For this hypothetical client, the target behavior I decided to focus on is screaming, yelling, and crying. Miltenberger (2016) notes that topographically similar behaviors that serve the same function can be treated as a single target behavior to streamline assessment and treatment. I grouped these behaviors together because, in my scenario, they serve the same function, usually occur together or in close succession, and are similar in topography.

A recent practicum experience helped in the development of this post because I had the opportunity to practice writing and using clear operational definitions in a real-world setting. According to Cooper et al. (2019), an operational definition must be objective, clear, and complete, allowing for accurate and reliable measurement of the behavior across observers and settings. My overall goal is to reduce all inappropriate loud vocalizations to support more functional communication. This behavior is defined as emitting vocalizations that are louder than the current environment (high-pitched screams, loud yells) or crying with or without tears continuously for 5 seconds. The onset occurs when these vocalizations or crying last 5 seconds or longer, and the offset is when the behavior stops for at least 30 seconds. Examples include screaming after being denied access to a preferred item, crying loudly with visible tears when asked to comply with a demand, or repeatedly yelling "no" during transitions. Non-examples are laughing loudly during play, singing loudly, raising voice appropriately over background noise, or any loud vocalizations after an injury.

Looking at the guiding questions suggested by Cooper at al. (2019) for prioritizing target behaviors, this behavior meets the criteria to classify it as a high priority behavior of concern. It is the actual behavior of concern; it is not an indirect issue or vague goal. It interferes with the client's ability to access reinforcement and communicate with others. The behavior is not age-appropriate and there are socially acceptable ways that the client can show others that they need their attention or that they are frustrated, so it does not meet developmental expectations. This behavior interferes with the client's access to functional environments where other socially acceptable behaviors can be used. Reducing the outbursts would allow for more adaptive and functional skills to be taught to replace the behavior. The client's teachers, peers and any stakeholders involved will respond better to clear communication from the client, so that means any new socially acceptable behaviors will be naturally reinforced and when this happens the client is more likely to maintain them and then generalize them across multiple settings.

By applying intervention to this behavior, the client is being given a better chance to learn skills that they will use every day.An example could be teaching them to ask for help because if they learn this skill then it could encourage them to participate and interact with more individuals across different settings. When looking at pivotal behavior and behavior cusp, this behavior can be considered both because it opens the door to new skills and makes the client's quality of life better.Improving this behavior can help the client learn to appropriately make new friends, manage frustration, and learn more effectively alongside many other things. This behavior can be monitored over time because it can be easily tracked, and because the definition is observable and measurable, meeting requirements. Replacing the behavior with functional communication will create an endless number of opportunities for the client to build independence and have long-term success.

Review two of your classmates' responses, and use the following questions as a guide:

• Discuss whether the operational definition of the target behavior meets the requirements of being objective, clear, and complete. What feedback can you provide?
• According to Wolf's (1978) conceptualization, review whether the case has been made that the goal (i.e., changing that target behavior) is socially valid and provide any additional feedback.
• Discuss whether the target behavior could be considered a "behavioral cusp" as defined by Bosch and Fuqua (2001).
• Ask a thoughtful follow up question