These goals will be accomplished using chaining procedures accompanied by most-to least promptings and level of assistance. Level of assistance will depend on the client's needs and the nature of the behavioral goal. See below for a levels of assistance guide and definitions. For all the following targets for replacement, caregiver and RBT will make sure reinforcers are readily available for when trials are completed (see list of tangibles, activities and other potential reinforcers above). Caregiver will work with RBT and Analyst to add new reinforcers to the list in order to have a more varied repertoire and avoid satiation. Also, caregiver, RBT and Analyst will use Incidental Teaching, meaning at every opportunity of teaching these behaviors is presented while services are provided. The purpose is to exploit naturally occurring opportunities to acknowledge and encourage the use of the replacement behaviors (e.g., pay close attention to client, prompt client to ask for help when the behavior is triggered, rather than waiting until client engages in maladaptive behaviors to then prompt the new behavior).

1. Levels of Assistance Hierarchy (least to most):
2. Independent: Allow client to perform the task without help (no prompts or assistance).
3. Indirect (Verbal or Nonverbal): Tell client that something is expected, but not exactly what (e.g., "Now what?" "What's next?", etc.) or use body language (e.g., expectant facial expression, questioning hand motion with a shrug, etc.) Cue: Using a light, clicker, a bell, etc. that cues client to take an action.
4. Prompting (Direct Verbal): Tell client what he/she is expected to do or say (e.g., "Pull Chair In.") using clear, no repetitive, simple instructions. A verbal prompt can be more disruptive than a gestural or visual prompt, especially in a classroom or community setting.
5. Prompting (Gestural or Visual): Indicate with a motion (e.g., pointing) what you want client to do; use visual icon or picture.
6. Modeling: Show client the correct response/what you want him to do.
7. Partial Physical Assistance: Provide minimal supported guidance (nudging, touching arm or elbow) to guide.
8. Full Physical Assistance: Provide hand-over-hand guidance to help client complete the desired task.

Materials

• Highly preferred items identified through preference assessment
• Neutral items
• Non-preferred or low-preference items
• Preferred activities
• Picture icons or choice board, if needed
• Clear containers, if needed to reduce grabbing
• Data sheet or electronic data collection system
• Reinforcers identified through preference assessment

Operational Definition of Correct Response

A correct response occurs when Aaron selects one of two presented options within 5 seconds by doing one of the following:

• Reaches toward the selected item
• Touches the selected item
• Hands the selected item or picture to the adult
• Moves toward the selected activity
• Contacts the picture icon representing the selected item/activity

Operational Definition of Incorrect Response

An incorrect response occurs when Aaron: does not select an item/activity within 5 seconds; grabs both items at the same time; pushes both items away; throws the items; walks away without selecting; selects the non-preferred item during teaching steps designed to identify preference; engages in problem behavior before making a selection; requires a prompt above the current teaching step.

STO# 1 Aaron will select the preferred item by reaching toward, touching, or exchanging the item/picture within 5 seconds in 80% or more opportunities, when given one preferred item and one non-preferred item presented within reach for 3 consecutive sessions.
STO# 2 Aaron will select the preferred item by reaching toward, touching, or exchanging the item/picture within 5 seconds in 80% or more opportunities, when given one preferred item and one neutral item presented within reach for 3 consecutive sessions.
STO# 3 Aaron will select one item by reaching toward, touching, or exchanging the item/picture within 5 seconds in 80% or more opportunities, when given two preferred items presented within view for 3 consecutive sessions.

LTO: Aaron will independently select the preferred item/activity by reaching toward, touching, or exchanging the item/picture within 5 seconds in 80% or more of opportunities, when given two presented items, pictures, or activities and the instruction "Which one?" or "Do you want ___ or ___?" across at least 2 adults, 2 settings, and 5 different item/activity pairs for 5 consecutive sessions, with estimated masterization date .

Domain: Functional Communication Training / Mand Training / Early Communication
Aaron will hand a preferred item or container to an adult to request help, access, or continuation of an activity.
Replacement Behavior For: Problem behavior or ineffective responses that occur when Aaron cannot independently access, continue, or operate a preferred item or activity.
Rationale: Aaron is a 2-year-old child with autism who presents with significant expressive and receptive language delays, no

functional speech, no consistent pointing, no response to name, and no consistent eye contact as an instructional response. Because Aaron does not yet consistently use speech, pointing, or eye contact to request, this program teaches a low-effort, observable non- verbal mand.

Giving an item to an adult is selected because it allows Aaron to request help, continuation, or access without requiring vocal speech, pointing, eye contact, or response to name. This skill may support functional communication during play, daily routines, and transitions by teaching Aaron to contact the adult with an item instead of engaging in problem behavior, walking away, or climbing without a functional response.

Materials: Preferred toys or activities; Wind-up toys; Cause-and-effect toys; Bubbles; Snack or edible items, if approved; Clear container with a preferred item inside; Closed container, bag, or box; Toy that requires adult help to activate; Data sheet or electronic data system; Reinforcers identified by preference assessment.

Operational Definition of Correct Response: A correct response occurs when Aaron places, hands, or releases an item into or toward the adult's hand within 10 seconds of the motivating situation (e.g., hands a closed container to request opening; gives a wind-up toy to request activation; hands bubbles to request more; gives a toy after it stops working; places an item in the adult's open hand to request help or continuation). Speech, pointing, eye contact, and response to name are not required for a correct response.

Operational Definition of Incorrect Response: does not hand the item within 10 seconds; drops item away from adult; throws the item; walks away with the item; pushes adult's hand away; engages in problem behavior before giving the item; attempts to access the item/activity without giving it; requires a prompt above the current teaching step.

Procedure — Step 1 Contrive Motivation:

The adult will arrange situations in which Aaron needs adult assistance to access, continue, or operate a preferred item/activity. Examples: Place a preferred item inside a clear container. Activate a wind-up toy, then allow it to stop. Blow bubbles, then pause. Open a preferred snack container, then close it. Start a preferred activity, then pause briefly. Provide a toy that requires adult help to operate.

Step 2 — Present the Opportunity: The adult pauses the activity or withholds access briefly while remaining near Aaron. Teaching steps: 1. Adult presents open hand and provides physical prompt to give. 2. Adult presents open hand and provides a gestural cue to give. 3. Adult presents open hand and waits for Aaron to give. 4. Adult presents closed hand and waits for Aaron to give. 5. Adult turns body partially away and waits for Aaron to approach and give.

Step 3 — Prompt the Response: If Aaron does not give the item within 3–10 seconds, the adult provides the current prompt level (full physical → partial physical → gestural → open hand cue → independent response), faded as Aaron begins giving the item with less assistance.

