treatment plan #2
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Troy University, Troy *
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4477
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Aerospace Engineering
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Feb 20, 2024
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doc
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6
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Page 1 of 6
PRBS
Behavior Services Treatment Plan
Client Sissy: Sissy Mae Smith
Date of Birth:
03-08-07 Assessment Date:
May 2013
Assessor:
Barbara Metzger, PhD, BCBA-D
Purpose of Report: Summary of Initial Assessment and Treatment Plan Background & History
Due to concerns with Sissy’s developmental delays, Sissy’s parents approached PRBS to seek services from a Board Certified Behavior Analyst. Currently, she does not have a formal diagnosis of autism. Delays noted by her parents include difficulties communicating, inappropriate behaviors (screaming, falling on the floor, refusing to cooperate with instruction), as well as limited social interactions and play skills. Currently, Sissy receives speech and occupational therapy with PRBS and coordination will occur across therapists
. PRBS will coordinate services with community resources following proper consents signed regarding release of information. When progress deems it necessary, we will work
to assist Sissy to transition into the least restrictive educational placement and will provide services, which may include, but are not limited to parent meetings, school meetings, observations, phone conferences, information sharing, and ARD meetings. If the required consents are not signed the coordination of care will become the parent’s responsibility.
Behavioral Assessment
The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) was utilized to assess skill strengths and deficits based on developmental milestones. This assessment is based on B.F. Skinner’s (1957) analysis of verbal behavior, typical language development milestones, and field-tests data from typically developing children
as well as children with autism. Section 1 of the VB-MAPP is the Skills Assessment which contains verbal behavior milestones and related skills across 3 developmental levels (0-18 mths., 18-30 mths., and 30-48 mths.). Section 2 is the Barriers Assessment, which examines 24 common learning and language barriers. The assessment was completed through direct interaction with Sissy. The assessment was conducted over a two-hour session. Results of the assessment and treatment goals are
outlined below.
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Assessment Results
General observations: The assessment started with 30 minutes of playing with minimal demand. She enjoyed interacting with toys and the assessor. Gradually, the assessor requested that Sissy demonstrate skills and as long as the demands were kept short with a high level of reinforcement for cooperation, Sissy was cooperative with the assessment. Sissy demonstrated skills (e.g., expressive labeling, imitation), but not necessarily upon request. In the last 45 minutes she attempted to leave the assessment room and cried for 15 minutes when unable to leave. The assessor ignored her crying and continued to read a
book. Sissy stopped crying and the assessor re-engaged her in highly preferred activities. She was then able to complete the assessment.
VB-MAPP Skills Assessment Total score
: 21
A.
Manding (verbal requesting)
1.
Sissy was able to spontaneously emit 5 mands with no verbal prompts need. B.
Tacting (expressive labeling)
1.
This was not tested
C.
Imitation
1.
On at least 5 separate occasions, Sissy spontaneously imitated motor behaviors of others D.
Echoic (verbal imitation)
1.
Sissy seems to have a small foundation of verbal skills; however, she scored 2 on the EESA subtest that was given
E.
Play
1.
Sissy played with toys by herself as well as with the assessor. Her attention span on a toy typically lasted 2-3 minutes depending on the toy. 2.
Sissy played with several of the toys that was in the environment in the assessment area and moved from toy to toy every few minutes
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F.
Social Behaviors
1.
Sissy made eye contact with the assessor as a type of mand, but that was the only times she made eye contact 2.
Sissy would only play by herself. She had no verbal or nonverbal interactions with the assessor 3.
Sissy did not approach the assessor to initiate interaction.
4.
Sissy did not respond to her name being called.
G.
Spontaneous Vocal Behavior
1.
Sissy spontaneously emitted at least 5 whole word approximations during the assessment.
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Page 4 of 6
Goals and Objectives
Based on the above skill strengths and deficits the assessor recommends the following areas be addressed first:
A.
Manding (Verbal Requesting)
1.
Sissy will emit more spontaneous mands to indicate her wants and needs (at least 10) without any prompting. The items can be present 2.
Sissy will point to preferred items..
B.
Imitation
1.
Upon request, Sissy will imitate actions with objects.
2.
Upon request, Sissy will imitate at least 4-5 1-step gross motor actions when prompted
3.
Upon request, Sissy will imitate at least 4-5 1-step fine motor actions when prompted
C.
Play
1.
During each session, Sissy will engage in movement play for at least 1 minute, and then 2 minutes once mastered at 1 minute
D.
Social Behaviors
.
1.
Sissy will respond to her name by orienting towards the speaker.
2.
Sissy will indicate when she wants attention or to be played with at least 2 times each session
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Assessment of Progress
Data will be collected each session on Sissy’s response to her individual goals and objectives. The data will be reviewed by the supervisor at a minimum of once per month. Sissy’s behavior plan objectives and goals will be modified based on the data to ensure continued learning and progress. Parent Education
It is required that a least one of Sissy’s parents attend monthly meetings with supervising Board Certified Behavior Analyst and their child. Parents are instructed through a comprehensive model that includes key features such as modeling and direct hands-on training with feedback. Once skills are mastered in therapy, Sissy’s parents will be given
homework to generalize skills to the home and community environments. This affords parents a valuable opportunity to become comfortable implementing teaching tools for their child. It is specifically designed to enhance their ability to arrange a learning environment at home and to support the skills that Sissy has acquired in therapy.
Type of Treatment Recommendations
Based on the results of the above assessments and observations during the assessments, I recommend that deficits be addressed through therapy based on Applied Behavior Analysis. Sissy will benefit from an environment that is enriched with many learning opportunities to address functional communication, socialization, self-care, play, and academic skills development. Based on research that indicates that intensity of services is necessary to achieve optimal progress, I recommend that Sissy receives at least 25 hours of 1:1 therapy per week.
Transition Plan
The VB-MAPP will be conducted at 6 month intervals to assess progress. Sissy’s next assessment is planned for September 2013.
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Thank you for the opportunity to work with Sissy and your family, we look forward to taking this journey with you. Please feel free to call or email me with any questions at barbara@rehababa.com
.
Respectfully Submitted,
___________________________
Barbara Metzger, PhD, BCBA-D
Director
PRBS
Consent for Treatment
I give consent for treatment to be provided for my child by Pediatric Rehabilitation and Behavior Services. No promises have been made to me about the results of treatment. I understand that I need to provide accurate information about my child so that he/she will receive effective treatment. I also agree to play an active role in my child’s treatment. I understand that I may terminate treatment at any time. My signature below shows that I understand and agree with all of the above statements. I have had the opportunity to ask questions about and give my input to the treatment plan.
Signatures indicate Behavior Services Treatment Plan was is agreed to by both parties.
__________________________________
__________________
Clinician
Date
__________________________________
__________________
Parent/Guardian
Date
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