client- Marcus is a 15-year-old group home resident that has been in the foster care system for 6 years. Marcus is verbal and reads at grade level. Marcus is about 30 pounds overweight and has very unhealthy eating habits. He frequently skips staff-prepared meals and eats nutrition-poor foods like chips or ice cream as meal substitutes. When asked why he does not eat the meals prepared for him he says that they are not to his liking. He is given money to buy his lunches at school. He usually buys nutrition-poor foods for lunch - an average lunch for Marcus would be a bag of chips a chocolate bar and a can of soda. When asked why he chooses these for his lunch he explains that these foods are easy and quick to get as he buys them from a vending machine rather than going to the cafeteria or the restaurants that are within walking distance to his school. Marcus is very unhappy with his weight. He wants to lose weight but does not know how. When he tries reducing the amount he eats, he becomes very hungry and has a hard time getting through the day. He will often eat in excess later because he is so hungry.

Questions- Based on the client profile there are likely a range of behavior deficits that could be addressed. Provide a short description (1 paragraph) discussing 3 potential skills that could be taught client.From list of 3, choose 1 skill that is going to taught. THIS IS THE SKILL THE REST OF THE SKILL ACQ. PROGRAM WILL BE BASED ON.

1. Operational Definition for that skill (Objective, Clear, Complete). Knowing that all teaching should be supported with a Rationale - Describe how teaching the selected skill to your clientwill improve the client's Quality of Life (connect this to normative data, where possible)

2. Provide a brief description of the context - when/where can this skill be practiced

3.Antecedent Strategies (minimum 3):

• Describe two antecedent strategies that can be used to enhance the Learning Environment of client (do not need to be faded)

4. Describe initial and long-term reinforcement schedule (moving from dense schedule to thin)

5. Describe 2 strategies you will use to promote Generalized Responding (Generalization and Maintenance of the skill)

6. Describe the dimension of behavior you are going to record? How to measure progress?