Step 4 — Deliver Reinforcement: When Aaron gives the item, the adult immediately provides the requested outcome (open the container, activate the toy, blow more bubbles, provide access, continue the activity). A brief verbal model such as "help," "open," or "more" may be provided but Aaron is not required to imitate or vocalize.

Step 5 — Error Correction: keep affect neutral; block unsafe/disruptive behavior if needed; represent item and current teaching step; immediately prompt Aaron to give the item; provide the requested outcome after the prompted response; record the response; present another opportunity after a brief pause.

Teaching Guidelines: Use high-preference items at the beginning of teaching.

Place a preferred item inside a clear container. Activate a wind-up toy, then allow it to stop. Blow bubbles, then pause. Open a preferred snack container, then close it. Start a preferred activity, then pause briefly. Provide a toy that requires adult help to operate.

Step 2 — Present the Opportunity (repeated for reference): teaching steps 1 through 5 as above.

Step 3 — Prompt the Response: If Aaron does not give the item within 3–10 seconds, the adult provides the current prompt level. Prompt hierarchy: Full physical prompt; Partial physical prompt; Gestural prompt; Open hand cue; Independent response. Prompts should be faded as Aaron begins giving the item with less assistance.

Step 4 — Deliver Reinforcement: examples repeated (open container, activate toy, blow bubbles, provide access, continue activity).

Step 5 — Error Correction steps repeated as listed above.

Teaching Guidelines: Keep trials brief and reinforcement dense.

• Keep trials brief and reinforcement dense.
• Do not require eye contact.
• Do not require vocal imitation.
• Do not require pointing.
• Do not require response to name.
• Rotate items after Aaron demonstrates progress.
• Practice across play, snack, hygiene, and daily routines.
• Avoid long delays before reinforcement during early acquisition.

Maintenance: After mastery, practice will occur during natural routines at least 2–3 times per week (play, snack, requesting help, requesting more, opening containers, activating toys, continuing paused activities). If correct responding drops below 80% across 3 consecutive sessions, return to the last effective teaching step and increase reinforcement density before fading prompts again.

STO (Short Term Objectives)

STO# 1 Aaron will hand the item to the adult following a full physical prompt in 80% or more of opportunities, given a motivating situation and the adult's open hand for 3 consecutive sessions.
STO# 2 Aaron will hand the item to the adult following a gestural cue, such as the adult extending or slightly moving the open hand, in 80% or more of opportunities, given a motivating situation and the adult's open hand for 3 consecutive sessions.
STO# 3 Aaron will independently hand the item to the adult within 10 seconds in 80% or more of opportunities, given a motivating situation and the adult's open hand for 3 consecutive sessions.

LTO (Long Term Objectives)

LTO: Aaron will independently hand the item or container to an adult within 10 seconds to request help or more in 80% or more of opportunities, given a motivating situation in which Aaron needs help, access, or continuation of a preferred item/activity, across at least 2 adults and 2 settings for 5 consecutive sessions, with estimated masterization date 12/06/2026.

Domain: Functional Communication Training (FCT) — Pre-Symbolic Manding
Replacement Behavior For: Elopement and Climbing (Escape and Automatic/Sensory Function)
Rationale: Given Aaron's current communication profile — no functional speech, no pointing, no eye contact, and profound expressive and receptive language delay — a pre-symbolic motor response at the lowest possible response effort is required as the initial functional communication replacement for elopement and climbing. Reach toward partner's hand is selected because it requires only a gross motor reach with no prerequisite skills, produces an immediate observable signal to the communication partner, and replaces both elopement and climbing as a functionally equivalent response — producing escape from non-preferred demands and access to preferred movement through a safer, teachable response consistent with pre-symbolic FCT principles (Carr & Durand, 1985; Tiger, Hanley & Bruzek, 2008).

Materials: Preferred movement activity or sensory item (via preference assessment; delivered contingent on reach response); Non-preferred task materials (to contrive escape motivating operation); Approved climbing structure or movement area (to contrive and satisfy sensory motivating operation); Visual timer (optional); Data sheet.

Procedure — Step 1 Preference Assessment: Prior to teaching, conduct a paired stimulus or MSWO preference assessment to identify the highest-preference movement activity or sensory item, equivalent to or preferred over the sensory consequence of elopement and climbing.

Step 2 — Establish the Motivating Operation: Escape MO: brief non-preferred task demand (10–15 sec at baseline), mildly non- preferred initially. Sensory MO: withhold access to preferred movement activity for a minimum of 10 minutes prior to the trial.

Step 3 — Trial Structure (DTT): present demand/transition cue; wait 3 seconds for independent reach; deliver prompt if none; reinforce within 1 second of reach with preferred movement break (30 sec initially, thinned gradually); end break and represent demand; record data (prompt level FP/PP/G/I and response accuracy).

Step 4 — Natural Environment Teaching (NET) Transfer: Following criterion at STO 4, embed teaching trials within daily routines — mealtime, dressing, bath time, play transitions. Caregiver delivers the demand/transition cue, prompts the reach response at the current prompt level, and delivers the preferred break immediately contingent on the reach response. RBT observes and provides immediate BST feedback.

Error Correction Procedure: An error is defined as: no reach response within 3 seconds; elopement or climbing initiated at or before the 3-second window; incorrect response emitted (grabs/pulls partner's hand/arm). Sequence: 1. Interrupt calmly, neutral physical prompt. 2. Represent the demand. 3. Deliver full physical prompt immediately, guiding the open hand toward partner. 4. Reinforce the prompted response regardless of prompt level. 5. Record as error (type). 6. Deliver a distractor trial (mastered task) before representing the original trial.

Maintenance Plan: Following criterion at STO 5: thin reinforcement FR1→VR3 across 2 weeks; embed reach trials in natural routines without structured DTT; monitor data monthly; if independent response rate drops below 80% across any 3-session period, return to STO 4 and re-establish before re-generalizing.

STO (Short Term Objectives)

STO# 1 Aaron will extend an open hand toward the communication partner's hand or body within 5 seconds of the demand or transition cue following a full physical prompt, in 80% of opportunities for 3 consecutive sessions.
STO# 2 ...following a partial physical prompt, in 80% of opportunities for 3 consecutive sessions.
STO# 3 ...following a gestural prompt, in 80% of opportunities for 3 consecutive sessions.

LTO (Long Term Objectives)

LTO: Aaron will independently extend an open hand toward the communication partner's hand or body within 5 seconds of the demand or transition cue, without prior elopement or climbing, in 80% of opportunities, with a minimum of 2 communication partners and 2 settings, for 5 consecutive sessions, with estimated masterization date 12/06/2026.

