The B.A.T. clinical team met Azizeh’s mother, Azizeh and her siblings, Ameeriha and Mohammed on November 30th, 2016. On this date the B.A.T. clinical team were present to conduct a descriptive functional assessment, which consisted of direct observation of behavior and an Antecedent-Behavior-Consequence (ABC) narrative recording in the family home.
In the initial appointment, mom reported difficulties with Azizeh’s overall development, which will be probed. Playdoh was the item of interest and snack was used as a reinforcer for complying or giving the correct response. The assessment was done at the dining table and in later in Azizeh’s room. Communication was probed first. The clinical team probed greetings first. Azizeh did not respond to
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Based on direct observation, Azizeh displayed several maladpative behaviors throughout the assessment. She engaged in hand flapping three times, rubbed her hair rapidly 12 times, and verbally stimmed six times. She engages in these behaviors in front of people and/or when presented with demand. She displayed no tantrum behaviors (i.e. she will throw herself on the floor, cry, and scream). She ran off/eloped into the kitchen to get a snack when given a demand. She eloped and/or attempted to elope seven times. She either ran towards the family room, upstairs, or the kitchen and laughed and smiled when she ran to family room. Daily living skills and socialization where probed next. Based on direct observation, she did not wipe her mouth when eating and she needed reminders/prompts to clean up two out of five times. In regards to socialization, she was observed to engage in parallel play with the clinical team and her sister. However, her sister was observed to hit her when she wanted a preferred item (i.e. iPad).
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.
Rosemary was observed on October 12th, 2016. Rosemary, Ms. Emily Alardro, her sisters, her brother, as well as the B.A.T clinical team were present to conduct a descriptive functional assessment, which consisted of direct observation of behavior and an Antecedent-Behavior-Consequence (ABC) narrative recording in the family home.
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.
Describe the child’s temperament, judgment, level of self-awareness, impulsivity, and learning/processing style. Is there a developmental disability? How do these influence the child’s behavior and the responses of caregivers, teachers and other involved professionals?
The B A.T. clinical team met Mikey’s mother, Susy on September 22nd , 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 Mikey. The clinical team gathered information regarding Mikey’s history (as outlined in the above section) and inquired about the challenges they encounter, including any behaviors that are of concern. Mikey was also present in the home during this visit.
The case vignette that was assessed was about elementary school student named Charlie. Charlie’s biological factors include being 6 years old, African American, and male. It is unclear if Charlie was premature, and if his mother, Eloise, was taking prenatal care during the pregnancy, which are also a part of Charlie’s biological factors. In regards to the psychological facts, Charlie appears to be having challenges interacting with the other children. Additionally, he becomes easily irritated and distracted, cries when someone tries to correct his behavior, and constantly has tantrums. His usual bedtime and mealtime routine have changed since his mother is not always available to attend. The social factors consist of his mother, step-father, aunt, and newborn sister. Additionally, moving in with his Aunt Eleanor and his school are social factors. Due to his mother, Eloise, having depression, she was in psychiatric hospitalization for a while. After her release, Charlie moved with his aunt in order for Eloise to spend time trying to recover from her depression. Ever since he moved with Aunt Eleanor, Charlie’s developmental factors have changed. Prior to moving with his aunt, Charlie was an actively involved child who was extremely social and reached his developmental milestones at an expected rate, as well as possessing amazing language and social skills.
Listener responding was probed next. Brenden was able to looked 80% of time (or 8 out of 10 times) at his communicative partner. Then, the clinical team presented Brenden with playdoh. Fine motor skills where probed during playdoh activity, using playdoh scissors. Brenden was observed to have difficulty griping and using Playdoh scissors. Body parts where probed, he was successful at labeling his body parts (i.e. eyes, nose, ears, head, mouth, etc.). More communication skills were probed. He struggled with “What questions” with actions, he just echoed questions (i.e. “What are you doing?”). Colors where probed. Brenden was successful at labeling colors on his toys and clothing. Then, personal questions were probed, he knew his name, age, and parents as mommy and daddy. Finally, Brenden was observed to ask for attention by saying "Look" and upon departure, he said, “Bye” with no assistance/prompts.
Nasir responded well to the intervention. Nasir appeared to be relaxed and in a good mood. Nasir stated that everything was going okay with him and that his behavior has be good since the last session. Nasir responded yes, when he is upset. Nasir stated, his mom repeating thigs to him; like taking the garbage out, being bossed around, being teased by his brothers, not get thing he want and being disappointed. Nasir rated his anger 10. Nasir responded no. Nasir stated, yelling fighting arguing, throwing thing running away and talking back. Nasir responded yes. Nasir stated, being told to do the same thing over and over, having to do most of the chores, being told he just like his older brother, being threatened, teased, using his stuff
Session held at client's home. DI worked on establishing report. DI and Sofia worked executive function, social and language. During session Sofia need it 7 directive prompt and 1 partial physical prompt. DI and Sofia look at video for potty training. Sofia did a great job following instructions given by DI. Sofia was able to keep small conversations with DI and client's mom. Sofia's mom assisted, participated and facilitated during session.
She would not eat with a spoon, she didn’t want to be touched, and she did not respond to her name even if she was staring at you while you spoke. It was soon after that day a specialist would visit the daycare, and it was through her observation and expertise that she suggested the staff should share the information or pamphlets that she left for particular parents. It wasn't to my surprise that I was at the top of the list. It was through this specialist's observation that she suggested my family to consider having my daughter tested for
Assessments should include specific examples of the behaviors of the child through across different circumstances and contexts; and not be limited to behaviors and relationships of children with their parents or caregivers. These should include relationships and interactions with teachers or daycare providers, siblings and other relatives, and classmates of the child. The diagnosis of RAD should not merely be based on the relationship of parent and child. The assessment of RAD should not be based on parents or caregivers on provided descriptions to a therapist or psychologist; but should also be centered on observations conducted by these professional.
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.
“Bella” is a 3 year old female. She lives with both parents and her older brother. At 2 years of age, “Bella’s” parents grew concerned when they noticed her motor skills did not seem to be developing at the same rate as her peers. Her mom stated, “She seems to avoid playing on our backyard playset.” She was also showing signs of tactile hypersensitivity, refusing to walk barefoot on their grass while playing outside. Her mom noted that she felt helpless watching her daughter struggling to enjoy “normal” childhood activities. During the initial interview it was noted by her mother that she would not socialize with other children, and seemed to find it difficult controlling her anger. She would often act out physically.
Parents may feel overwhelmed by the assessment process and this assessment allows them to be involved every step of the way. Their role is also crucial to obtaining an accurate developmental level for the child. As part of the screening, there is an informal questionnaire and
There are some concerns for the use of the CBCL. The preschool version of the CBCL is questioned in reliability and validity on some of the scales. It is common to see to this as an issue because early diagnosis and identifying behaviors in younger children are often difficult. It cautioned that the CBCL not be used as a diagnosing tool, however used as a screening tool. Review’s mention that the ASEBA system as a whole lack a strength based approach and that the Social Competence scale is not yet well developed. The Social Competence scale should measure both positive and negative aspects of a child’s behavior.
Did you know Play-Doh was created by a very creative man named Joseph McVicker. He was born on September 9, 1930, in Cincinnati, Ohio. His father, Cleophus “ Cleo “ McVicker, and his mother Irma both came from immigrant families. His brother Noah McVicker and Joseph ran a company called Kutol Products. The company made soaps and other cleaning supplies. Noah was the plant manager and product developer. In 1928, Cleo and Irma had a daughter, Ruth. Business was going well at the time.