Choose one case study
(The study you choose will be used for all parts)
Case Study One
Felix is a seventh grader at a school in Oregon. At the age of seven, Felix was hit by a car and suffered a traumatic brain injury, leaving him with physical and learning disabilities. He cannot use his right arm and leg to the full extent, and has difficulties with speaking and learning. Recently, Felix is exhibiting problem behaviors. He deliberately screams while the teacher is addressing the class or during other “quiet” times such as reading time, and whole-school assemblies. He runs into other students in the hallways, he attempts to hit teachers and other students, and sometimes leaves classes and school without permission. His punishments include detention, referrals to the office, and suspension from school. A team was established consisting of two of Felix’s teachers, the vice principal of his school, his mother, and a member of the school-wide behavior support team..
Todd., A., Horner, R., Vanater, S., & Schneider, C. (1997). Working together to make change: An example of positive behavioral support for a student with traumatic brain injury. Education and Treatment of Children, 20, 425-440.
Case Study Two
Tim, an 18-year-old man with intellectual disabilities, had recently moved into a group home with seven other residents. The other residents were older adults with intellectual disabilities. Tim teased the other residents frequently. He poked people who didn’t want to be touched. He got the remote control and changed channels when people were watching a program on the TV. He took leisure and recreational materialsfrom people who were using them. Tim’s behavior annoyed the other residents.They usually got upset with him, complained, cried, scolded him, or yelled at him, but Tim appeared to find their reactions humorous. The staff responded to Tim’s behaviors by reprimanding Tim and not allowing him to watch his favorite TV program or use the computer
Miltenberger, R. G. (2016). Behavior modification. Boston, MA: Cengage
CAREFULLY READ AND FOLLOW DIRECTIONS
PART 1
Complete template sections: Referral Information, Target Behaviors and Operational Definitions, and Rationale for Target Behaviors
.·Provide the name of the individual student/client who is described in the case study
- Provide a brief summary of the case study in your OWN words.
oProblem Behaviors
oInterventions currently in place
oTarget Behaviors (behaviors you will chose to change) and Operational Definitions
oRationale for Target Behaviors. — In this section, it is important to provide a complete rationale for choosing the target behavior based on how it fits into the seven “Dimensions” of ABA. It is also important to identify the dimension(s) addressed.
Note: Examples provided in the template contain minimal information and should only be considered a starting point. You must elaborate fully with specific example
PART 2
Using the same case study as Part 1, complete template sections: Recommended Interventions for Decreasing Problematic Behavior Strategies and Recommended Strategies for Implementation of Replacement Behaviors and Rationale
.Provide the following for each section:
- For each target behavior, discuss a strategy for behavior change.
- Discuss the reinforcement methods and schedules you will use and the rationale for each
.·Explain why you think the strategy is most appropriate and discuss at least one alternative strategy that might not be as appropriate and explain your rationale as to why it is less appropriate in this particular situation.
- Identify replacement behaviors, strategy for replacement behavior and rationale for choosing those behaviors as well as the rationale for strategies for behavior implementation.
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