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MLE Intervention Plan for Student J

The intervention plan aims to teach J, a 21-year-old student who uses a wheelchair, to verbally ask for help when she needs it. Baseline data showed that J rarely made specific requests for assistance. The intervention will use antecedent and consequence strategies, including prompting J to ask for help and praising her when she does so. Data on J's requests will continue to be collected weekly to measure the effectiveness of the plan. The goal is for J to independently and audibly ask for specific help from others without needing additional cues.

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Marian Stauder
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51 views2 pages

MLE Intervention Plan for Student J

The intervention plan aims to teach J, a 21-year-old student who uses a wheelchair, to verbally ask for help when she needs it. Baseline data showed that J rarely made specific requests for assistance. The intervention will use antecedent and consequence strategies, including prompting J to ask for help and praising her when she does so. Data on J's requests will continue to be collected weekly to measure the effectiveness of the plan. The goal is for J to independently and audibly ask for specific help from others without needing additional cues.

Uploaded by

Marian Stauder
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd

Marian Stauder MLE Intervention Plan Situation: J is a 21-year-old female student with XXX.

She uses a wheelchair for mobility and sometimes needs assistance (pushing up an incline and getting into and out of her chair). However, she often does not ask for help until prompted, which can be for up to an hour if no one notices that she needs something.. Sometimes, she just doesnt ask, skipping whatever activity she needs help for. This is interfering with her instruction. Definition of relevant behavior: J will ask for help verbally using specific directives as to what she needs help with while speaking a volume that is heard by the desired helper. Baseline data: DATE: (data was taken during a one hour period) 9/11 9/12 9/14 Opportunities where J needs help 9 10 10 J is asked if she needs help 5 6 6 Makes general request I need help 1 1 Makes specific request Total Requests

0/9 1/10 1/10

Marian Stauder Intervention: -Desired outcomes: Ideally, J will ask for help in an audible way whenever she needs it, being specific enough that people know how to help her without asking. -Antecedent strategies: Before activities where J might require help, the instructor will say, Ask for help whenever you need it. -Consequence strategies: After the determining stimulus (J needs help), the instructor uses a constant time delay (starting at 0 seconds and going to 5 seconds after three successful probes. If J makes an error at 5 seconds, she moves back to 0.) The controlling prompt is verbal: Say, I need you to (Error correction: deliver the controlling prompt) In addition to the naturally maintaining consequence of getting the help she needs, the instructor will give J specific praise. -Data collection system: Data will be collected as seen in baseline, with data taken for the number of requests and types by way of tallies. Probes will take place weekly. Intervals where instruction or data collection occurs will generally be during times where transfers occur or when J is pushing her wheelchair for long periods of time.

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