Scenario:
Anais is a 9-year-old boy diagnosed with autism spectrum disorder. He participates in a regular education classroom with push-in support for writing, his most difficult subject. He receives small-group instruction for writing and during that time sits at a table with two other children and a special education teacher. Anais’s teacher has requested help from you, a BCBA, because Anais won’t stay in his seat when it is time to work on writing his letters. Anais frequently jumps up from his seat, walks around the room, and plays with other items in the classroom. He also often laughs and sings to himself while walking around the room. Anais’s teacher is unable to get up from the table to chase Anais around every time he does this because she has two other students to work with. As a result, Anais usually gets out of having to work on writing and is falling behind in his academic progress.
1. Choose and define one target behavior for intervention with this client, provide a rationale for why you chose that behavior, and describe the hypothesized function of the target behavior.
2. Develop at least one clear and measurable treatment goal for the target behavior.
3. Choose and describe at least one antecedent strategy and one consequence strategy for intervention on the target behavior. Describe how your chosen interventions are evidence-based and how they are linked to the target behavior’s function.
4. Evaluate how your chosen interventions will promote generalization across settings, time, and behaviors.