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Caregiver Quick Reference

[Students Name]

[Course Name]

[Due Date]
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Target behavior

Operational Definition

The behavior prioritized for intervention is physical, aggressive behavior exhibited by

Lilian, an eight-year-old female. The behavior was selected due to its social significance in her

life. As Archer and Coyne (2005) assert, physically aggressive behavior refers to the behavior

displayed by an individual with an intention to course harm to others. It is violence directed to

others with the aim of causing physical pain in an intended way achieved through planning and

intentions. The harm can be exhibited physically, and in some cases, it may be emotional rather

than physical.

Social Significance

Physical, aggressive behavior is characterized by instances of hitting, kicking, screaming,

chasing others, or throwing objects. The behavior is critical because it is associated with

instances of violence where Lilian attempts to harm others physically (Archer & Coyne, 2005).

Assessment Results

The fact that Lilian exhibits aggression as a means of escape when she is denied

something implies that it will draw others away from her. Mitigating the behavior will ensure

Lilian interacts with friends and family freely without causing any harm to them. Based on the

data recorded, it is evident that Lilian exhibits aggressive behavior as a means of escape from

something she is not interested in doing. In doing so, she seeks attention, access to tangibles, and

escape from tangibles.

Measurement and Visual Display

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From the graph, the intervention's effectiveness is determined if there is a depiction of a

decrease in the frequency with which the behavior is displayed. It is seen that after a sharp

increase in aggressive behavior between the fourth and the sixth sessions, it decreases steadily

after the ninth session. The results are achieved by integrating the problem support behavior

program and the modification of Lilian's environment. The intervention succeeds in minimizing

the behavior frequency and sets out to achieve an extinct tendency.

Research

Positive behavior support involves the gathering of objective information that will aid in

achieving the desired goals. As Brosnan and Healy (2011) assert, the support team should

incorporate resources such as checklists to keep the behavior track ratings (Brosnan & Healy,

2011). Positive behavior support is an evidence-based method in mitigating aggressive behavior.

It is an effective way to develop a desirable behavior for the patients who exhibit aggressive

physical behavior.

Moreover, Politte et al. (2018) cement the World Health Organization recommendation

that positive behavior support, which is a neurobiological mechanism, is a crucial intervention

program for aggressive behaviors (Politte et al., 2018). The method provides a timely
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intervention for aggressive behavior. Functional behavior assessment features evidence-based

methods and procedures through the aggressive behavior functions and how it is mitigated.

Intervention

Antecedent Intervention

One of the interventions plan to eliminate the effect of Lilian's aggressive behavior is the

incorporation of environmental arrangements. The arrangements include physical barriers to

minimize Lilian's access to tangibles (Brosnan & Healy, 2011). Additionally, the positive

behavior support program is essential for timely intervention for the aggressive behavior towards

her brothers and other classmates.

Functionally Equivalent Replacement Behaviors

Positive behavior support offers a suitable approach in addressing Lilian's physically

aggressive behavior. The program involves incorporating an intervention plan that incorporates

parents and instructors familiar with the intervention in mitigating the behavior. It is a form that

incorporates a behavior management system in comprehending what invokes a challenging

behavior and ways through which to mitigate it (Politte et al., 2018).

Consequential Procedure for Replacement Behavior

The objective of the intervention is to eliminate the aggressive behavior completely. As

such, to reinforce the replacement behavior, she will be allowed to play with her brother and

other learners. Also, she will be provided with candies after taking cereals as required by the

parents.
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Consequential Procedure for Problem Behavior

In instances where Lilian continues to show the behavior, she will be denied access to

desired tangibles and the elimination of reinforcers. When there is no potential harm attached to

her behavior, she can be ignored until she exhibits a replacement behavior where she will receive

reinforcements.
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References

Archer, J., & Coyne, S. M. (2005). An integrated review of indirect, relational, and social

aggression. Personality and Social Psychology Review, 9(3), 212–230

Brosnan, J., & Healy, O. (2011). A review of behavioral interventions for the treatment of

aggression in individuals with developmental disabilities. Research in developmental

disabilities, 32(2), 437-446.

Politte, L. C., Fitzpatrick, S. E., & Erickson, C. (2018). Aggression in Autism Spectrum Disorder

and Other Neurodevelopmental Disorders. Aggression: Clinical Features and Treatment

Across the Diagnostic Spectrum, 53.