ABA Behavior Intervention Plan

Example Function of behavior: Escape

1. PATIENT AND TECHNICIAN SUMMARY

Patient summary

Patient name Alex Hayden

Patient age 10
School grade level 4th
Diagnosis (if applicable) ASD

Technician information

Name of technician who Jennifer Garcia, BCBA, LBA

wrote the plan
Name of technician(s) Robert Doyle, BA, RBT
performing the plan

2. PLAN RATIONALE

Briefly describe why we The rationale for this behavior intervention plan
need a plan is to address Alex's tendency to leave the
classroom or school environment without
permission. This behavior poses safety risks for
Alex and can disrupt the learning environment
for his peers.

3. BEHAVIOR DESCRIPTION

What, when, where, how Alex attempts to leave the classroom or school
often, and for how long environment without permission an average of 3
(Frequency, duration, and times per school day.
intensity)

Summary of functional He has been observed to run out of the

behavior assessment classroom or school building, sometimes
results endangering himself and others. The behavior is
typically preceded by challenging academic
work.

Hypotheses of behavior Alex performs this function to escape challenging

function: OR, if you have academic work.
FBA results (Results of the
FBA performed on mm/dd/yy:
the function of the behavior
was demonstrated as XXX)

4. INTERVENTION STRATEGIES
 Describe immediate We will designate a specific area in the classroom
intervention that may where Alex can go when he needs a break. This
predict challenging area will be safe and comfortable and have
behaviors Alex’s favorite toys.
Antecedent strategies 1. Pre-teaching: The RBT will pre-teach Alex how
(Describe any immediate to request a break in an appropriate manner,
changes that will be taken to such as raising his hand or using a visual cue.
prevent the problem behavior, 2. Providing choices: The RBT will offer Alex a
as well as additional choice between two activities to help him feel
antecedent strategies) more in control of his environment.
3. Attention: The RBT will provide positive
attention to reinforce Alex's appropriate
behavior.
Positive alternative skills The RBT will teach Alex functional
and behaviors (Include skill communication skills, such as how to ask for a
teaching strategies) break or help by raising his hand.
Positive reinforcement Alex will earn a single point for using his
strategies for replacement designated break area instead of attempting to
behavior leave the classroom or school environment
without permission. He can trade in five points
for a preferred reinforcer.
Consequence strategies to If Alex attempts to leave the classroom or school
eliminate reinforcement of environment without permission, he will be
problem behavior redirected back to his designated break area. If
Alex does not perform the desired behavior after
3 prompts, he will lose 2 points toward his weekly
reward.

5. SAFETY PLAN

Identify safety concerns

Outline prevention The RBT will closely monitor David during all
strategies intervention strategies to ensure his safety.
Crisis intervention plan If he engages in self-injurious behavior, the RBT
will immediately intervene to prevent further
harm.
Emergency contacts
Staff training needs

6. IMPLEMENTATION PLAN

Provide a timeline for when The intervention strategies will be implemented

the intervention will begin starting next week and will continue for the rest
and end of the school year.

7. DATA MONITORING

How will data be collected The RBT will keep a frequency tally of the
and summarized? Frequency number of times Alex attempts to leave the
data: (how often the behavior classroom or school environment without
 occurs) or duration data (how permission each day, as well as the number of
long does the behavior occur) times he engages in appropriate replacement
behaviors.
Who will collect data and
how often?
Describe process to meet to The RBT and other relevant technicians will meet
review data and assess plan on a weekly basis to review the data and assess
(Who will meet and when?) Alex's progress.
Describe target goal for use By the end of the school year, Alex will attempt
of replacement behavior in to leave the classroom or school environment
measurable terms without permission no more than once per week.

8. GENERALIZATION

Determine the setting(s) Technicians will work with Alex to identify other
and context(s) in which the settings when leaving behavior may be a
target behavior should be problem.
generalized
Identify other individuals Technicians will communicate with Alex's parents
that will be involved and and other caregivers and teachers with
responsible information about how they can support and
reinforce appropriate behaviors at home or at
school.
How will the complexity of
the setting(s) and
context(s) be increased?

9. MAINTENANCE

How will you fade out Technicians will gradually shift responsibility to
prompts to support maintain appropriate behavior during class to
independent behavior? Alex. Technicians will slowly remove antecedent
strategies, like extra nonverbal attention on Alex,
and fade out other external prompts.

10.REVIEW

Who will meet and when Technicians will meet with Alex’s parents and all
after the end of the relevant staff at the end of the timeline to review
intervention timeline to Alex’s progress and make any necessary
review the results? modifications to the generalization objectives.

Digitize your ABA behavior intervention data collection in one comprehensive software
cloud.
Learn more about Artemis ABA data collection.