Comments: On hold.
STO 4 — Independent, Structured Context: Aaron will independently extend an open hand toward the communication partner's hand or body within 5 seconds of the demand or transition cue without a prior prompt, in 80% of opportunities across 3 consecutive sessions.
STO 5 — Independent, Generalized: same as above, without prior elopement or climbing, with a minimum of 2 communication partners and 2 settings.

Rationale: This program is designed to increase Aaron's receptive language skills by teaching him to identify common body parts when given a verbal instruction. Body part identification is a foundational adaptive and communication skill supporting dressing, bathing, toileting, medical appointments, hygiene routines, and safety-related instructions. Because Aaron presents with expressive and receptive language delays, limited response to name, no pointing, and limited eye contact, the program will initially accept touching, reaching toward, orienting to, or selecting a body part on self, another person, or a picture as correct responses. Eye contact will not be required.

Target Body Parts: Suggested order: Head, hands, feet, belly, eyes, mouth, nose, ears, arms, legs. Start with 2 targets only.

Materials: Preferred items/activities for reinforcement; Body part picture cards; Doll or stuffed animal; Mirror; Visual model of body parts; Data sheet; Hygiene/dressing items (socks, shoes, shirt, towel, toothbrush); Low-distraction seating/play area; Optional song or motor imitation activity involving body parts.

Response Definition — Correct Response: within 5 seconds, Aaron touches the correct body part on his own body; reaches toward or contacts it; selects it on a doll/picture; or allows physical guidance then independently completes the response during a transfer trial.
Incorrect Response: touches a different body part; selects the wrong picture/item; does not respond within 5 seconds; engages in an incompatible response (leaving, mouthing, throwing, pushing materials away). Eye contact, verbal response, and pointing are not required.

Procedure — 1. Preference Assessment to identify effective reinforcers (toys, sensory items, snacks if approved, social interaction, songs, bubbles, movement, preferred activities). Reinforce immediately after correct independent and successful prompted responses.

2. Teaching Format: DTT, NET, and errorless teaching during early acquisition. Basic trial sequence: gain proximity without eye contact requirement → present instruction ("Touch your head.") → prompt if needed → reinforce → record (independent/prompted/ incorrect/no response) → run a transfer trial when appropriate.

3. Prompting Procedures

Most-to-least prompting hierarchy at the beginning of instruction: 1. Full physical prompt (gently guide Aaron's hand to touch the correct body part). 2. Partial physical prompt. 3. Model prompt (instructor touches own/doll's body part). 4. Gestural prompt. 5. Positional prompt. 6. Independent response. Physical prompting only when clinically appropriate, permitted by caregiver consent, and implemented safely.

4. Errorless Teaching: prompt immediately after the instruction for initial trials to reduce repeated errors, then begin fading after several successful prompted trials.

5. Transfer Trial Procedure: after a prompted correct response, run a transfer trial to create an opportunity for independent response (represent instruction, brief reinforcement, neutral distraction, repeat instruction, independent response, stronger reinforcement).

6. Prompt Fading: full physical → partial physical → model → gestural; increase wait time 0→2–5 sec; reduce positional prompts; rotate target locations when using pictures. Goal is independent responding, not prompt-dependent responding.

7. Reinforcement Procedures: differential reinforcement — high-quality for independent correct, lower-level for prompted, none for incorrect. Pair reinforcement with the name of the body part (e.g., "Head! You touched head!" + bubbles). Avoid vague praise only.

8. Error Correction: Neutral procedure — represent instruction, immediately prompt correct response, brief reinforcement, run a transfer trial, record the original response as incorrect/no response. Do not use reprimands or repeated verbal correction.

9. Generalization: different instructors (RBT, BCBA, caregiver); different locations (therapy area, bathroom, bedroom, play area); different materials (self, doll, picture cards, mirror); different instructions ("Touch your head," "Show me your head," "Where is your head?"); different routines (dressing, washing hands, brushing teeth, bath routine, medical play).

10. Maintenance: mastered body parts included 1–2x/week during natural routines (e.g., "Touch your feet" before socks; "Show me your mouth" before brushing teeth). Recommended: 5–10 opportunities per target per session; begin with 2 body parts; mix mastered and acquisition targets; keep teaching brief and reinforcement-dense.

Example Trial Sequence

Target: Head. Instruction: "Touch your head." Prompt: Model or physical prompt as needed. Response: Learner touches head. Consequence: "Head!" + preferred item/activity. Data: I, P, E, or NR (I = Independent correct; P = Prompted correct; E = Error; NR = No response; PB = Problem behavior occurred during trial).

Because Aaron has no consistent pointing, no response to name, and limited receptive language, the program should not require pointing, eye contact, or verbal imitation. Acceptable responses include touching, reaching, orienting, or selecting.

STO (Short Term Objectives)

STO# 1 Aaron will identify 2 body parts such as head and hands in 80% or more of opportunities, for 3 consecutive sessions.
STO# 2 Aaron will identify 4 body parts such as head, hands, feet, and belly in 80% or more of opportunities, for 3 consecutive sessions.
STO# 3 Aaron will identify 8 body parts on self, a doll, or a picture card in 80% or more of opportunities, across at least 2 instructors and 2 settings/routines for 3 consecutive sessions.

LTO (Long Term Objectives)

LTO: Aaron will receptively identify 10 body parts by touching, reaching toward, or selecting the correct body part on self, a doll, or a picture in 80% or more of opportunities, with at least 2 different instructors and 2 settings/routines, for 5 consecutive sessions, with estimated masterization date 12/06/2026.

Rationale: Aaron is a 2-year-old diagnosed with ASD (ICD-10 F84.0) who presents with no functional speech, no pointing, no consistent eye contact, no response to name, and significant expressive and receptive language delays. Aaron engages in climbing during escape-related situations and during opportunities that produce sensory/movement reinforcement. Climbing presents a high- priority safety risk, including fall injury and access to unsafe objects at height.

Safe movement request and engagement is selected as the replacement behavior because it provides Aaron with access to movement in a safe, pre-approved area while reducing contact with unsafe climbing surfaces. This response requires only observable locomotor behavior and does not require speech, pointing, eye contact, or complex receptive language. For escape-maintained climbing, this program will be paired with Aaron's existing Touch a Tangible Break Card program so that both maintaining functions are addressed within a coordinated intervention package. (Piazza et al., 2002; Carr & Durand, 1985; Tiger et al., 2008).

Materials: Pre-approved movement activity area in a fixed, accessible location; approved movement activities (toddler-safe foam structure, mini trampoline with handlebar, crash pad, crawling tunnel, preferred push toy); Touch a Tangible Break Card in a fixed location; preferred tangibles for supplemental reinforcement during acquisition; safety modifications (gates, furniture anchors, non- slip mats, blocked access to elevated surfaces); data sheet.

