Foundations of Applied Behavior Analysis-DAX-DL03 Kenia Malagon Final Project For your final project, you will demonstrate your understanding of applied behavior analysis by analyzing a case study. Using the provided case study, identify the antecedents, behavior, and consequences (ABCs) of the observed behavior. Additionally, determine the potential function of the behavior, such as gaining attention, accessing a tangible item, avoiding a task, or seeking sensory input. You will also identify other critical elements relevant to the case, such as motivating operations, replacement behaviors, and strategies for intervention. Your project should include a detailed written report that addresses the ABCs, the hypothesized function of the behavior, and any environmental or contextual factors influencing it. Discuss how these factors interact and contribute to the maintenance or reduction of the behavior. Finally, propose recommendations for intervention strategies and justify your approach using principles from applied behavior analysis. The report should be 3 pages of content, double-spaced, and formatted in APA style (include title page and references). Use evidence from the case study and course materials to support your analysis and recommendations. Submit the completed project by the due date listed via the course learning platform. If you have any questions or need additional guidance, please contact me during office hours or via email. Case Study Sarah is a 6-year-old girl diagnosed with autism spectrum disorder (ASD). She attends a general education classroom with support from a paraprofessional. During small-group activities, Sarah often becomes visibly upset when peers sit too close to her or take shared materials without asking. She pushes the peer, begins crying loudly, and throws objects within reach. The teacher typically responds by removing Sarah from the group activity and allowing her to sit in a quiet corner until she calms down. Sarah has limited verbal communication skills and uses only a few single words to request items. She has not yet mastered how to express her discomfort or needs effectively, which contributes to her frustration. Additionally, Sarah enjoys coloring and often calms down when given crayons and paper, though she does not independently ask for these materials. The behavior is observed more frequently during group activities that involve shared materials or close proximity, such as arts and crafts. Sarahs parents and teacher report that she engages in fewer problem behaviors during one-on-one activities or when given a clear physical boundary between her and others. Identify the antecedents, behavior, and consequences (ABCs) in Sarahs case. Determine the function(s) of Sarahs behavior based on the scenario and provided assessment data. Analyze the motivating operations contributing to Sarahs problem behavior. Propose replacement behaviors and a shaping plan to support Sarahs participation in group activities. Provide evidence-based recommendations for intervention, including strategies to teach functional communication and reduce escape-maintained behavior.