Behavioral Management and Intervention
Digging in the trash is a behavior that Bonnie exhibits as a result of her condition: Prader-Willis. The antecedent or trigger of Bonnie’s behavior is the sight of garbage cans when Bonnie is walking in the hallway. Bonnie picks garbage cans when no adult person is watching her(Case Study: Bonnie, 2017).
When it comes to the function of Bonnie’s behavior, his aim is to get access to garbage cans. Bonnie throws items from garbage cans searching for food. If she cannot get the cans from the garbage, she sits down and screams. On the other hand, if she finds garbage cans, she eats the food in it quickly before an adult sees her. The most notable consequence of Bonnie’s behavior is that, when she walks to the hall and finds no food, she returns to the special education classroom (Case Study: Bonnie, 2017).Again, if she gains access to garbage foods, she continues with the behavior of taking more food from garbage cans.
One recommendable replacement behavior that can work well for Bonnie is engaging in a physical exercise program. Based on the case study, Bonnie has been described as a child who likes digging the trash than engaging in physical exercise. Thus, this behavior can be replaced with a coordinated physical exercise program, such as supervised bicycle riding sessions that lastfor one hour a day. According to Kray (2006), physical exercise can be an effective tool for preventing the development of obesity among Prader-Willi patients. In addition to management of symptoms of obesity, physical exercise also reduces muscle tone and anxiety associated with the disease and improves strength and energy and strength levels (Whittington, et al. 2004).
In order for the physical exercise to replace Bonnie’s behavior, it should be accompanied by appropriate incentives or positive reinforcements. This includes giving gift to the Bonnie whenever a physical activity task or session is completed successfully. Without appropriate incentives, people with Prader-Willi will be inclined against participating in physical activity. As noted in Bonnie’s case, low muscle tone can contribute to poor strength and coordination (Case Study: Bonnie, 2017). For Bonnie, successful completion of tasks will befacilitated through positive reinforcements.
The two instructional strategies to teach physical activities to Bonnie are art classes and special education classes(Whittington, et al. 2004). Art classes would be beneficial to Bonnie because she has great interest in painting and drawing. During the art classes, Bonnie’s art teacher would use drawings and paintings to communicate to Bonnie about the benefits of engaging in physical activities. On the other hand, Bonnie’s physical inactivity problems can be addressed in classrooms with special education resources.In this case, the special education program should have a special focus on physical education, such as mandatory hours of outdoor activities each day.
Among the recommendations and modifications that should be incorporated in Bonnie’s behavioral intervention plan (BIP) include effort to tap on the patient’s strengths (Whittington, et al. 2004). As it appears in the case study, Bonnie is good in art and she likes cleaning the house and washing tables(Case Study: Bonnie, 2017). Thus, successful replacement of physical inactivity would occur when physical activity programs are disseminated during art classes. At home, house cleaning assignments would help Bonnie to become a progressively active individual(Stauder, Brinkman& Curfs, 2002).
In order to access Bonnie’s progress, structured interviews would be used to generate data about her progress.The functional behavior assessment information would be provided by her parents, school psychologist, social worker, and special education teacher.This assessment would document the rate at which Bonnie has exhibited both the target and replacement behavior (Jauregi, et al., 2007). The assessment would determine the duration, frequency, and intensity of the replacement behaviors. Positive progress would be said to occur if the frequency of the replacement behavior, as well as its intensity and duration per day, improves (Whitaker,Walker, & McNally, 2004).
The people who would be involved in the implementation of behavioral intervention plan are the parents, social worker, the school psychologist, and the special education teacher (Dykens, 2002). First, the social worker would work with the parents at home to assess the extent at which the desired behavior (physical activity) has occurredat home. The teacher will also implement the instructional strategies and positive interventions and document the findings on weekly basis. The school psychologist, on the other hand, would access and document how Bonnie would be responding to different forms of incentives. When areas for modification are identified, the special education teacher would modify the instructional strategies for more optimal outcomes. At the end of each week, the special education teacher will compile all the information from the psychologist, the social worker, and the parent for the purpose of progress reporting.
Case Study: Bonnie (2017). Western Governors University WGU Case Studies in Special Education, my.wgu.edu
Dykens, E. M. (2002). Are jigsaw puzzle skills “‘spared” in persons with Prader-Willi syndrome? Journal of Child Psychology and Psychiatry, 43, 343-352.
Jauregi, J., Arias, C., Vegas, O., Alén, F., Martinez, S. & Copet, P. et al. (2007).A neuropsychological assessment of frontal cognitive functions in Prader-Willi syndrome. Journal of Intellectual Disability Research, 51, 350-365.
Kray, J. (2006). Task-set switching under cue-based versus memory-based switching conditions in younger and older adults. Brain Research, 11, 83-92.
Stauder, J.E.A., Brinkman, M.J.R. & Curfs, L.M.G. (2002). Multi-modal P3 deflation of event-related brain activity in Prader–Willi syndrome. Neuroscience Letters, 327, 99-102.
Trestman, R. L & Metzner, A. F. (2015). Oxford Textbook of Correctional Psychiatry: Oxford University Press
Whitaker, S., Walker, T. & McNally, C. (2004). The use of time base lag sequential analysis to look at the relationship between environmental events and challenging behaviour in people with learning disabilities. Behavioral and Cognitive Psychotherapy, 32, 67-76.
Whittington, J., Holland, A., Webb, T., Butler, J. & Clarke, D. et al. (2004).Academic underachievement by people with Prader-Willi syndrome. Journal of Intellectual Disability Research, 48, 188-200