Procedure — Step 1 Safety Preparation: confirm before each session that unsafe climbing surfaces are blocked, the approved movement area is available, direct line of sight with Aaron is maintained, and safety modifications are in place.

Step 2 — Preference Assessment: conduct MSWO or paired stimulus to identify competing movement activities (jumping, bouncing, crawling, rolling, pushing, pulling, crash pad, crawling tunnel, toddler-safe foam structure). Repeat every 30 days or sooner if engagement decreases.

Step 3 — Noncontingent Access to Safe Movement: scheduled access every 8–10 minutes independent of climbing, thinned gradually as engagement increases.

The schedule may be gradually thinned as climbing decreases and independent engagement with safe movement increases.

Step 4 — Establish Teaching Opportunities: during restricted access to unsafe climbing surfaces, transitions, non-preferred demands, denied/delayed access, periods when climbing has historically occurred, naturally occurring attempts to access movement. Avoid extended deprivation of movement access; use brief, controlled, naturally occurring teaching opportunities.

Step 5 — Teaching Trial Structure: 1. confirm safety modifications; 2. ensure approved area accessible; 3. present/gesture toward area; 4. wait up to 10 seconds for engagement; 5. deliver current prompt level if none; 6. allow engagement for criterion duration; 7. provide supplemental reinforcement as appropriate; 8. record MO type, prompt level, engagement duration, climbing occurrence, reinforcer delivered.

Integration with Touch a Tangible Break Card (for escape-maintained climbing): present brief demand; break card available; if Aaron attempts to climb, block unsafe climbing; prompt to touch break card; provide brief break after contact, in or near the safe movement area; represent a reduced demand or mastered task after the break.

Error Correction: recorded if Aaron does not move toward the approved area within 10 seconds, attempts to climb an unsafe surface, moves toward the area but does not engage, or engages for less than criterion duration. Sequence: interrupt using least intrusive safe response; neutral affect/minimal verbal attention; guide toward approved area; prompt engagement; brief reinforcement for prompted engagement; record as error; present a preferred floor-level/mastered activity before next trial.

Maintenance — After Mastery: thin supplemental reinforcement FR1→VR3 across ~2 weeks; keep the approved movement area available across natural routines; prioritize transitions/play routines/demand contexts where climbing historically occurred; repeat preference assessment every 30 days or when engagement decreases; if engagement drops below 80% across 3 consecutive sessions, return to last effective prompt level and increase reinforcement density; maintain safety modifications until climbing is reduced to clinically acceptable levels as determined by the supervising BCBA.

STO (Short Term Objectives)

STO# 1 Aaron will engage in observable movement behavior within the approved area for a minimum of 15 consecutive seconds following a full physical prompt, in 80% of opportunities for 3 consecutive sessions.
STO# 2 ...following a partial physical prompt, in 80% of opportunities for 3 consecutive sessions.
STO# 3 ...following a gestural prompt, in 80% of opportunities for 3 consecutive sessions.

LTO (Long Term Objectives)

LTO: Aaron will independently move toward and engage in observable movement behavior within a pre-approved movement activity area for at least 60 consecutive seconds, without climbing on unsafe surfaces, in 80% of opportunities, across at least 2 adults and 3 settings, for 5 consecutive sessions, with estimated masterization date 12/06/2026.

Domain: Functional Communication Training (FCT) — Pre-Symbolic Manding
Replacement Behavior For: Elopement and Climbing (Escape and Automatic/Sensory Function)
Rationale: A tangible break card is introduced as FCT, building directly on the gross motor reach response already established — the topography is identical (reach and contact) with the addition of a specific fixed-location physical target. The break card is placed in the same fixed location within Aaron's immediate reach at all times, eliminating eye contact, pointing, verbal behavior, and visual discrimination as prerequisites. It introduces a conventional communicative form transferable across caregivers, settings, and routines, produces an immediate unambiguous signal, and prepares Aaron for PECS Phase I by establishing the motor topography of reaching toward and contacting a communication item (Carr & Durand, 1985; Tiger, Hanley & Bruzek, 2008).

Materials: Break card (per specs above); Velcro mounting surface; preferred movement activity/approved climbing structure/ sensory item; non-preferred task materials; visual timer (optional); data sheet.

Procedure — Step 1 Break Card Introduction (Pre-Teaching Phase): pair the break card with the preferred movement break across 5–10 trials over 2 sessions — place card, guide contact via full physical prompt, deliver break immediately contingent on contact.

Step 2 — Establish the Motivating Operation: Escape MO (brief non-preferred demand, 10–15 sec at baseline); Sensory MO (withhold preferred movement/climbing activity for a minimum of 10 minutes prior to trial).

Step 3 — Trial Structure (DTT): confirm card in fixed location; present demand/transition cue; wait 3 seconds for independent contact; deliver prompt if none; reinforce within 1 second of contact by removing the demand and delivering the preferred break (30 sec initially, thinned gradually); replace card and represent demand; record data.

Step 4 — Natural Environment Teaching (NET) Transfer: following criterion at STO 4, ensure the break card is mounted in its fixed location across all natural routine contexts. Caregiver delivers the demand/transition cue, prompts contact at the current prompt level, and delivers the preferred break immediately contingent on contact; RBT observes and provides immediate BST feedback.

Error Correction Procedure: no contact within 3 seconds; elopement/climbing initiated at/before the 3-second window; reaches toward incorrect location; contacts card but does not remove it. Sequence: interrupt calmly; reposition break card; represent the demand; deliver full physical prompt immediately; reinforce the prompted response regardless of prompt level; record error type; deliver a distractor trial before representing the original trial.

Maintenance Plan (following criterion at STO 5): thin reinforcement FR1→VR3 across 2 weeks; embed break card trials within natural routines without structured DTT format;

Monitor data monthly for response maintenance; if independent response rate drops below 80% across any 3-session period, return to STO 4 with primary therapist and re-establish before re-generalizing; begin FCT Level 3 (Push Away Non-Preferred Item) concurrently with maintenance of FCT Level 2.

STO (Short Term Objectives)

STO# 1 Aaron will reach toward and contact the break card within 5 seconds of the demand or transition cue following a full physical prompt, in 80% of opportunities for 3 consecutive sessions.
STO# 2 ...following a partial physical prompt, in 80% of opportunities for 3 consecutive sessions.
STO# 3 ...following a gestural prompt, in 80% of opportunities for 3 consecutive sessions.

LTO (Long Term Objectives)

LTO: Aaron will independently reach toward and contact the break card in its fixed location within 5 seconds of the demand or transition cue, without prior elopement or climbing, in 80% of opportunities, with a minimum of 2 communication partners and 2 settings for 5 consecutive sessions, with estimated masterization date 12/06/2026.

