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ABA630 Module 7 Assignment
Shanmuga Dhivya Piramanayagam
MS in Applied Behavioral Analysis, National University
ABA 630 Developing ABA Interventions
Professor Brad Runsick
July 27, 2025
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ABA630 Module 7 Assignment
Introduction
This paper will focus on the Behavior intervention plan development of Kassidee 7-year-
old girl receiving special education services under the category of Intellectual Disability. This
paper focus on selecting the long-term support strategies and develop progress monitoring for
Kassidee’s BIP. According to Bambara, L. M., & Kern, L. (Eds.) (2021) a team needs to design
interventions and supports that address the student’s immediate needs through antecedent
modifications, teaching alternatives skills.
A. Plan for progress monitoring
Given a demand to initiate or continue a non-preferred task or activity, Kassidee will use
a pre-taught replacement behavior (e.g., requesting a break using a break card, verbally asking
for help, or indicating a need for a change in task) instead of engaging in physical aggression
(hitting, kicking, pushing) in 4 out of 5 observed opportunities across all school environments, as
measured by behavior event data and staff documentation.
Mastery Criteria
Mastery criteria for this goal can include consistently using a replacement behavior in
place of aggression, exhibiting zero incidents of physical aggression for a specified period,
reducing the frequency of aggression to zero per reporting period, demonstrating a high accuracy
in using the replacement behavior, and achieving a significant reduction in aggressive incidents
from the baseline.
Rationale for the goal and mastery criteria
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The rationale for this type of goal includes focusing on replacement behavior, ensuring it
is measurable and specific, using data to track progress, employing multiple measures for
mastery, addressing context-specific triggers, and being time-bound.
Objective/Benchmark
B. Data Collection
Measurement is accurate when observed values the data produced by measuring an event,
match the true state, or true values, of the event.(Cooper et al. p.120). Data collection for
escape-maintained aggressive behavior involves systematically observing and recording
instances of aggression that occur when Kassidee is trying to avoid or escape a task or situation.
Frequency recording
Count the number of times the aggressive behavior occurs during a specific period.
Duration recording
Measure how long the aggressive behavior lasts.
Interval recording
Divide the observation period into intervals 10-min intervals and note whether the behavior
occurred within each interval.
Latency recording
Measure the time between the antecedent and the start of the aggressive behavior.
Interobserver agreement
Have multiple observers independently record the data to ensure accuracy and reliability.
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When and how to collect data
Behavior will be measured daily. For interval recording Divide the observation period
into intervals 10 min intervals and note whether the behavior occurred within each interval.
Paraprofessional who work with Kassidee will collect data during classroom activities and also
during recess and playground.
C. Implementation Monitoring
If Kassidee exhibits aggressive behavior when asked to complete a math worksheet, data
collection might involve:
Recording the frequency of hitting and the duration of each hitting episode.
Recording the antecedent (e.g., teacher says "It's time for math") and the consequence
(e.g., teacher removes the worksheet).
Conducting a functional analysis by offering the worksheet with and without Token
Economy to see if the behavior decreases.
Implementing interventions such as teaching the child to ask for a break or providing a
visual schedule, and continuing to collect data on the child's behavior.
Behavior progress Monitoring
Progress Monitoring Daily Data Chart Problem Behavior(s): Frequency, Intensity and
Duration and Alternative/Replacement Behavior: Frequency
BIP Progress Monitoring Weekly Data Summary Problem Behavior(s): Frequency,
Intensity and Duration Alternative/Replacement Behavior: Frequency
Replacement Behavior Graph
Crisis plan consideration
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A. Does this student’s problem behavior require a Crisis Plan?
If Kassidee exhibits aggressive behaviors that are maintained by escaping or avoiding tasks,
situations, or demands, it's highly recommended that a Crisis Plan be developed. Aggressive
behavior, regardless of its function, can pose a risk to the student, other students, and staff. A
Crisis Plan prioritizes safety by outlining procedures to de-escalate the situation and ensure
everyone's well-being. A Crisis Plan provides a clear, written guide for how school staff will
respond to the student's aggressive behaviors when they escalate to a crisis level. This
ensures everyone involved (teachers, administrators, support staff, etc.) knows what to do
and how to provide consistent support to the student.
De-escalation and preventative strategies
Strategies to de-escalate: Calming techniques, providing choices, offering a safe space, active
listening.
Preventative measures: These address the triggers and maintaining factors of the escape-
maintained aggression. Examples include modifying tasks, teaching communication skills (e.g.,
asking for a break appropriately), providing structured choices, and implementing visual
schedules.
Clear steps for assistance: Knowing who to contact and when to involve additional support (e.g.,
administrator, school psychologist, emergency services) is critical during a crisis.
Post-crisis plan: Strategies for helping the student regulate after the crisis and for analyzing the
event to improve future responses.
Responsible team member
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Teacher and Paraprofessional in the classroom.
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References
Sugai, G., Lewis-palmer, T., & Hagan, S. (1998). Using Functional Assessments to Develop
Behavior Support Plans. Preventing School Failure: Alternative Education for Children and
Youth, 43(1), 6–13. https://doi.org/10.1080/10459889809603294
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied Behavior Analysis (3rd ed.).
Pearson Prentice Hall.
Bambara, L. M., & Kern, L. (Eds.). (2021). Individualized supports for students with problem
behaviors: Designing positive behavior plans. Guilford Publications.
Beaulieu, L., Kwak, D., Jimenez-Gomez, C., & Morgan, G.. (2024). Implementing culturally
responsive and trauma-informed practices with checklists and goal setting. Journal of Applied
Behavior Analysis, 57(4), 821–839. https://doi.org/10.1002/jaba.1095
https://www.sde.idaho.gov/sped/sped-forms/files/iep/Behavior-Intervention-Plan.pdf
