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 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 child selected for purposes of this paper is a 31 month old male and will be referred to as “Timmy”. The interview and questionnaire were completed in the presence of his mother. Timmy and his other currently reside with maternal grandmother and maternal step-grandfather. Maternal aunt along with her three children also resided in the home, but moved out one week prior to the assessment being completed. He scored very well in all domains of the 30 month ASQ, each score was within the typical range.
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
Functional behavioral assessment (FBA) refers to the processes or procedures that are developed to ascertain the reasons and the purpose of the behaviors that are portrayed by individuals with communication impairments and other severe cognitive disabilities (Cipani, E., & Schock, K. M. 2011). This includes autism which is in Johnny’s case above. Individuals cannot fully explain why they display those behaviors and thus this procedures of assessing the functional behaviors was developed. This is done by collecting date on the environmental variable the influence the behavior of an individual
The Battelle Developmental Inventory – 2nd Edition (BDI-2) is psychoeducational testing instrument used in special education to assess developmental disorders in infants and young children. This paper looks into how the validity, reliability and norms for the BDI-2 were originally developed.
Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.
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.
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 assignment entailed the creation of a functional behavior assessment (FBA) so that a behavior intervention plan (BIP) could be created for this child with these profound and undesired behaviors. Our instructor Dr. Rock gave us comprehensive instructions, an excel spreadsheet template, and a rubric to guide
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
Research is continually being conducted everyday with this common disorder. Many parents main concerns is the use of medication to treat their child. Many doctors nowadays show the parents the current research of studies being done and their effectiveness as well as providing papers for families for their willingness to participate in ongoing studies to better help understand their childs disorder and the best way to treat it ( Görtz-dorten, Breuer, Hautmann, Rothenberger, Döpfner, 2011).
An interprofessional team consisting of Medical student, Pharmacist student, Nursing student and social work student met with Patient (A.O.) to perform a collaborative family assessment in a home visit. A.O. went to foster care for two months, but his father gained custody in July 2012. The father mentioned the foster care had an effect on A.O. A.O. lives with his father and his grandmother. The father works at a thrift store. A.O.’s Mother has Neurofibromatosis Type I too. The father mentioned that A.O. had a speech delay. A.J.’s father mentioned that they received assistance from the government. A.O.’s grandmother and father reported that he eats a good variety of food as he eats fruits and vegetables. A.O. reported liking pizza and McDonalds
With regard to his social-emotional functioning, as assessed with the BASC-2, concerns were presented by both raters, across home and school setting for the areas of Attention Problems, Social Skills, and Functional Communication. In the area of social skills, Tyler’s mother reports that his interactions with his brother often lead to conflict. In regard to functional communication, Tyler receives speech and language therapy services twice a week due to his poor receptive language skills. His difficulty understanding language may affect his communication
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.