1.  Once the assessments have been conducted, a plan can be designed which must include the following components:

                A.  Clear definitions

                                1.  Of maladaptive target behavior

                                2.  Of adaptive alternative behavior

                B.   Description of baseline rates of frequency, intensity, duration

                                1.  Of maladaptive target behavior

                                2.  Of adaptive alternative behavior

                C.  Formulation of specific behavioral objective

                                1.  For maladaptive target behavior

                                2.  For adaptive alternative behavior

                D.  Identification of hypothesized function(s) of target behavior

                E.  Identification of functionally-equivalent reinforcer for presence of adaptive alternative behavior

                F.  Rationale for program, which includes:

                                1.  How decreasing target behavior will help the child

                                2.  Use of least restrictive intervention

                G.  Specific procedures at antecedent level used to:

                                1.  Prevent the target behavior

                                2.  Encourage the adaptive alternative behavior

                H.  Specific procedures at consequence level used to:

                                1.  Decrease the likelihood that the target behavior will be exhibited

                                2.  Increase the likelihood that the adaptive alternative will be exhibited

                I.  Specific guidelines for data collection and program evaluation

                                1.  How and when and by whom will data be collected

                                2.  How and when and by whom will performance be evaluated

                                3.  What are the mechanisms for changing the program because of

                                                a.  Behavioral gains

                                                b.  Lack of behavioral gains

                                4.  Plans for ongoing functional analysis and preference assessment                          

2.  To implement a behavior plan, the following steps are recommended:

                A.  Provide an overview of the plan to all teachers and assistants*, include:

                                1.  Discussion of rationale (to assist with problem-solving)

                                2.  Modelling of specific techniques

                      *If at all possible, it can be very instructive to include parents in this step.

                B.  Implement the plan for a specified time period (e.g., two weeks)

                                1.  Observe teachers/assistants implementing and provide feedback

                                2.  Review data

                C.  Meet with teachers/assistants to revise plan

                                1.  Access their comments regarding ease of implementation

                                2.  Base revisions on data

                D.  Draft a revised version and re-train as necessary

                E.  Once you have a solid plan, involve the parents for generalization and consistency

                F.  Set up monthly meetings to monitor progress, revise plan as needed.

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