills in the natural setting.
• Probe for generalization before, during, and after instruction
• Remember to also probe for maintenance.
• Involve other people
• Parents, siblings, and caregivers
• Using the least intrusive and the least costly tactics
• Contriving tactics when needed
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