Comments: On hold. STO 4 — Independent, Structured Context: Aaron will independently reach toward and contact the break card within 5 seconds of the demand or transition cue without a prior prompt, in 80% of opportunities across 3 consecutive sessions. STO 5 — Independent, Generalized: same, without prior elopement or climbing, across 3 consecutive sessions, with a minimum of 2 communication partners and 2 settings.

Program Area: Play Skills / Independent Object Exploration
Program Goal: Aaron will independently manipulate and explore toys or everyday objects for a total of 1 minute during a 30-minute observation period. Exploration may include touching, holding, looking at, turning, shaking, pressing, transferring, or otherwise manipulating an object without continuous adult prompting.

Rationale: Independent object exploration is an early play skill that supports future functional play, cause-and-effect play, leisure skills, imitation, joint attention, and engagement with learning materials. The goal is for play and exploration to become reinforcing through the object itself (sound, texture, movement, light, or function) rather than requiring continuous adult-delivered attention or prompts.

Supporting/Prerequisite Skills: 1. Comfort item contact (blanket/stuffed animal); 2. Reaching toward objects of interest; 3. Toys transfer between hands; 4. Visual orientation toward toy movement.

Target Behavior: independently manipulate and explore toys/objects — looking, reaching, picking up, holding, transferring, turning, shaking, pressing a button, tapping, looking at different parts, activating light/sound/movement features, exploring texture/ shape/movement.

Correct Response Definition: independently touches, holds, looks at, reaches toward, transfers, or manipulates a toy/object for the required duration based on the current STO.
Incorrect Response Definition: does not look/reach/touch/manipulate within the response interval; moves away without contact; requires continuous adult prompting; drops/pushes item away without further exploration; engages only after full physical prompting (if measuring independent responding).

Materials: simple, safe, varied objects with noticeable features.

Examples: preferred comfort item (blanket/stuffed animal), ball, cup, keys/toy keys, light-up toy, squeaky toy, toy car, simple musical toy, rattle/shaker, textured sensory item, soft blocks, cause-and-effect toy, toy with buttons, book with textures/flaps, common household objects approved for play. Materials should be safe, age-appropriate, based on Aaron's current interests.

Teaching Procedures: 1. Arrange a low-distraction play area. 2. Present 2–4 safe/interesting toys within reach. 3. Use items with features that evoke exploration (texture, sound, movement, lights, function). 4. Briefly model exploration if needed. 5. Avoid demanding Aaron copy the action. 6. Place item back within reach. 7. Wait for engagement. 8. Allow independent exploration. 9. Provide brief, low-intrusion social reinforcement ("You found it" or a smile). 10. Step back, avoid continuous involvement. 11. Rotate to a more interesting item if no engagement. 12. Track total duration of independent exploration.

Prompt Strategy: modeling-then-fading — presenting within reach, moving/activating briefly, modeling exploration, gesturing, placing closer, brief verbal comment, partial physical prompt only if necessary. Prompts should be faded quickly so the object itself maintains engagement.

Prompt Hierarchy

1. Independent exploration
2. Object placed within reach
3. Object briefly activated or moved
4. Adult model of object use
5. Gestural prompt toward the item
6. Brief verbal comment
7. Partial physical prompt, if needed

Full physical prompting should not be used to maintain play for extended periods because the goal is independent object exploration.

Error Correction Procedures: pause and allow additional time; present a more preferred/interesting item; briefly model one action; place item back within reach; reinforce any independent looking/reaching/touching/manipulation; if engagement remains low, reduce number of items/distractions or use a familiar comfort item; gradually fade adult involvement.

Maintenance and Generalization: different toys, textures, object functions, home routines, therapy sessions, play routines, different rooms, different adults present, familiar and novel objects.

STO (Short Term Objectives)

STO# 1 Aaron will look toward the item within 5 seconds in 80% of opportunities for 3 consecutive sessions.
STO# 2 Aaron will reach toward, touch, or make physical contact with the item within 5 seconds in 80% of opportunities for 3 consecutive sessions.
STO# 3 Aaron will independently touch, hold, or manipulate the item for at least 5 consecutive seconds in 80% of opportunities for 3 consecutive sessions.

LTO (Long Term Objectives)

LTO: Aaron will independently manipulate and explore toys or everyday objects for a total of 1 minute at 80% of opportunities during a 30-minute observation period, without continuous adult prompts or adult-delivered reinforcement for 5 consecutive sessions, with estimated masterization date 12/06/2026.

Vocal Behavior / Early Communication / Naturalistic ABA Teaching. VB-MAPP Area: Vocal — Level 1 / Vocal 2M. Current Status: Emerging skill based on latest VB-MAPP assessment. Objective: Aaron will increase the frequency and variety of spontaneous vocalizations during naturalistic routines, play activities, and preferred interactions. Target Skill: Aaron will spontaneously emit varied vocal sounds during observation periods. A vocalization is defined as an audible sound produced by Aaron using his voice, including vowel-like sounds, consonant-vowel approximations, humming, squealing, or other distinguishable vocal patterns. This program will not require imitation, word repetition, target phonemes, or articulation accuracy.

Rationale: Aaron is a 2-year-old child diagnosed with ASD who presents with significant expressive and receptive language delays, no functional speech, no consistent pointing, no response to name, and no consistent eye contact as an instructional response. Aaron has demonstrated emerging vocal behavior; this program increases occurrence/variety of spontaneous vocalizations during naturally occurring activities. To avoid overlap with speech therapy, ABA staff will not target articulation, speech-sound accuracy, oral-motor movements, phoneme production, or direct vocal imitation drills — these remain under the direction of the treating SLP.

Materials: No special materials required. Optional: preferred toys, bubbles, musical toys, light-up toys, cause-and-effect toys, cars, balls, movement activities, songs, social play routines, sensory materials approved by the treatment team.

Operational Definition of Vocalization: counted when Aaron emits an audible sound using his voice during the observation period (e.g., "ah," "oh," "ee," "uh," "mm," "ba," "ma," "ga," "da," humming, squealing, other distinguishable patterns).

Definition of Different Sounds: a sound counts as different when it varies by at least one observable feature (vowel quality, consonant sound, rhythm, pitch, duration, intensity, sound pattern). Example: "ah," "mm," "ba," "oh," "ee" in one period = 5 different sounds.

Responses Not Counted Toward Independent Vocal Variety: produced only after a direct instruction to repeat; produced only after an echoic prompt ("Say ___"); a cry/distress vocalization without a distinguishable pattern; a non-vocal response only; the same sound repeated without variation; produced outside the observation period. Prompted vocalizations may be recorded separately but do not count toward independent spontaneous vocal variety.

