To discuss olivers progress and determine if

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to discuss Oliver’s progress and determine if modifications or adjustments need to be made. Oliver will also be taught how to cope when the tangible is not currently available (i.e. accepting “no”, waiting for his turn). Once the behavior is learned and established, the team can simultaneously teach Oliver delay gratification. The schedule of reinforcement will be thinned and the time (in seconds) of delay will be determined and practiced. The time between receiving the desired tangible and receiving the reinforcer will slowly and gradually increase. The team should be cautious when increasing time, too much too fast may lead to Oliver not seeing an immediate positive reinforcement; therefore,
INTERVENTION RECOMMENDATION16 Oliver may resort back to problem behavior. Consequence (Decrease) Oliver’s frustration in his inability to communicate his wants and needs has led him to engage in problem behavior because it works. The ABC data established that during the observation day, 100% of Oliver’s problem behavior was screaming and 100% of the problem behavior’s consequences resulted in gaining access to a tangible through his teacher, instructional assistant, or schoolmates. He engages in problem behavior to gain access to a tangible which is reinforced by those around him (i.e. teacher, IA, schoolmates). Everytime Oliver screams, he gets someone to give him the item he wants. A DRA reinforcement-based strategy is contingent on requesting access to tangibles using PECS; this will reduce engaging in problem behavior because it is not reinforced (i.e. extinction). Extinction of problem behavior is contingent on withholding the positive reinforcers/consequences that maintained it in the first place (Boutot, 2017). When Oliver engages in problem behavior (i.e. screaming), school staff and students are expected to ignore his behavior; his problem behavior will not receive a socially mediated positive reinforcement. The team must stand united. Everyone in his environment, including those he interacts with during recess, must deny him access in order to effectively reduce his motivation and promote extinction of problem behavior. By ignoring his problem behavior across situations, persons, and settings, Oliver’s function for engaging in problem behavior is not being met or reinforced. While extinction is in effect, varying outcomes or consequences may arise. Oliver may resist extinction (i.e. delayed reaction) by continuing his problem behavior for an unknown amount of time in hopes of gaining a socially mediated positive reinforcement, especially when the behavior is being maintained on an intermittent schedule of reinforcement (INT; Boutot, 2017). The team may notice a burst of the behavior;Oliver’s problem behavior may increase in frequency, duration, and/or intensity (Boutot, 2017). It is crucial that everyone in Oliver’s environment continue to ignore his problem behavior and only reinforce the alternative. Failure to ignore his problem behavior will lead to reinforcing a new level of the problem
INTERVENTION RECOMMENDATION17

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