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c427f62 | 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 | # Per-pattern recommendation template pools — TRACE v1
# Sampled by the generator to compose the "Programming Recommendations" section.
# Each pattern has bullets grouped under BIP-shaped sub-sections:
# antecedent / replacement / consequence / crisis
# Replacement and crisis sections only appear when target behaviors are in the log.
#
# Crisis-plan bullets are grounded in:
# - BACB Ethics Code for Behavior Analysts (2020), Section 3.05 (restrictive
# procedures) and Section 2.13 (referrals / coordination of services)
# - ABAI Position Statement on Restraint and Seclusion (2010)
# - Widely-used facility crisis-prevention training frameworks as examples only
# (Safety-Care, CPI, PMT, Therapeutic Crisis Intervention)
# Procedure specifics are intentionally left to the facility's training program
# because restraint / seclusion protocols vary by jurisdiction, training
# certification, and facility policy.
patterns:
mastery_progression:
antecedent:
- "Continue current teaching procedure — it is effective for this learner."
- "Maintain current stimulus arrangement; begin planning next skill in sequence."
replacement: []
consequence:
- "Begin thinning reinforcement from CRF to FR-2 as accuracy stabilizes above 85%."
- "Continue differential reinforcement for independent responses."
crisis: []
regression:
antecedent:
- "Conduct reinforcer assessment to identify current high-preference items."
- "Review recent environmental or schedule changes that may be affecting performance."
- "Return temporarily to a previously-mastered prompt level and re-fade systematically."
replacement:
- "If problem behavior accompanies regression, strengthen replacement-behavior training for the hypothesized function."
consequence:
- "Increase reinforcement magnitude and schedule temporarily (return to CRF if needed)."
- "Implement more frequent maintenance probes (at least weekly) after re-mastery."
crisis:
- "If regression co-occurs with severe behavior (SIB, aggression, property destruction) reaching the learner's safety threshold: pause all skill-acquisition programming, implement environmental safety measures (clear the area of hazards, move peers to safe distance), and contact the supervising BCBA."
- "Staff should first attempt verbal de-escalation and least-restrictive strategies; physical intervention is used only as a last resort and only by staff currently certified in the facility's crisis-prevention framework (e.g., Safety-Care, CPI, or equivalent)."
- "Physical intervention is applied only when specifically authorized in this learner's BIP. Many learners have contraindications (medical conditions, developmental or age-related factors, trauma history, or explicit BIP restrictions) that rule out restrictive procedures — in those cases the crisis plan defaults to verbal de-escalation, environmental safety measures, and immediate supervisor / emergency contact without physical intervention."
- "Document the incident per facility and BACB (Ethics Code 2020, Section 3.05) requirements within 24 hours; conduct post-incident debrief with all staff involved before resuming programming."
plateau:
antecedent:
- "Modify teaching procedure — switch prompt type (e.g., from most-to-least to time delay)."
- "Conduct preference assessment and update reinforcer menu."
- "Break the current skill into smaller component steps if possible."
- "Increase practice opportunities by embedding targets in natural-environment training."
replacement: []
consequence:
- "Check for inadvertent reinforcement of near-misses; tighten differential reinforcement."
crisis: []
frustration_pattern:
antecedent:
- "**Immediately** reduce task difficulty — drop back 1–2 prompt levels or present previously-mastered targets."
- "Intersperse easy (mastered) tasks with acquisition targets at a 3:1 or 4:1 ratio."
- "Shorten session length and increase break frequency."
replacement:
- "Teach a replacement response ('break please', 'wait please', 'all done') and reinforce it at the function of the problem behavior."
- "Pair the replacement response with short, predictable escape windows."
consequence:
- "Do NOT remove demand contingent on tantrum / escape behavior — this reinforces the escape function."
- "Provide brief break contingent on independent replacement response instead."
crisis:
- "If aggression toward staff, peer aggression, SIB, or property destruction exceeds the learner's safety threshold: first use verbal de-escalation and environmental safety measures (clear the area, move peers to safe distance, remove hazards)."
- "If behavior continues to pose imminent risk, follow the facility's tiered crisis-intervention protocol — only staff currently certified in the facility's training (e.g., Safety-Care, CPI, PMT, or equivalent) may implement physical intervention, and the least-restrictive option appropriate to the risk level is used. Physical intervention is applied only when specifically authorized in this learner's BIP; for learners with contraindications (medical, developmental, trauma history, or explicit BIP restrictions), the plan stops at de-escalation + environmental safety + supervisor contact."