Maintenance and Generalization: embedded 2–3x/week — home routines, therapy sessions, play routines,

movement routines, songs, snack routines (if approved), caregiver-led routines, different adults, different rooms, different materials. Goal: varied spontaneous vocalizations across natural routines, not only structured teaching.

Teaching Procedures — Step 1 Arrange Naturalistic Opportunities: play routines, bubbles, songs, movement activities, cause-and- effect toys, light-up toys, car play, snack routines (if approved), caregiver-led interaction, approved sensory routines.

Step 2 — Pair Adult Vocal Models With Reinforcement: model playful sounds during ongoing activities ("Pop" during bubbles, "Vroom" during car play, "Boom" when blocks fall, "Up" during movement play, "Oooh" during light-up toy activation). Aaron is not required to imitate the sound.

Step 3 — Use Time Delay and Expectant Pause: brief 2–5 second pause during a preferred routine to create an opportunity to vocalize (before blowing bubbles again, before activating a toy, during a song, before rolling a car, before continuing movement play). If Aaron vocalizes, immediately continue/activate the routine.

Step 4 — Reinforce Spontaneous Vocalizations: immediate reinforcement for any spontaneous vocalization.

Reinforcement may include continuing the activity, activating the toy, blowing bubbles, rolling the car, continuing the song, movement play, access to a preferred item, brief social interaction paired with the activity. During early acquisition, reinforce all spontaneous vocalizations; as vocal behavior increases, provide stronger reinforcement for new/different sounds.

Step 5 — Differential Reinforcement for Variety: stronger/longer reinforcement for a new/varied vocalization (longer bubbles access, more animated play, faster toy activation, longer movement activity, higher-preference item). Repeated sounds may still be reinforced during early acquisition, but new/varied sounds should contact higher-quality reinforcement.

Step 6 — Rotate Activities: bubbles, cars, music, movement play, cause-and-effect toys, light-up toys, songs, blocks, ball play. Avoid repeated drills with one sound or activity only.

Prompting Strategy: naturalistic prompting and environmental arrangement — adult sound models during play, time delay, expectant pause, animated play sounds, songs, sound effects during activities,

pausing a preferred activity, re-presenting a preferred routine. Do not use direct echoic demands such as "Say ___" as part of this ABA program — direct imitation of specific sounds should be addressed by the SLP if included in the speech plan of care.

Error Correction / Response to Limited Vocalizations: this program does not use traditional error correction because the target is spontaneous vocal behavior. If Aaron does not vocalize: continue after a brief pause; present another opportunity later; rotate to a higher-preference activity if vocalizations remain low; increase pairing of adult vocal models with preferred activities; reduce response effort and avoid repeated demands; record no vocalization for that opportunity; consult with the supervising BCBA and SLP if vocal frequency/variety remains limited. Do not withhold access for extended periods to force vocalizations.

STO (Short Term Objectives)

STO# 1 Aaron will spontaneously emit 1–2 different vocal sounds while averaging 2–4 total vocalizations per hour in 80% or more of observation periods for 3 consecutive sessions.
STO# 2 ...3 different vocal sounds while averaging 5–6 total vocalizations per hour... for 3 consecutive sessions.
STO# 3 ...4 different vocal sounds while averaging 7–9 total vocalizations per hour... for 3 consecutive sessions.

LTO (Long Term Objectives)

LTO: Aaron will spontaneously emit at least 5 different vocal sounds while averaging 10 total vocalizations per hour in 80% or more of observation periods, across at least 2 adults and 2 settings for 5 consecutive sessions, with estimated masterization date 12/06/2026.

These goals will be accomplished using chaining procedures accompanied by most-to least promptings and level of assistance. Level of assistance will depend on the client's needs and the nature of the behavioral goal. See below for a levels of assistance guide and definitions. For all the following targets for replacement, caregiver and RBT will make sure reinforcers are readily available for when trials are completed (see list of tangibles, activities and other potential reinforcers above). Caregiver will work with RBT and Analyst to add new reinforcers to the list in order to have a more varied repertoire and avoid satiation. Also, caregiver, RBT and Analyst will use Incidental Teaching, meaning at every opportunity of teaching these behaviors is presented while services are provided. The purpose is to exploit naturally occurring opportunities to acknowledge and encourage the use of the replacement behaviors (e.g., pay close attention to client, prompt client to ask for help when the behavior is triggered, rather than waiting until client engages in maladaptive behaviors to then prompt the new behavior).

1. Levels of Assistance Hierarchy (least to most):
2. Independent: Allow client to perform the task without help (no prompts or assistance).
3. Indirect (Verbal or Nonverbal): Tell client that something is expected, but not exactly what (e.g., "Now what?" "What's next?", etc.) or use body language (e.g., expectant facial expression, questioning hand motion with a shrug, etc.) Cue: Using a light, clicker, a bell, etc. that cues client to take an action.
4. Prompting (Direct Verbal): Tell client what he/she is expected to do or say (e.g., "Pull Chair In.") using clear, no repetitive, simple instructions. A verbal prompt can be more disruptive than a gestural or visual prompt, especially in a classroom or community setting.
5. Prompting (Gestural or Visual): Indicate with a motion (e.g., pointing) what you want client to do; use visual icon or picture.
6. Modeling: Show client the correct response/what you want him to do.
7. Partial Physical Assistance: Provide minimal supported guidance (nudging, touching arm or elbow) to guide.
8. Full Physical Assistance: Provide hand-over-hand guidance to help client complete the desired task.

Aaron's programming is delivered using both DTT and NET, applied selectively across programs based on the skill being targeted and Aaron's current level of stimulus control.

Discrete Trial Teaching (DTT) — used for programs requiring repeated, structured opportunities to establish an initial response under controlled antecedent conditions, particularly during acquisition, before the response has been established at criterion level. Each trial: discriminative stimulus presentation, defined response interval, planned consequence, brief inter-trial interval.

For Aaron, DTT is applied to: VP-MTS 5M: Finding the Same One; Receptive Identification of Body Parts; Imitation 1.1M: Copying What You Do; initial acquisition trials for Mand for Oral Sensory Access and Touch a Tangible Break Card, prior to transfer into naturally occurring motivating operations.

Natural Environment Teaching (NET) — used once an initial response is established through DTT, or directly for programs inherently tied to naturally occurring motivating operations. Embeds teaching into ongoing activities, play, and daily routines.

For Aaron, NET is applied to: Mand 1M and Non-Verbal Requesting (manding taught under naturally occurring MOs rather than contrived massed trials); Play 1M: Spontaneous Exploration and Initial Object Manipulation (by definition targets independent engagement during unstructured play); Vocal 2M: Increasing Spontaneous Vocalizations (measured/reinforced as they occur naturally); Social 1M: Eye Contact as a Mand for Social Interaction (reinforced only as it occurs naturally within ongoing social interaction); Safe Movement Request and Engagement, Reach Toward Partner's Hand, and the FCT components of the elopement/ climbing/route-running interventions (must be trained under actual MOs and antecedent conditions present across the day); Makes a Choice Using Reach, Touch, or Item Exchange and Listener 3M: Finding Family and Favorites (embedded across daily routines to support generalization once an initial response is established).

