Indirect Functional Assessment Paper

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.

Kayden’s father stated he does not have any current mental/psychological diagnoses, and has no apparent behavior or psychological issues. However, ADHD is prominent on his father’s side, and substance abuse issues are observed on his mother’s side (mother’s father). Per his father, Kayden shows no behavior issues that are not age appropriate, stating that he has never had a full on “tantrum”, and is easily redirected when upset. Kayden’s exhibited strength in this area is his overall “good” behavior. A barrier identified in this area is his susceptibility to

ALLEY-ASTON’s 6 year-old son COCHRAN, Kalub (COCHRAN) has been diagnosed with Asperger’s Syndrome, OCD, Sensor Integration and ADHD. For the past 2 years, COCHRAN has been receiving in-home intensive behavioral stimulation services through Family Priority-Williamsburg (FP).

In addition, Mikey’s gross motor skills are good and he is able to match 3D items. In regards to self-help skills. Mom reports that Mikey is not potty trained, however he will do a potty dance for Mom to initiate potty. Mrs. Benavides reports that Mikey also has difficulty with dressing and undressing. Reportedly, Mikey sleeps with parents in their bed and mom wants him to sleep in his own bed. Moreover, mom reports that Mikey needs help with brushing his teeth, cleaning up, eating with spoon without spillage, drinking out of a cup and sippy cup without spillage. According to Mrs. Benavides, Mikey drinks from a bottle with milk before he goes to sleep at night. Finally, mom reports that Mikey can wash his hands by himself. Overall parents want Mikey to be able to use his words and interact with peers. Parents also want to learn ABA.

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.

The B.A.T clinical team met Mrs. Vasquez (mother), on September 9th, 2016, at their home located in Riverside, CA. 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 David. The clinical team gathered information regarding David’s history (as outlined in the section above) and inquired about the challenges they encounter, including and behaviors that are of concern.

Functional Behavior Assessments Many students with exceptionalities exhibit undesirable behaviors that are a result of a disability. In order to ensure that students are successful in their education, an important component present in special education is behavior modification. The functional behavior assessment is an effective tool used to identify problem behaviors, the reason behind them, and propose action plans to modify the behavior. There are many observational methods used to complete a functional behavior assessment.

There were a variety of high and low level activities for the campers to engage in. Layla was fully functional and able to participate in all activities assigned. Her physical capabilities were within normal limits for her age group. Layla did injure her ankle at camp; however, she maintained full mobility, and it did not prevent her from future activities. Layla engaged in all exercises with the other campers and performed exceptionally.

Natalie is a 9 years old girl, lives in my neighborhood in Fairfax County. She is 4th grade student andsuffers from Attention Deficient Disorder (ADD/ADHD).She lived in Egypt for 5 years and has academic learning disability. Her mother, who is American, works as nurse, and her father,who is from Korea, works as an engineer. When they lived in Egypt, Natalie used to studying an international school with kids from different countrieswhere her academic disability initiated. In addition to her academic disability started in Egyptian International School, she hasbeen identified with ADD (Attention Deficient Disorder) by her current teacher in the US school, which makes her case more complicated to develop her academics. Natalie’s

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

clinical team greeted Oscar and his mother at the door. His mother directed the team and Oscar to the family room. The clinical team engaged Oscar with a puzzle and a rubix cube. Oscar put the puzzle pieces in his mouth and the clinical team blocked and redirected him, mom added that Oscar mouths small objects. The clinical team probed various skills with Oscar. Based on direct observation Oscar displays difficulty with one-step instructions (i.e. “Give me.” (2x), “Stand up,” (2x) and “Come here”); on four out of five of the one-step instructions he required one to two prompts. Oscar did comply with “Come here.” Ms. Moran reports that when Oscar is hungry he will pull her arm and guide her to the stove. Oscar was also observed to not turn his head to sound and look when his name was called. Oscar did not look when his mother or the clinical team called him. Oscar was not able to imitate simple sounds such as “Ma” “Ba”, and “Da.” Oscar was observed to not know his body parts, such as nose, eyes, and head, each time he needed physical prompting. Finally, Mom reports that Oscar understands simple functions such as a bathroom is for toileting & bathing; the table is for eating; and the TV is for

There are many aspects that behavior analyst need to address before they can offer any behavioral services to their client. Furthermore, behavior analyst ethically needs to complete a functional assessment before they can start any treatment with a client. There are four major methods for maintaining assessment information: (a) interviews, (B) checklists, (c) tests and (d) direct observation. Indirect assessment approaches are interviews and checklists data obtained from these measures are derived collections, reconstructions or subjective ratings of events. Test and direct observations are direct assessments because they provide information about a person’s behavior as it occurs (Cooper, Heron, & Heward, 2007). Functional assessments can be completed in home, school, and work environments.

Behavior (B): The session took place in family’s home. TC, mother, step-father, and siblings presented with appropriate and euthymic mood. TC and his siblings were energetic as they played with each other. Toward the end of the session, TC had a difficult time following directions and engaged in attention seeking behaviors. Family was well groomed, focused, alert, oriented x4. Family