Adaptive Behavior Analysis

The BASC- 2 BESC consists of 3 different rating scales taken by the BASC-2 (BASC-2; Reynolds & Kamphaus, 2004). The authors of the BASC-2 BESS composed the assessment to identify: externalizing problems, internalizing problems, school problems, adaptive skills/personal adjustment, and inattention/hyperactivity. The rating scales can be completed in 5 minutes and a Level 2 recipient with no specialized training can administer the test. The rating scales are: Teacher Rating Scale (TRS – 27 items), Parent/Caregiver Scale (PRS – 30 items), and a student Self-Report of Personality (SRP – 30 items). A 4-point frequency scale is used – never, sometimes, often, and almost always (BASC-2 BESC; Reynolds & Kamphaus, 2007). Each rating scale is straightforward and

The Behavior Assessment System for Children, Third Edition (BASC 3) is a comprehensive set of rating scales and forms that help parents, teachers, and clinicians understand the behaviors and emotions of children and adolescents. The BASC 3 Rating Scales measures both adaptive and clinical characteristics in the home and school settings. The Parent Rating Scales and Teacher Rating Scales were completed by Christopher’s mother Mrs. Chavez and Christopher teacher, Ms. Mask. Scores in the table below, are based on a Mean of 50 and an SD of 10. On the Clinical Scales, scores of 60+ indicate difficulties, with those difficulties rising to the level of clinical significance at 70. High scores on these scales are indicative of behaviors that are

Baer, D. M., Wofl, M. M., & Risley, T. R. (2015, 11 5). Some Current Dimensions of Applied Behavior Analysis. Retrieved from ncbi.nlm.nih.gov: www.ncbi.nlm.nih.gov/pmc/articles/PMC13109980/pdf/jaba00083-0089.pdf

“Mastery reflected 90% performance (out of a minimum of 10 trials) across two instructors in two consecutive sessions” (Weiss, 2006, p. 99). This means that the instructor had a student who met mastery during their session and in the next session; a different instructor would provide the same task looking for mastery as well. This is to make sure that their not a flaw in the instructor ratings scale of mastery. All of the children were assessed using the Childhood Autism Rating Scale (CARS). There was also a survey form using the Vineland Adaptive Behavior Scale. It is used to assess the level of communication, socialization, daily living skills, and motor skills that are present in an individual who has autism. “Prior to all of the interventions, all 20 children scored in the severely autistic range on the CARS (M = 45.7, range 37.5 to 58, SD = 5.30)” (Weiss, 2006, p. 100). After the interventions, the CARS showed an improvement on all of the children. Nine of the children tested well out of the autistic ranges. Nine more children tested in the mild-moderate range and two stayed in the severe range. The new average for the CARS was 26.6 with a range of 15 to 43 with a SD = 8.60. On the Vineland for adaptive behavior most students made good growth, but a handful retracted. The average was a 49.85 with a range of 38-63 and a SD = 7.84, prior to interventions. Afterwards, the average was 76.05 with a

Scientific researchers whom have collected possible factors fall into possible analytical factors. Leading to problems ad sociodemographic characteristics on the effects of disorganized behavior. Examples of possible risk factors are: formal and present history of illnesses, most recent and previous history of illnesses. The insights to a proceeding hospitalization that’s been extensively examined and closely reviewed through the four month process. Other examples that lead back to substance abuse and non-adherence to medication are factors to critical problems. According to the article Swartz, he created two tables that shows the predictors and characteristics of Serious Violence and Inpatients involuntarily admitted with Severe Mental Illness.

Participants: M. Parker, Guidance Counselor, B. Michael, Social worker, Parent, D. Shaw Principal, S. Roberts, Behavioral Consultant, Classroom Teachers; D. Chemnitz and C. Ragusa

The Behavior Assessment System for Children Third Structured Developmental History (BASC-3) was administered to Mrs. X and AH on February 21 to fulfill a graduate course requirement for the Queen’s College School Psychology Program.