Overall sequencing for Aaron: New topographies (matching, imitation, body part identification) are typically introduced in DTT to establish the response under controlled conditions, then systematically transferred into NET once Aaron demonstrates the response reliably. Programs targeting communicative, safety, and replacement responses are introduced directly in NET, or transitioned into NET as early as clinically appropriate, since functional communication and safety responses must ultimately occur under naturally occurring motivating operations to be clinically meaningful.

Aaron's parents and caregivers will be active participants in the implementation and generalization of his behavior intervention plan. Caregiver involvement is clinically necessary because Aaron's target behaviors, including elopement, unsafe mouthing, climbing, and repetitive route running, occur across home routines, transitions, play routines, and unstructured periods. Consistent caregiver implementation will support generalization of replacement behaviors across people, settings, and daily routines.

Caregivers will receive training using Behavioral Skills Training (BST), including instruction, modeling, rehearsal, and feedback. Training will focus on identifying antecedent conditions, arranging the environment for safety, implementing prevention strategies, prompting replacement responses, delivering function-matched reinforcement, and collecting or reporting relevant behavior data. Caregivers will be trained to use low-effort communication responses with Aaron, including touching a break card, reaching toward an adult's hand, non-verbal requesting, choice-making by reach or touch, requesting access to approved oral-sensory items, and transitioning to safe movement activities.

For unsafe mouthing, caregivers will be trained to maintain the approved safe bin, inspect safe oral items before use, remove damaged items, block access to unsafe objects, and prompt Aaron to use the approved replacement response. Caregivers will also participate in item approval and provide written informed consent before safe oral items are used. Any choking, gagging, ingestion, allergic response, vomiting, or damaged item will be reported to the supervising BCBA immediately, and the program will be paused pending review.

For elopement, climbing, and repetitive route running, caregivers will be trained to use environmental safety procedures, including securing exits, blocking unsafe climbing surfaces, maintaining close supervision during transitions, providing scheduled movement breaks, and redirecting Aaron to approved safe movement activities. Caregivers will be taught to use neutral affect, minimal verbal attention, and immediate reinforcement for replacement behaviors.

Caregivers will be encouraged to practice Aaron's replacement skills during naturally occurring routines, including play,

transitions, dressing, hygiene, waiting periods, and family activities. The supervising BCBA will monitor caregiver implementation, provide corrective feedback, review progress data, and update caregiver procedures as Aaron's behavior changes. The goal of family involvement is to ensure that Aaron's replacement behaviors are practiced consistently and safely across daily routines while reducing reliance on unsafe behavior to access escape, tangible items, movement, or oral-sensory input.

STO# 1 Amarilis Albite will verbally identify the antecedent conditions associated with elopement, climbing, and route running for Aaron and state the function-matched replacement response procedure for each behavior, with 80% accuracy, given verbal instruction and written procedural materials from the BCBA, for 3 consecutive sessions.

LTO# 1 Amarilis Albite will independently implement function-matched replacement response procedures — including antecedent arrangement, NCR delivery, replacement response prompting, and function-matched reinforcement — across naturally occurring contexts for elopement, climbing, and repetitive running along a fixed route, with at least 80% procedural fidelity across 3 consecutive observed sessions, generalized across a minimum of 2 routine contexts (e.g., play, transitions, mealtime) as measured by BCBA direct observation and procedural fidelity scoring for 5 consecutive sessions, with estimated masterization date .

On hold.
STO 3: Given direct observation by the BCBA during a naturally occurring antecedent context, Amarilis will independently implement the replacement response procedure — interrupting the behavior using neutral affect, prompting the replacement response, and delivering function-matched reinforcement — with at least 80% procedural fidelity across 3 consecutive observed opportunities.
STO 4: Given indirect supervision by the BCBA, Amarilis will independently implement the procedure across naturally occurring antecedent contexts without BCBA presence and complete basic daily data collection, with at least 80% procedural fidelity across 3 consecutive sessions as measured by RBT observation and caregiver self-report.

STO# 1 Amarilis Albite will verbally describe the safe bin inspection procedure, the NCR schedule for safe bin access, and the steps for blocking unsafe mouthing and redirecting Aaron to the safe oral replacement response, with 80% accuracy, given verbal instruction and written procedural materials from the BCBA for 3 consecutive sessions.

LTO# 1 Amarilis Albite will independently implement the safe oral replacement and mand for oral sensory access procedures — including safe bin inspection, NCR delivery, response blocking, safe bin/communication material presentation, prompt delivery, and function-matched reinforcement — across naturally occurring high-probability mouthing routines without BCBA presence, with at least 80% procedural fidelity generalized across a minimum of 2 routine contexts, for 5 consecutive sessions, with estimated masterization date .

STO 2: Given a BCBA demonstration of the safe oral replacement and mand procedures during an active session, Amarilis will demonstrate the correct implementation steps with at least 80% procedural fidelity across 2 consecutive observed practice opportunities.
STO 3: Given direct observation during a naturally occurring high-probability mouthing routine, Amarilis will independently implement the procedures with at least 80% procedural fidelity across 3 consecutive observed opportunities.
STO 4: Given indirect supervision, Amarilis will independently implement the procedures across naturally occurring routines without BCBA presence and complete basic daily data collection, with at least 80% procedural fidelity across 3 consecutive sessions.

Generalization training will be implemented to ensure Aaron uses replacement behaviors and skill acquisition responses across people, settings, materials, routines, and antecedent conditions. Skills will be systematically transferred from structured sessions to natural routines using planned programming, caregiver training, prompt fading, and function-matched reinforcement.

Generalization will be programmed across at least two adults (RBTs, parents, caregivers, and the supervising BCBA). Aaron will practice replacement behaviors with different communication partners, locations (therapy areas, play areas, hallways, bedrooms, family areas), and materials (break cards, choice materials, safe movement options, approved oral-sensory items, toys, pictures, AAC symbols, familiar objects) introduced gradually.

Prompt fading will be used during generalization so Aaron does not become dependent on physical, gestural, or positional prompts, reduced systematically from full physical → partial physical → gestural → independent responding.

Generalization and maintenance procedures will be implemented to ensure Aaron continues to use replacement behaviors and skill acquisition responses after mastery and across naturally occurring routines.

