First Meeting: Indirect Functional Assessment

Functional behavioral assessment (FBA) is a variation on procedures originally developed to ascertain the purpose or reason for behaviors displayed by individuals with severe cognitive or communication disabilities (e.g., individuals with mental retardation or autism). Teachers can use FBA for students with behavioral or emotional problems that are interfering with their educational progress or the progress of other students. This assessment can be used to develop an Individualized Education Plan (IEP) or help provide information for verification of a disability.

Another program would be the applied behavior analysis department (ABA) this program provides behavior diagnostic services to the children with developmental needs. This program is also connected to the board certified behavior analysts (BCBA). The BCBA are intense therapy treatment that is based on scientifically tested behavioral principles and procedures. The ABA involves steady evaluation of treatment progress and clinical decision-making based on each child. ABA is the only treatment approach with rigorous scientific evidence to support its effectiveness as both comprehensive and focused treatment. The psychology services pay attention to attention deficit hyperactivity disorders, autism spectrum disorders, developmental delays, behavioral; disorders, learning disabilities, intellectual disabilities, and difficulties associated with genetic disorders. They start evaluating the students by reviewing their historical background and looking at their past academic history. The Child Development Clinic (CDC) is another program that is provided. It is a multidisciplinary clinic that includes a psychologist and social worker. The psychologist may administer rating scales, cognitive, language, and/or developmental screeners as well as the Autism Diagnostic Observation Schedule-2 (ADOS-2). Afterwards, the psychologist provides the family with a diagnosis (there may be more than one),

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

As a graduate of the Child, Youth and Family degree program from the University of Guelph, I have my certification as an Early Childhood Educator. As a result, I have been thoroughly taught a deep understanding of child development and program planning. Additionally, I have also received a post-secondary diploma from George Brown College in Behavioural Science Technology which, provided me with knowledge regarding the scientifically proven techniques best suited to employ with children who have special needs and/or behavioural concerns. Specifically, ABA principles, use of behavioural assessment tools, the implementation of specified ABA programs, and frequently utilized data collection procedures utilized as an instructor therapist.

Functional assessments focuses on the behavioral aspect of the family, more specifically how each member actually behaves with regards to the other members of the family (Wright & Leahey, 2013). There are two aspects of family functioning: expressive and instrumental. The instrumental characteristic of family functioning focuses on the family’s daily activities. The expressive aspect is a bit more involved and includes nine separate categories including: emotional, verbal, nonverbal, and circular communications; problem solving, roles, influence and power, beliefs, as well as alliances and coalitions (Wright & Leahey, 2013).. When I think about the family I will be assessing, I feel functional assessments will be utilized the most when assessing

Anthonio “Tony” Ceja is a fifteen-year, six-month old male diagnosed with Autism (ASD) per Psychological Assessment evaluation administered 2003, by an Inland Regional Center Psychologist.

The B.A.T clinical team met John’s mother, Terese and Father, John II on October 3rd, 2016, at Terese’s home. On this date the clinical team conducted an indirect functional assessment, which consisted of a parent interview and a review of ABA services in relation to John. The clinical team gathered information regarding John’s history (as outlined in the section above) and inquired about the challenges they encounter, including all behaviors that are of concern. John was present during the visit.

The B A.T. clinical team met Zyland’s mother, on October 28th, 2016. On this date the B.A.T. clinical team conducted an indirect functional assessment, which consisted of a parent interview and review of ABA services in relation to Zyland. The clinical team gathered information regarding Zyland’s history (as outlined in the above section) and inquired about the challenges they encounter, including any behaviors that are of concern. Zyland was also present in the home during this visit.

Intervention: MHP and MHS discuss several incidents in the home that Samantha displayed defiance and disrespect. MHP use role-play to process outcomes from reported behaviors and practice alternative ways to express herself. MHP, MHS and Samantha discuss the role-play and possible trigger for the behaviors. MHP provide Samantha examples of her behaviors that is consistent in all environments. MHP administer the circle of support to prepare for Samantha’s discharge. MHP offers Samantha to review coping skills to improve overall behaviors. MHP explain to Samantha adjusting to a family unit is important.

Upon arrival, the B.A.T. clinical team greeted Mom at the door. Mom led the clinical team to the family room where Rosemary was playing with her baby brother on the floor. Rosemary smiled at the clinical team. The clinical team engaged Rosemary with a ball. Rosemary labeled the ball. Then the clinical team took out a 32 piece-puzzle. Rosemary was observed to easily transition from playing with ball too puzzle without

Sadie, Tyler, and Savannah are darling, loving children with an infectious curiosity that is a joy to witness. They have each made significant gains developmentally and emotionally following a rough start in life as evidenced by their early medical histories. The children continue to mature emotionally in a stable, loving, home using consistent strategies to parent the children. Identifying their medical, developmental, and emotional needs has allowed the necessary services that have supported their primary care provider and maternal aunt, Kristy Cummings, in caring for each child's individual needs including the strategies/interventions to support challenging behaviors. Kristy is very patient and loving with the children. She has expressed

Bobby – 3 y/o with autism with limited eye contact and speech in response to others, difficulty with change

, an observation for behavioral strategies and support was conducted, for Early Start client, Ryder Jack, in order to determine if an intensive behavioral modification model of service delivery is appropriate. Based on assessment results and direct behavior observation, it was determined Ryder would benefit from the support of an intensive behavioral modification model of service delivered by the ASIP team. Ryder was authorized for 50 hours per month of 1:1 behavior modification therapy services in the home and clinic settings. Jackson began receiving these services in June 2015.

This week the COTA brought along a self-pedal crazy cart with us when we went to pick up MR from his classroom. The vehicle immediately caught MR’s attention, and as he approached the cart the COTA stopped him by requesting him to greet us. After a quick greeting, MR sat in the cart and swiftly used both his legs to pedal down the hallway while using both arms to steer with the levers. Once we got to the door of the therapy room, MR stopped pedaling, got out of the cart, and opened the door to enter the room. His session started with developing oral motor by blowing on a pinwheel 10 times. MR blew at the sides of the pinwheel instead of the front. Next, he worked on improving sensory processing by self-regulation techniques (chair push-ups,

Mrs. Susanna “Susy” Benavides reported that she directly requested a referral through IEHP to complete a Functional Behavioral Assessment based on concerns with Mikey’s communication and socialization.