Behavior rating scales scores were shared. Rating scores from parents and teachers were elevated for the area of depression. Trinity’s self-rating indicated that she recognizes the need to take responsibility, acknowledges that there are areas of her life that she needs helps with and she is open to continuing therapy

A Positive Behavioral Support System (PBSS) is critical for students that have challenging behaviors to increase academic success. The PBSS will look and be implemented differently in each school district. According to Bloom (2013) Students that display challenging behaviors often seem unmotivated and unengaged to the classroom teacher and disruptive. A Positive Behavioral Support System has evidence based data linking academic success with positive student behavior; furthermore, it must meet the needs of the students and the school district. Considering each student and school district is different the PBSS will be different in many aspects. Richards, Murakami, and Weiland (2014).

A Response to intervention (RTI) is an integrated multi-tier instruction that can identify can provide a child that is progressing that is effortful. Interventions can be provided as the needed either academically or behavior modifications and accommodations. Seventh grade Language Arts Teacher, Teresa Langer of Robert J. Elkington Middle School provides unique opportunities that will continuously promote a child’s progress. Many times when a student is having academic or behavioral problems subtle modification could remedy it. Langer has stated that “seat changes, verbal redirection, behavior referrals to the assistant principal, etc.)” Is part of the first tier and some students are receptive to this change. If this is ineffective, Robert

Applied behavior analysis (ABA) focuses on scientific approaches to change behavior based on various utilizations of learning principles. Mainly, it’s used in different settings such as homes, schools, workplaces, hospitals, etc.… It can be applied in therapy to handle numerous mental health issues in addition to learning complications, especially with those diagnosed with autism. Most clients in ABA therapy are young, in which they’re in the process of improving social skills and learning behavior. As previously mentioned, ABA is known to be scientific provided that it involves a methodical process of collecting results on targeted behaviors that need to be altered or reinforced. For instance, a Board Certified Behavior Analyst (BCBA) has to implement a program and gradually monitor to assess its effectiveness. The information collected, including baseline data can be measured to determine if there was a positive or negative change in behavior. Therefore, the analyst can decide ways to increase or decrease behavioral occurrence.

Response to Intervention (RtI) is a multi-tier approach to identifying and supporting students with learning and behavior needs. Utilizing the RtI Problem Solving Process adapted from Little, M.E. (2013), this case study will focus on Mattie Maddox, a student in Ms. Concepcion’s 2nd grade class. The author will describe the case; examine the causes of the underachieving student(s), identify the interventions used, and analyze their effectiveness. Lastly, the RtI Model will be compared to the differentiated instruction practices in a reflective form.

The B.A.T. evaluator conducted a reinforcement assessment (RAISD) and the Adaptive Behavior Assessment System Third Edition (ABAS-3) assessment with Azizeh’s parents, as well as reviewed some anticipated goals for Azizeh and her parents. Parents stated they agreed. The B.A.T. evaluator then concluded the observation.

Richard’s off-task behavior has been occurring since he began attending kindergarten. When he was in kindergarten Richards off-task behavior was him running away from his teacher or supporting school staff. In 1st grade he no longer ran away from his teachers and was beginning to attend the learning center for additional academic support. Since the decline of him running away evolved from him beginning to show the current off-task behavior.

The BASC-3 parent and teacher ratings include Atypicality, Withdrawal, and Attention Problems clinical scales within the Behavior Symptoms Index. Similar to Matthew’s self report, Mrs. Sluka did not indicate any concerns on the Atypicality scale (Atypicality: PRS, T=44). Matthew is generally aware of his surroundings and he has no usual behaviors. The Withdrawal scale gives an indication of the child’s tendency to escape others and avoid social communication. Mrs. Sluka reported that Matthew is capable of developing and maintaining friendship and this scale was within the average range (Withdrawal: PRS, T=47). She indicated that Matthew “sometimes” prefers to play; yet he “never” isolates himself from others. During interview, Matthew explained that he has a great relationship with his friends and interacts with peers in his social settings.