H. Selecting and Implementing Interventions

🔹 Function-Based Intervention

An intervention designed to address the function (reason) a behavior occurs — such as attention, escape, access to tangibles, or automatic reinforcement.
Example: If a child engages in screaming to escape a task, teaching them to request a break addresses the same function.

🔹 Evidence-Based Practice (EBP)

Interventions that are supported by empirical research and peer-reviewed studies demonstrating their effectiveness. Behavior analysts are ethically required to select procedures based on data and science.
Example: Differential Reinforcement (e.g., DRA, DRO) is a widely used evidence-based strategy.

🔹 Least Restrictive Alternative

Selecting an intervention that is effective but imposes the fewest limitations on the client’s rights and freedoms.
Example: Teaching communication before using response cost or timeout.

🔹 Social Validity

The extent to which goals, procedures, and outcomes are acceptable and meaningful to the client, family, and society.
Example: A reduction in hand-flapping may not be socially valid unless it interferes with learning or safety.

🔹 Treatment Fidelity (Procedural Integrity)

The degree to which an intervention is implemented exactly as designed. High fidelity ensures that outcomes are due to the intervention, not variability in delivery.
Example: A task analysis must be followed step-by-step by all team members for consistency.

🔹 Generalization

The ability of a behavior to occur in new environments, with new people, or with different stimuli without direct teaching in each situation.
Example: A child who learns to request juice at school also requests it at home.

🔹 Maintenance

The long-term continuation of a learned behavior over time, even after reinforcement is faded or instruction has ended.
Example: A client continues washing hands independently three months after intervention ends.

🔹 Data-Based Decision Making

Using ongoing data collection to evaluate intervention effectiveness and modify programming as needed.
Example: If behavior doesn’t decrease after two weeks of intervention, review fidelity and consider adjustments.

Main Concepts:

• Goals must describe what the behavior looks like and how it can be measured.

• Avoid vague terms like “improve communication” or “increase compliance.”

• Use frequency, duration, latency, percentage, or other quantifiable metrics.

Important Information:

• Promotes consistent data collection and progress monitoring.

• Necessary for insurance, IEPs, and treatment integrity.

• Example: “Client will independently request a preferred item using a full sentence in 4 out of 5 trials.”

Main Concepts:

• Interventions should be function-based and aligned with FBA data.

• Must be supported by peer-reviewed research and professional judgment.

• Consider practicality: culture, setting, staff skills, and client history.

Important Information:

• Prioritizes ethical, effective, individualized care.

• Contextual fit improves buy-in and long-term success.

• Example: Choosing DRA with break access for escape-maintained behavior.

Main Concepts:

• Teach a replacement behavior that serves the same function.

• Ensure it's realistic, efficient, and meaningful to the client.

Important Information:

• Reinforce the new behavior more than the old one to increase success.

• Example: Teaching “I need help” instead of screaming when presented with a hard task.

Main Concepts:

• All procedures have potential side effects (e.g., extinction bursts, aggression, dependency on reinforcement).

• Have preventative and response plans in place.

Important Information:

• Ethical practice requires considering the client’s emotional well-being.

• Reinforcement may lead to satiation; extinction may temporarily increase the behavior.

• Example: Use DRA alongside extinction to teach a safer alternative response.

Main Concepts:

• Relapse includes spontaneous recovery, resurgence, and renewal of behavior.

• Monitor and plan for maintenance and generalization.

Important Information:

• Use booster sessions, ongoing reinforcement, and data collection.

• Train caregivers and staff on how to respond if behavior returns.

Main Concepts:

• Ensure the intervention is implemented as designed (fidelity).

• Use checklists, observations, and staff training.

Important Information:

• If data shows poor results, first check procedural integrity before changing the plan.

• Example: Staff skip reinforcement step → retrain before revising the plan.

Main Concepts:

• Regularly review graphed behavior data to assess progress.

• Use visual analysis: trend, level, variability.

Important Information:

• Make timely changes to improve efficiency and client outcomes.

• Collaborate with the team when adjusting interventions.

Main Concepts:

• Teamwork is essential — ABA is rarely delivered in isolation.

• Coordination improves consistency and generalization.

Important Information:

• Work with families, educators, therapists, and case managers.

• Ensure everyone understands goals, strategies, and how to reinforce behavior.