- "Notify the supervising BCBA immediately; pause the skill-acquisition program until the BIP is reviewed. Document the incident (antecedent, topography, duration, staff response, post-incident state) per facility and BACB Ethics Code (2020, Section 3.05) requirements."
- "Conduct a post-incident debrief with all staff involved to review what worked, what did not, and whether the BIP needs revision."
variable_performance:
antecedent:
- "Check for environmental variables that differ across sessions (time of day, therapist, setting)."
- "Standardize session structure and reinforcement delivery across therapists."
replacement: []
consequence:
- "Implement inter-observer agreement probes to rule out measurement inconsistency."
crisis: []
prompt_dependency:
antecedent:
- "Switch to a time-delay procedure (0s -> 2s -> 4s -> 6s) to encourage independent responding."
- "Avoid inadvertent prompt delivery (therapist gaze, body positioning) that may function as a prompt."
replacement: []
consequence:
- "Ensure differential reinforcement — independent responses receive higher-quality reinforcement than prompted responses."
- "Consider stimulus fading instead of response prompting for this skill."
crisis: []
rapid_acquisition:
antecedent:
- "Advance to next skill in the sequence immediately."
- "Begin generalization probes across people, settings, and materials."
replacement: []
consequence:
- "Move to maintenance schedule (probe monthly) and redirect session time to acquisition targets."
crisis: []
generalization_failure:
antecedent:
- "Implement structured generalization training: vary therapists, settings, and materials systematically."
- "Use multiple-exemplar training — teach with 3–5 different stimulus sets."
- "Program common stimuli across training and generalization settings."
replacement: []
consequence:
- "Consider natural-environment training (NET) to supplement DTT for this skill."
crisis: []
extinction_burst:
antecedent:
- "Maintain current antecedent arrangements — do not add extra demand."
replacement:
- "Ensure replacement response is available and reinforced at high magnitude during the burst."
consequence:
- "**Maintain current protocol** — consistency during extinction bursts is critical."
- "Ensure all team members are trained on the procedure."
crisis:
- "If problem-behavior intensity or topography exceeds the learner's baseline safety threshold (SIB causing tissue damage, aggression causing injury, imminent elopement into hazard): pause the extinction procedure and implement the facility's tiered crisis-prevention protocol (e.g., Safety-Care, CPI, or equivalent)."
- "De-escalation and environmental safety first; physical intervention is last resort and only by staff currently certified in the facility's framework. Least-restrictive option appropriate to the risk level applies at every step. Physical intervention is used only when specifically authorized for this learner in the BIP — contraindications (medical, developmental, trauma history) may restrict the procedures available, in which case the plan is de-escalation + environmental safety + supervisor contact only."
- "Contact the supervising BCBA immediately; do not resume the extinction procedure without BCBA review. Document duration, intensity, antecedent, staff response, and post-incident state."
- "Conduct a post-incident debrief with staff. If the burst exceeds the BIP's anticipated duration or intensity, the BIP should be re-reviewed before resuming."
skill_loss_after_break:
antecedent:
- "Implement booster sessions at the most-recently-effective prompt level."
- "Increase session frequency temporarily until pre-break levels are recovered."
replacement: []
consequence:
- "Review and strengthen the maintenance schedule to prevent future skill loss."
- "Consider sending practice materials home during extended breaks."
crisis: []
motivating_operation_shift:
antecedent:
- "Conduct preference assessment to identify a currently-valued reinforcer."
- "Program MO-establishing operations (deprivation for target reinforcer) before teaching sessions."
- "Rotate reinforcers to prevent satiation."
replacement: []
consequence:
- "Adjust reinforcement density to match current MO level."
crisis: []
setting_event_trigger:
antecedent:
- "Identify and document the setting event (sleep, illness, schedule change, medication)."
- "Modify programming demand on days when setting event is present."
- "Coordinate with caregivers / medical team on setting-event factors outside the program."
replacement: []
consequence:
- "Track setting events alongside performance data to quantify their effect."
crisis:
- "If the setting event involves a medical concern (seizure-like activity, injury, illness): stop the program immediately, follow the facility's medical-incident protocol, and refer to the appropriate medical professional. Medical events are NOT behavioral targets and must not be treated as ABA programming issues."
- "If behavior escalates during the setting-event window: use verbal de-escalation and environmental safety first; do not add demand. Only staff currently certified in the facility's crisis-prevention framework may use physical intervention, and only if imminent safety risk warrants it AND the learner's BIP specifically authorizes it (contraindications and BIP restrictions may rule it out)."
- "Coordinate with caregivers, the medical team, and the supervising BCBA; document the setting event and the associated behavior for pattern analysis. Review the BIP in light of the setting-event data."
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