Developmental History: Ethan achieved most developmental milestones within typical ranges, but he showed early signs of social communication difficulties, such as limited eye contact and delayed speech development. School History:

Refer to Ethan’s profile and background information in the Discussion 3 Scenario.
Create a Behavior Intervention Plan for Ethan based on the information provided. Be sure to include the following:
The operational definition
Function of behavior
Antecedents
Consequences
Replacement Behaviors
Include 5 treatment goals to target for Ethan.
Include 1 reference to support your plan.
Your initial post should be roughly 300-500 words in length, and your responses to peers should be roughly 100 words each. Cite sources you reference in-text and add a References section in APA format at the end of your post.
Grading
This discussion is worth 5 points, and the initial post will be due by Thursday. Reply posts are due by Sunday. Refer to the rubric for more specific details on how this will be graded

.Client Profile:
Name: Ethan Johnson
Age: 7 years old
Grade: 2nd Grade
Background Information:
Medical History:
Diagnosis: Ethan was diagnosed with Autism Spectrum Disorder (ASD) at the age of 4. He exhibits characteristics consistent with Level 1 ASD, which includes challenges in social communication and some restricted interests and repetitive behaviors.
Physical Health: Ethan is generally healthy. He has a history of mild gastrointestinal issues, which are managed through dietary adjustments recommended by a pediatric gastroenterologist. He has no other significant medical conditions.
Developmental History: Ethan achieved most developmental milestones within typical ranges, but he showed early signs of social communication difficulties, such as limited eye contact and delayed speech development.
School History:

Current School: Ethan attends a public elementary school with a special education support program.
Academic Performance: Ethan performs well academically but benefits from additional support in areas requiring verbal communication and social interaction. He participates in a pull-out program for individualized instruction and receives speech and language therapy.
Behavioral Issues: Ethan exhibits occasional challenging behaviors, such as meltdowns or repetitive actions, especially in response to changes in routine or transitions between activities. He also demonstrates difficulty with group work and following complex instructions.
Social Interaction: Ethan has difficulty initiating and maintaining peer interactions. He often prefers solitary activities or interactions with adults rather than with his peers. He tends to be very focused on specific interests, which can sometimes lead to social isolation.

Communication Skills:

Verbal Communication: Ethan’s speech is functional, but his conversational skills are limited. He often speaks in monologues about his interests and has difficulty engaging in reciprocal conversations. His vocabulary is broad, but he sometimes struggles with using language appropriately in social contexts.
Receptive Language: Ethan understands simple, direct instructions well but can become overwhelmed with multi-step or abstract directives. He benefits from visual supports and clear, concrete language.

 

Nonverbal Communication: Ethan’s nonverbal communication includes limited eye contact and minimal use of gestures. He often relies on repetitive behaviors, such as hand-flapping or rocking, to manage anxiety or excitement.
Sleep Schedule:
Typical Sleep Routine: Ethan usually goes to bed around 9:00 PM and wakes up at 6:30 AM. He follows a consistent bedtime routine, which includes reading a book and listening to calming music.
Sleep Quality: Ethan sometimes has difficulty falling asleep and experiences night wakings. His parents have noticed that changes in routine or disruptions in his environment can affect his sleep. He occasionally needs reassurance to return to sleep after waking during the night.

Behavioral Concerns for Assessment:
Meltdowns: Ethan exhibits intense emotional outbursts, often triggered by changes in routine, sensory overload, or frustration. These meltdowns can include screaming, crying, or aggressive behaviors.
Repetitive Behaviors: Ethan engages in repetitive actions, such as spinning objects or hand-flapping, which can interfere with his ability to participate in classroom activities and interact with peers.
Social Skills: Difficulty in initiating and maintaining peer relationships and challenges with group activities and collaborative tasks.
Assessment Goals:
Identify Triggers: Determine specific triggers for Ethan’s meltdowns and repetitive behaviors, including environmental factors or routine changes.
Develop Coping Strategies: Create and implement strategies to help Ethan manage his reactions to changes and improve his ability to transition between activities.
Enhance Social Interaction: Provide support for developing social skills, including strategies for initiating and maintaining interactions with peers and participating in group activities

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