Justin is a 13-year-old boy diagnosed with autism. He has an effective, but below average, use of spoken language but is able to communicate his emotions using picture cards that have a sad face, a neutral face, and a smiley face. He is able to communicate effectively enough to make his requests understood, although he can be reluctant to do so. Justin lives with his mother and stepfather in a small 2-bedroom house, which is also shared with a three-year-old female sibling who does not have any known disabilities or challenges beyond what would be considered normal for a child of her age. There is also an uncle and his girlfriend who live in the house and sleep in the living area of the home. Justin's mother, father, and his uncle all primarily speak Spanish and consider it to be their first language. Justin attends school daily and is accommodated in a "special education" classroom along with 27 other children who have a variety of disabilities both physical and intellectual. A dedicated teacher manages the classroom and, most days, teaching assistants. Justin can become very agitated and can exhibit aggressive behaviors when he is in environments that he cannot control and are noisy and/or crowded. Aggression takes the form of hitting others with a closed fist, which is sometimes accompanied by kicking. When Justin becomes agitated, he tends to rock back and forth on the balls of his feet which is typically followed by the hitting and kicking behavior. He will also run away if he is in an open area or is otherwise able to leave the situation. Recently, Justin's mother took him to a nearby shopping mall for a "treat" because it was approaching the holiday season and she wanted him to see Santa Claus. When they arrived, the mall was playing festive Christmas music and it was busier than normal due to the approaching holidays. Justin and his mother arrived at the mall, parked the car, and entered the mall. Within a minute or so, Justin began rocking back and forth. His mother then attempted to grab his arm and Justin proceeded to hit her. He broke away and ran further into the mall, knocking an elderly lady down along the way. A mall security person witnessed the event and called the police and reported that a young man had assaulted an elderly lady and was running around hitting and kicking people while screaming.

FOCUSES ON THE VARIOUS COMPONENTS AND CONSIDERATIONS OF CREATING A POSITIVE BEHAVIORAL SUPPORT (PBS) PLAN AND SHOULD BE SUCCINCTLY STRUCTURED, PROVIDING CLEAR EXPLANATIONS AND EXAMPLES THROUGHOUT.

1. Briefly explain how motivating operations help identify when problem behavior may occur and how knowing this can aid in developing a Positive Behavior Support plan.
2. Identify three examples of Motivating Operations and a PBS approach to address the behavior problem. Be sure to use observable, measurable behaviors.
3. Define "stimulus control" and explain how you might use this approach to teach a student in an elementary school classroom to remain seated and get in line for lunch or recess without disruptive behavior.
4. Describe how behavior analysts assess the progress and effectiveness of a behavior support plan and provide an example of how you may graphically represent the data using the case study.
5. Provide a behavioral objective for a student who displays aggressive behavior in school.
6. Explain what is meant by the "competing behavior model" and provide an example of a behavior identified for intervention. Provide a graphic presentation to show your competing behavior example.
7. Provide one example of an antecedent intervention that could be used in this situation for the above problem behavior.
8. Provide the replacement behavior to teach, allowing the person to access the same reinforcer.
9. Explain what is meant by "behavioral skills training." Provide an example of teaching a student how to complete a math assignment, including the steps you would use.
10. Explain what treatment integrity means and why it is important as a behavior analyst.