FBA Part 2

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Rowan University *

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610

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Health Science

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Dec 6, 2023

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Report
Running head: FBA & CONSULTATION REPORT 1 Functional Behavioral Assessment & Consultation Project Report By Kaitlyn Stokes Department of Special Education: Ball State University SPCE610: Behavioral Assessment and Consultation Dr. Kimberly Bellipanni June 25 th 2023
FBA & CONSULTATION REPORT 2 Reflection #1 This would be my first experience with an FBA since becoming a student analyst. I just recently sat in on a parent intake interview for the FBA report but did not have any hand in completing the FBA for the client. I have been a part of adjusting intervention plans for some of my clients. I’ve completed training on the FBA process and writing the full report as well, but have never done any under BCBA supervision. I have also written new acquisition programs for some of my clients. I enjoyed that and learning how to write programs. It was a struggle at first because I felt like I had no idea what I was doing and my BCBA was great in guiding me through adjusting and adding programs. In my experience of working with parents, I have done some parent training with a few of my parents. I feel like a couple of my clients, I am in contact with the parents every day at the beginning and end of every session. I have also done consults with parents regarding different programs they would like to see their children work on (i.e. cleaning up toys, getting dressed independently, recognizing zones of safety). Moving forward with this project I am excited to learn in depth the FBA process more than just basic training on how to conduct one. I do not expect my project to be perfect, but I also feel learning from my mistakes allows me to be a better practitioner.
FBA & CONSULTATION REPORT 3 Consultee Information The consultee is the mother of our client. Our consultee’s name is Marielis. The consultee is the main consult/parent of the client. The consultee lives at home with the client, the client’s two brothers, a roommate, and the roommate’s daughter. As part of the ABA team on the client’s case, I speak with Marielis regarding our client at the beginning and end of every session. The consultee also is a part of our meetings discussing the implementation of new interventions and programs. The history between the client and consultee is extensive and the consultee is considered the main advocate for our client. Client Description and Context Our client is seven years old. The client was diagnosed with Autism Spectrum Disorder – F84.0 in September 2020. Our client is also diagnosed with Down Syndrome (Trisomy 21) – Q90.2, a speech & language delay, and Attention Deficit Hyperactivity Disorder. The client was also diagnosed with a low tone in her epiglottis. The client is currently on a ½ tablet of 5mg Adderall Monday-Friday for their attention during the school day. The medication is not given during the summer. The client has a history of anxious behaviors from experiencing domestic violence from the father's aggression toward the mother. The client can communicate, but some may struggle to understand the client given her current skill set for language development. No augmentative device is present for the client. The client is currently enrolled in first grade at the local public school. The client is in a self-contained classroom and currently has an IEP. The client also receives Occupational therapy, physical therapy, and speech therapy in school weekly. The client takes the bus to and from school and has an aide accompany them on the bus as well.
FBA & CONSULTATION REPORT 4 The FBA assessment will take place in the client & consultee’s home. The consultee interview will also take place in the client’s home. The client will be present during the consultee interview but will be engaged with other family members during this time. Consultee Interview 1: Needs Identification Interview Student: Rebecca Date: 6/13/2023 School: MTPS (Cape May Court House, NJ) Grade (or Age): 7 Interviewer: Kaitlyn Stokes Respondent: Marielis Tiru Kaitlyn met with Marielis at their family home to conduct the interview. Below we discussed Rebecca and identified a new behavior that has come to light in the last few weeks and has now become problematic in trying to provide ABA services. 1. What are some of the activities/daily skills that Rebecca does well? A: She’s very good at cleaning up her mess, she’s also helpful when I’m doing things around the house. She knows a lot of the time she has to clean up her mess of toys or snacks or getting dressed before she can go do the things she wants to do. She’s good at bathing. She can do that mostly by herself. 2. What are some activities/tangibles that Rebecca enjoys? A: She likes playing on the playground. In the summer she loves the pool. She loves being outside. She’ll play with her tablet or Barbies. 