Maintenance And Generalization

Running Head: MAINTENANCE AND GENERALIZATION PLAN 1

Maintenance and Generalization Plan

Student Name

Institution

Running Head: MAINTENANCE AND GENERALIZATION PLAN 2

Purpose of the plan

Taylor has been showcasing Disruptive outbursts, physical aggression and throwing

things which have compromised her class productivity. This has been caused by her dislike and

fear of transition and instructions. This Behavior Support Plan is to provide Taylor with the

utmost support she needs to improve on her class performance and refrain from the mentioned

behavior of concern. The assessment on Taylor’s behavior establishes that Taylor upholds the

behavior of concern in order to attain control, attention of the teacher as well as avoid

instructions and transitions in her day to day activities. In more than once Taylor has been

punished by the school for her unfit behaviors but her behavior has not improved. Taking up

from the PBST on Taylor, this plan represents an intervention plan seeking to help Taylor

succeed in her class.

Goals of the PBS Plan

 Improve Taylors Reading skills

 Enhance Taylor’s attentiveness in class

 Curb the class disruptions following Taylor’s behavior of concern

Student strengths

Taylor involves in other things that involve handwork

Taylor is social i.e. has friends and freely associates with them.

Consequences related to the behavior of concern

Running Head: MAINTENANCE AND GENERALIZATION PLAN 3

Among the major effects of her behavior is poor class performance, disruption of class

activities and breakdown on her relationship with her parents and teachers. Also, the behavior of

concern causes deficits in her learning skills as she experiences deficits in the Academic skills,

Participating skills, organizing skills, study skills and communication skills. These deficits have

compromised Taylors performance thus the intervention developed by this PBS plan shall see

her enhance her performance.

Maintenance and Generalization Plan

Maintenance refers to the consistent practice of the learnt skills. In this case that is on

how to; ask for transmission,, how to get attention from her teachers, how to stay focused and

how to ask for instructions instead of acting out. Generalization on the other hand is a relative

concept where a student portrays the taught behavior more frequent without having to be re-

trained. Through maintenance and generalization, behavior change gets produced outside the

supervision or training context. Taylor shall be able to maintain the skill in the long-run and

perform the trained skills in different platforms. This change represents maintenance and

generalization respectively.

Different strategies shall be embraced in promoting maintenance and generalization.

Alberto & Troutman (2013) opines that a child can perform a response over time even after

withdrawal of systematic behavior procedures to change the behavior of concern. In promoting

maintenance, Fading prompts may be used to help children practice on the desired learning skills

(Harris & Weiss, 2007). There are different types of prompts that may be used such as the

continuum of support, physical, verbal and visual prompts. Being faded means that they shall be

systematically faded/withdrawn to enhance efficiency of the prompts in promoting maintenace

Running Head: MAINTENANCE AND GENERALIZATION PLAN 4

(Fisher, Kodak, & Moore, 2007). The maintenance plan shall use the Most-to-least approach

where the most supportive prompts shall be admonistered first and gradually shift to the less

supportive prompts. For example Taylor may be engaged in fully physical to patial physical and

then gradually to verbal prompts.

Taylor’s Family and teachers will be on allert on any early signs that Taylor would be

depicting the behavior of concern. The early signs include throwing of things and getting

impatient. These signs shall be used as indicators that the teachers and family can set out

reinforcement to encourage positive behavior. These reinforcements include;

 Reminded to raise her hand to get attention appropriately instead of throwing

things

 Reminded to ask for a break or help instead of acting out

 Reminded of the classroom rules in order to learn how to seek attention

 Reminded of the academic expectations in order to focus on her work

Antecedent Interventions

 Taylor portrays the behavior of concern on a sudden transition hence She should be given

sufficient time to transition

 Provision of clear and consistent instructions. Instructions offered should be consistent to

allow their follow up by Taylor.

 The instructions should be read out to allow Taylor comprehend since she has poor

reading skills.

Running Head: MAINTENANCE AND GENERALIZATION PLAN 5

 Provide enforcer for each behavior embraced so as to encourage maintenance of positive

behavior.

In addition to the reinforcements, the class teacher shall provide additional homework to Taylor

after the class work activities. The homework activities shall feature handwork tasks and

readings on Taylor’s preferred subjects so as to provide Taylor with an opportunity to practice on

her reading skills that would later lead to his reading of other works. Also, Taylor shall engage in

the speech therapies that shall be undertaken at least twice a week to help work on her speech

problem. By these interventions, Taylor shall be able to;

 Disruptive Behavior; Taylor will showcase compliance to the classroom rules to deter

from the inappropriate means of seeking attention.

 Throwing things; Taylor shall be able to raise her hand to get attention appropriately or to

ask for a break or help instead of acting out inappropriately.

 Physical Aggression; Taylor will be knowledgeable on how to get attention appropriately

or how to get a break or help when needed instead of disrupting or being physically

aggressive.

Running Head: MAINTENANCE AND GENERALIZATION PLAN 6

References

Alberto, P. A., & Troutman, A. C. (2013). Applied behavior analysis for teachers. Upper Saddle

River. NJ: Prentice-Hall.

Fisher, W. W., Kodak, T., & Moore, J. W. (2007). Embeding an Identity-matching task within a

prompting hierarchy to facilitate acquisition of conditional discriminations in children

with autism. Journal of Applied Behavior Analysis, 40, 489-499.

Harris, S. L., & Weiss, M. J. (2007). Right from the start: Behavioral treatment for young

children with autism. . Bethesda: Woodbine House.

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