Target Behavior Intervention Summary

Definition of target behavior- The most important step is define the target behavior. It is the behavior that is being observed. It is important to know because without a clearly defined target behavior, it is difficult to collect the necessary data to have an appropriate intervention to address the behavior is developed and implemented (Shepard & Linn, 2015, p. 212-214).

Attempted interventions- Attempting interventions all need to be noted and how effective they were. It helps the behavior intervention team with information regarding the attempts that was ineffective and how to develop different interventions that may be more effective (Shepard & Linn, 2015, p.214). It is important helps see what interventions was successful and what changes may need to be made. It helps make sure a student's needs are being met.

The description includes the frequency, intensity, duration, and/or latency. Data from the ABC analysis is reported to show the behavior's antecedent and consequences. This part is where baseline data and intervention data are included. This is important because it helps make sure the whole behavior intervention plan would not work out effectively.

Behavioral hypothesis- It is the proposed function of the behavior. It looks to see what the functional motivation is (Shepard & Linn, 2015, p. 215). It is important because it helps in developing alternative behaviors.

Alternative behaviors- With the functional behavior analysis, alternative behaviors are created. They are replacement behaviors that should serve the same function as the target behavior that was defined. It should focus in what to do, when it should be done, and when it is not appropriate to do, and explain why (Shepard & Linn, 2015, p. 214). It is important because it helps replace the inappropriate behavior the student has