3. How does Rebecca spend her free time? A: She likes to spend time with her family, she’ll play with her brother or when her other brother comes home, she’ll play with him. (Mom had originally said both brothers’ names, but for confidentiality purposes, Kaitlyn had changed it to just state brothers without the name.) If she’s not playing with her brothers she’s playing on her tablet. 4. What are some of Rebecca’s current goals you wish she will accomplish? A: My biggest goal is for her to recognize a stranger and not approach them. She struggles with being able to understand who is her friend and who is not. Elopement from the community is another problem I would like to see her get better at. She’s curious now so everything she wants to do, she’ll just go. I want her to engage more in the community, she doesn’t get a lot of that. 5. From the perspective of Rebecca’s friendships and social relationships, what are your goals for her?
FBA & CONSULTATION REPORT 5 A: I want her to be able to communicate more effectively what she needs or wants; she struggles with that a lot. A lot of our family will try and reinforce her using her words and speaking slowly sometimes. 6. Do you have any concerns about Rebecca’s language? A: Her pronunciation needs more work and being able to talk slowly. Not everyone can always understand her. 7. Is there anything you feel interferes with Rebecca’s performance? A: She gets frustrated easily. She sometimes struggles to process how she’s feeling and does not always process how she feels for others to understand. She can understand directions well but sometimes needs someone to physically show her how first. 8. What behavior do you feel is the most difficult for Rebecca? A: Her purposeful activity refusal is a new behavior that’s become more difficult for her to go through therapy and everyday life. She’ll purposely pick the wrong answer to just get out of doing the activity or if you ask her to do something she’ll say yes and not do it when you’re not paying attention. 9. Where or when is this behavior the most problematic? A: When she has to go and do something she doesn’t want to do, especially if she’s already doing something she prefers. It is also a problem when we are out in the community. 10. What are some things you have tried when handling this behavior? A: I try regular reinforcement, I let her know she is not getting out of the activity/required demand. I use the green, yellow, or red light or I’ll take something she wants away. The other day she was asked to pick up her barbies. She picked up one and said she was done, I prompted her a few more times and she pretended like she did clean up, so I took the tablet away from her, which did not make her happy. Behavior Description: Rebecca engages in various types of activity refusal. It is very rare for her to straight out “refuse” an activity, but more often she’ll do it quickly or pretend to do it, or choose the wrong answer just to escape from the presented activity or task.
FBA & CONSULTATION REPORT 6 ABC Observation Form Student Name: Rebecca Observation Date: 6/13/23-6/22/23 Observer(s): Kaitlyn Stokes Time: 2-4 Every Day Activity: Acquisition Skills and NET Play Class: In-Home Time / Setting Antecedent Behavior Description Consequence 6/13/23 Home 2:15 Rebecca was sitting at counter eating a snack – She was asked to throw her trash away. Rebecca yelled “NO!” She didn’t throw her trash away, instead she went back to playing with the toy next to her. Reprimanded to make good choices. 6/13/23 Home 2:23 Rebecca was asked to complete her line tracing She responded “No work!” She did not complete the line tracing. Rebecca was moved to yellow light 6/13/23 Home 2:45 Rebecca was tracing and writing her name. She said she was done after one try; she was prompted to complete 3 more trials. She responded “No, all done” and walked away. She remained eloped from the designated work area before given a physical prompt to come back. Rebecca was moved to yellow light. 6/13/23 Home 3:00 Engaging in preferred activity (dolls) when asked to clean up toys and come back to table She said, “No, I’m busy.” She continued to play. She was moved to yellow light 6/13/23 Home 3:04 Playing with her little brother, asked to stop knocking over his toys. Responded, “NO!” Told she was not making a good choice by therapist, then moved to yellow light. 6/13/23 Home 3:19 Completing trials for ID community signs. Purposely giving wrong answers, asked to stop being silly. Told therapist “Get out of my house!” Therapist reprimanded and moved her to red light. 6/13/23 Home 3:30 Practicing button closures, given prompts to complete independently without physical prompts. Responded, “I don’t wanna” Therapist removed preferred tangible reward (candy) for the end of session. 6/13/23 Home 3:46 Was asked to clean up crayons and paper. Responded, “No” and ran away from designated area. Therapist reprimanded, reminded no reward
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