Aaron's main barriers to treatment include limited functional communication, limited response to name and verbal instructions, no consistent eye contact as an instructional response, high rates of automatically reinforced behavior, safety risks, prompt dependence, variable reinforcer effectiveness, transition difficulty, limited generalization, and the need for consistent caregiver implementation.

The supervising BCBA will train RBTs and caregivers using BST — instruction, modeling, rehearsal, feedback — focused on identifying antecedents, environmental safety procedures, prompting low-effort replacement responses, function-matched reinforcement, blocking/redirecting unsafe behavior, and accurate data collection.

The supervising BCBA will review Aaron's program data on an ongoing basis and modify procedures when data indicate current interventions are not producing adequate progress, target behavior increases, replacement behavior decreases, or safety concerns occur.

Once the criteria specified in the target behaviors and instructional goals sections of the plan have been achieved for each target behavior/goal for three consecutive months, behavior analysis services will be terminated. Services will be reduced in the following increments:

If Aaron demonstrates regression or increased risk during any fading phase, services may return to the previous service level or be clinically adjusted by the supervising BCBA. A return to a higher level of support may occur if: 1. Target behavior increases for 3 consecutive sessions or shows a clinically significant increase. 2. A severe safety incident occurs. 3. Replacement behavior decreases below 70% independence. 4. Caregiver implementation fidelity drops below 75%. 5. Generalization fails across relevant routines or settings. 6. New target behaviors emerge presenting safety or adaptive-functioning concerns. 7. Medical, environmental, or family- context variables significantly affect treatment stability. When return-to-higher-level criteria are met, the supervising BCBA will review data, modify the treatment plan, retrain staff/caregivers, and document the clinical rationale.

The client does not currently exhibit behaviors necessitating Crisis Management. However, if the client engages in behavior that poses an immediate and ongoing risk to themselves or others, the crisis will be addressed using the least restrictive and safest evidence-based interventions, including response blocking (up to 15 seconds), removal of throwable objects, and/or relocation to a secure area. In the event of injury, appropriate medical attention should be sought. If the behavior cannot be safely managed, caregivers are advised to contact emergency services (911) immediately and notify the behavior analyst, who will respond within 24 hours.

Know the circumstances under which you should call for emergency medical services. If you are concerned for the person's safety and feel unable to help the person, you should call for emergency medical attention, but in many cases, a person having a seizure will not need emergency assistance. Often, a person will have medication with them. Ask when you can. This is helpful and can be useful to them right away.

A crisis plan includes active steps or self-help methods to encourage de-escalate or defuse crisis situations, names and phone numbers of contacts that can assist in the prevention or de-escalation of behaviors. Please note specific instructions on what parents/guardians/caregivers should do after hours (i.e., Call 9-1-1 in case of an emergency situation).

* Be aware and identify the precursors of maladaptive behaviors that might escalate to a crisis. * Never appear aggressive. * Focus on returning the situation to a calm state. * Focus on the essence of the current crisis/behavior. * Do NOT use threats and do NOT belittle or make behavior seem unimportant. * Instruct others to leave the area. * Provide space and refrain from touching the individual. * Use simple language and give short, clear directions. * Project calm through your movements — keep them slow and predictable. * Remove distracting/dangerous elements. * Go to a stress-free and quiet place.

Services will be provided in the home setting, where Aaron's target behaviors and replacement skills occur within daily routines. The transition plan will focus on gradually increasing caregiver participation while reducing reliance on direct staff support as Aaron demonstrates stable behavior reduction, increased independent use of replacement behaviors, and generalization across home routines. The BCBA will train caregivers to implement prevention strategies, prompt replacement responses, deliver function-matched reinforcement, collect or report relevant data, and apply safety procedures during transitions, play, waiting periods, hygiene routines, and unstructured time. As Aaron meets fading criteria, RBT support will be reduced in phases while caregiver-led implementation increases. Transition to reduced services or consultation-only support will occur only when Aaron maintains treatment gains across home routines without an increase in safety risk.

RBT Monitoring and Training by the Behavior Analyst: The supervising BCBA will provide ongoing RBT training and monitoring to ensure Aaron's treatment plan is implemented

accurately and safely. Training will include instruction, modeling, rehearsal, and feedback on antecedent strategies, environmental safety procedures, prompt hierarchy, functional communication training, differential reinforcement, response interruption/redirection, safe movement procedures, oral-sensory safety procedures, and accurate data collection.

Specific duties and responsibilities: The RBT will provide direct ABA services to Aaron in the home setting under the supervision of the BCBA — implementing skill acquisition programs and the behavior intervention plan as written, following prescribed prompt hierarchies, delivering function-matched reinforcement, applying antecedent strategies to reduce elopement, unsafe mouthing, climbing, and repetitive route running, maintaining close supervision during high-risk routines, arranging the environment for safety, and prompting low-effort replacement responses.

Ongoing Assessment Responsibilities: collecting accurate and objective data on target behaviors, replacement behaviors, skill acquisition goals, prompt levels, reinforcer effectiveness, generalization, and safety-related events during each session.

Training Procedures for caregiver: The supervising BCBA will provide caregiver training on a weekly basis using BST, focused on antecedents, environmental safety procedures, replacement behaviors, and function-matched reinforcement.

Activity Schedule: Monday–Saturday

In order to monitor the effectiveness of the implementation of this behavior plan, Behavior Analyst will continue work collaboratively with parents, RBT, and other healthcare professionals to identify progress or lack of progress in the decrease of maladaptive behaviors and the increase of performance in the programs which measure the acquisition of alternative behaviors and new skills. Data from Applied Behavior Analysis (ABA) are graphed and analyzed on a regular basis by the Behavior Analyst. This analysis helps determine whether current programming and interventions are effective. As a result, the Behavior Analyst can quickly intervene when a child is not making sufficient progress on their goals. At the same time, the data analysis ensures that the appropriate strategies are in place and that the child will meet progress milestones. Data related to maladaptive behaviors and programs will be collected each day that services are provided and analyzed on monthly basis. In addition, the

performance of the RBT and the caregiver regarding programs implementation, and the use of interventions and reinforcers will be evaluated on monthly basis as well in the competency check form. All these data will be included, analyzed, and graphed in the monthly report. Systematically, if there is any obstacle with the implementation of the plan, it will be discussed with service providers and caregivers, and the plan will be modified accordingly. In addition, if there is a new maladaptive behavior manifesting, the behavior will be included in the monthly and baseline will be collected after clearly defining the maladaptive behavior and its functions. A new program will then be developed to address it. Program effectiveness is also considered monthly; if a program is not meeting short-term objectives on target or close to it, the program will be modified accordingly. This behavior plan will be revised within a six-month period of the day of its completion, and the Behavior Plan Progress Monitoring Tool will be included in the six-month period report.