Behavior Definitions and Intervention Strategies

Behavior Definitions

• Elopement:

  • Definition: The act of Isaac independently leaving a designated area or environment, without permission or prior verbal request, at a distance of 3 feet or more from a specified reference point.

  • Example: Isaac runs out of the room without manding using PECS.

  • Nonexample: Isaac uses PECS to request to leave the room.

• Screaming:

  • Definition: Occurrence of vocalizations at a volume above normal conversational level.

  • Onset: 2 seconds of occurrence above conversational level.

  • Offset: 3 seconds after the behavior stops.

  • Example: Isaac screams "AHHHH" for 3 seconds when asked to share with a peer.

  • Nonexample: Isaac screams while falling and crying after tripping over a ball.

• Throwing:

  • Definition: Any instance where Isaac forcefully propels an object through the air using one or both hands, with or without intent to hit a target.

  • Example: Isaac throws a toy block across the room.

  • Nonexample: Isaac throws a ball into a basketball hoop.

• SIBS (Self-Injurious Behavior):

  • Definition: Any instance where Isaac forcefully strikes his head against a surface or with an object, which could cause discomfort or injury.

• Physical Aggression:

  • Definition: Any instance where Isaac makes physical contact with another person using forceful body parts, which could cause discomfort or injury (e.g., hitting, kicking, pinching, biting).

Proactive and Reactive Strategies

• Elopement (Attention, Escape, Tangible):

  • Proactive Strategies:

  • Block open walkways with mats.

  • Keep PECS book within 1-3 feet at all times.

  • Reactive Strategies:

  • Attention: Block and redirect to activity or PECS book for functional communication training (FCT).

  • Escape: Block and redirect, complete approximation of demand, and implement preference assessments for motivation.

  • Tangible: Provide alternative options and conduct free operant preference assessment.

• Screaming (Escape, Attention, Tangible):

  • Proactive Strategies:

  • Prompt PECS book throughout the session.

  • Pair and engage in play, modeling new ways to play.

  • Implement preference assessments.

  • Reactive Strategies:

  • Escape Function: Wait 3-8 seconds before restating demand and use least to most prompting strategies.

  • Attention: Ignore the screaming and prompt PECS book for communication.

• Throwing (Sensory, Escape, Attention, Tangible):

  • Proactive Strategies:

  • Provide model prompts for appropriate items to throw.

  • Model functional play with items.

  • Reactive Strategies:

  • Remove access to items and replace demand with visual aids.

  • Attention: Ignore and redirect.

  • Tangible: Provide alternative throwing options.

• SIBS:

  • Proactive Strategies:

  • Model prompts for functional play with items.

  • Provide sensory-seeking alternatives.

  • Reactive Strategies:

  • Block instances, wait until calm, prompt FCT, restate demands if needed.

Reinforcement

• Reinforce approximations of desired behaviors as a positive response to efforts made by Isaac to follow instructions or engage appropriately.

Proactive Strategies for Aggression:

• Implement clear and consistent boundaries for acceptable behavior.

• Model appropriate anger management techniques and coping strategies.

• Set up an environment that minimizes triggers for aggressive behavior.

• Provide opportunities for physical activity to channel energy in positive ways.

• Use social stories to explain acceptable reactions to frustrations.

Reactive Strategies for Aggression:

• Remain calm and composed when responding to aggression.

• Intervene promptly but safely to deescalate the situation.

• Use non-confrontational language to redirect the individual.

• Reinforce positive behavior post-incident to encourage better choices in the future.

• Debrief after incidents to identify triggers and develop better strategies for next time.