Given the behavioral scenario identify an appropriate independent variable and adequately describe the intervention. Protocols have been provided to help you describe key steps in the procedure.

Scenario 1: You are the BCBA supervising the case for Marco, a 5-year-old boy diagnosed with autism. Marco engages in vocal stereotypy, and his family would like you to implement an intervention to reduce this behavior as it affects his ability to attend to instruction and engage with other people. Marco's vocal stereotypy includes humming and repetitive sounds as well scripting lines he has heard from TV and movies. When left alone, he will engage in this behavior for long periods of time. You have conducted a functional behavior assessment and determined that Marco's vocal stereotypy is maintained by automatic reinforcement. Marco has a vocal repertoire and is able to imitate what others say and answer questions identifying objects, colors, and actions as well as identifying the function, category, and color of common objects not present. As such, you have decided to implement response interruption and redirection (RIRD) asking him questions each time he engages in vocal stereotypy until he answers 5 questions absent of vocal stereotypy.

Scenario 2:You are a BCBA working for a school district and consulting with the teacher, Mrs. Sauerzopf, of a typical second grade classroom.She has 20 students in her class as well as 2 aides, Ms. Marquez and Ms. Edwards. She has asked you to consult as three students in the class, Juanita, Anja, and Jerome, are frequently leaving their seat during a 30-min period of time that students are to work independently on their "morning work" while the teachers and aides prepare for the day. After conducting a functional behavior assessment, you have determined that this behavior is maintained by attention for all three students as the teacher or an aide will redirect the student and typically spend some time talking to him or her. You have discussed potential options to reduce this behavior with the teacher.You have decided to implement differential reinforcement of other behavior (DRO). If the student does not leave his or her seat for 5 min, the teacher or an aide will provide 30 s of attention and a token. At any point the student leaves his or her desk, the student will be asked to sit down with no other conversation occurring. When the student is again sitting, a new 5-min interval will begin. When the student receives 20 tokens, he or she can spend 5 min of one-on-one time with the teacher or an aide (student choice).

Scenario 3: You are a BCBA working for a school district and consulting with the teacher, Mr. Patel, of a typical fourth grade classroom.Mr. Patel has 35 students in his class.One of his students, Jalal, never raises his hand to volunteer to speak in class during group instruction (six 30-min periods per day). Mr. Patel has identified from individual conversations and Jalal's school work that he knows the answers to the questions, but Jalal is shy and seems to not want to talk in front of others. In discussion with Mr. Patel, you have decided to implement differential reinforcement of high rates (DRH), in which Jalal will earn 10 min of computer time (a highly preferred activity) at the end of the day when he meets his criterion. You will begin with targeting raising his hand and responding to 1 question per day.This number will be increased by 1 when Jalal is responding at the current level for 5 consecutive days. This will continue until Jalal is raising his hand and answering 7 questions per day.

Scenario 4: You are a BCBA working with Hanna, a 27-year-old diagnosed with a traumatic brain injury. During periods of instruction (lasting 60 min in length), Hanna will become aggressive (a variety of topographies are exhibited) when she is having difficulty with a task or has decided she no longer wants to complete it.Based on a functional behavior assessment, you have determined the aggression is maintained by escape. The interdisciplinary team you work with believes escape extinction is not the best option for Hannah and would like to implement an antecedent-based intervention combined with reinforcement for compliance and task completion to reduce aggression. You are unsure which antecedent-intervention may be best; however, you would like to implement both activity choice and noncontingent escape and see which reduces aggression more. To see which works best, each procedure will be conducted in a different treatment room (activity choice in the blue room and noncontingent escape in the yellow room) so there is a clear way for Hannah to discriminate the procedures. During activity choice, Hanna will be given choices about the types of activities that will be conducted that day along with the stimuli used during the activities. During noncontingent escape, Hanna will be given a 2-min break after every 8-min of instruction.