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Module 4: Skills Assessment Report Arizona State University SPE 527: Behavior Analytic Assessments 31 January 2024 Overview

Learner : Camren Owen Age : 19 years Diagnosis : Autism Spectrum Disorder, Bipolar Disorder, and Intellectual Disability Services : Currently Camren is receiving one hours of virtual Cognitive Behavioral Therapy per week and six hours of clinic – based Interpersonal – Social Rhythm Therapy per month. Background : Camren is his own legal guardian and consented to an initial assessment using the Assessment of Functional Living Skills (AFLS). The assessment was conducted over multiple days, January 29 th and 30 th , 2024, in the family’s home with Camren’s mother, aunt, and sister present in the home. The AFLS is a criterion – based assessment designed for individuals of all skills above two years of age. The assessment provides parents, therapists, and educators a systematic way to evaluate, teach, and track a variety of adaptive, functional, and self-help skills to garner and support independence in those with autism and developmental disabilities. The AFLS was designed to pair with the Assessment of Basic Language and Learning Skills (ABLLS) and consists of six protocols including, Basic Living Skills, Home Skills and Community Participation, School Skills, Independent Living Skills, and Vocational Skills. Each protocol is designed to be selected to individualize and customize the assessment for each learner, making it appropriate for learners of all ages and applicable to a wide variety of needs. Before conducting the assessment, an indirect assessment was conducted in the form of an interview to determine which areas would be of focus in the assessment, decreasing the time and cost of the assessment for the family. Throughout the interview process, Camren’s mother and aunt shared that eating meals, cooking, chores, and keeping spaces clean in the home were difficult. Camren’s mother shared that Camren required reminders and constant supervision when completing household chores or cooking; behavioral outbursts were common during these

tasks and often lead to stress in the home and resulting in Camren’s mother maintaining the household alone. The Home Skills Assessment Protocol was selected for this assessment, focusing on meals at home, dishes, clothing and laundry, housekeeping and chores, household mechanics, leisure, kitchen, and cooking. Results Camren’s initial score on the AFLS averaged at 52.9% mastery of assessed skills. Meals at Home: Camren scored a 48.3% mastery of skills in this area; he was able to accurately identify foods that needed utensils and required verbal prompts to cut food with utensils. He was able to carry foods to and from the table but unable to sit at the table for a maximum of 30 minutes, he got up from the table three times during the meal and disrupted the meal a total of five times while discussing inappropriate topics, reaching over others, spilling items, and making disruptive noises. At the end of the meal, verbal prompts from a caregiver were needed to take dishes to the sink and dispose of trash. At this time, Camren became agitated with the tasks and began yelling rude comments to mom. Dishes : Camren scored a 38.9% of mastery in this area, he was able to collect dishes from cupboards and place them on the table. When placing dishes in the dishwasher, he required verbal and gestural prompts from a caregiver to complete the steps required. Throughout the process of loading the dishwasher and hand washing dishes, Camren began yelling rude comments to mom and the administrator before leaving the home and walking down the street. After 15 minutes, Camren came back to the home and was asked to continue the assessment. He then left the home again, returning after another 15 minutes and continued with the assessment.

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Clothing and Laundry: During this portion of the assessment, Camren scored a 53% mastery of the skills. Camren was able to sort dirty clothing items and begin washing clothes, verbal prompts were provided from mom to fill the washer to an appropriate amount, use soap, and select the correct washer settings. Camren required a verbal prompt from a caregiver to remove washed items to the dryer and demonstrated mastery of utilizing the dryer. Camren required another verbal prompt from mom to unload the dryer and began putting clothing away. Mom and Camren folded laundry together, Camren requiring model prompts to fold items and put them away independently in the correct places. Housekeeping and Chores: At the end of the assessment, Camren scored 19.4% mastery of housekeeping and chores skills. Camren was able to demonstrate most housekeeping skills in the assessment, requiring prompts from mom to put trash in the correct place, clean up after eating, and replacing used tissues/toilet paper. Camren was unable to demonstrate independence with larger and longer household chores, requiring reminders and instructions for sweeping/mopping, making his bed, cleaning the restroom, and picking up the kitchen. During the assessment, Camren became agitated and yelled rude comments at mom during cleaning the restroom, taking care of pets, and making his bed. Household Mechanics : Camren scored a 65.7% mastery in this portion of the assessment, he was able to demonstrate mastery of lights, doors, windows, and blinds but was not able to show mastery of basic tools such as a screwdriver, hammer, or pliers. Camren was able to demonstrate

perceptual knowledge of the home and objects in the home but struggled to show perceptual knowledge of items within the room. Leisure : Throughout this portion of the assessment, Camren scored 76% mastery of leisure skills. Camren was able to demonstrate the abilities to operate and watch television, read for an extended period, play games, use electronic devices, operate, and listen to a radio, and complete an art project. He was unable to demonstrate mastery of appropriate game play without prompts from a caregiver to follow the rules and play outside. During the assessment, Camren refused to leave the home to participate in the portions outside. Kitchen : Camren was able to demonstrate 75.7% mastery of the skills in this portion of the assessment, he was able to retrieve snacks and locate materials needed for cooking appropriately. He required a prompt to place leftovers in a save container and was able to demonstrate mastery of serving himself food items. Camren was unable to demonstrate clean up tasks and began showing signs of agitation when prompted to do so. Cooking : During this last portion, Camren was able to show 46.5% mastery of cooking skills. He was able to demonstrate mastery of common kitchen items such as a blender, garbage disposal, microwave, over, toaster, and use the proper steps to clean his hands when appropriate. He required prompting from a caregiver to properly cut and prepare some items in the kitchen. Camren required assistance creating meal plans and making a grocery list. Instructional Goals

Goal 1: Support Camren as he learns to make his bed. Topography : Camren will make his bed, placing a clean fitted sheet and comforter on his bed with clean pillowcases on each pillow. (Task Analysis) 1. Match fitted sheet to each corner, the tag will line with the bottom left corner of the mattress. 2. Place each corner of the fitted sheet on each corner of the mattress. 3. Lay the comforter on the bed, matching each corner of the comforter with each corner of the mattress. 4. Gather pillows and pillowcases. 5. Pick up one pillow and one pillowcase. 6. Place the open side of the pillowcase onto the short side of the pillow. 7. Pull the pillowcase down the pillow until the fabric is tight. 8. Continue these steps on each pillow. 9. Place the pillows at the top of the bed. Condition : Camren and mom will be in his bedroom with a visual TA. Mom will deliver a vocal SD “time to make your bed” with a tangible reinforcer readily available. Criterion : Camren will complete each step of making his bed following the visual supports 25 of 30 mornings that making the bed is available. Goal 2 : Encourage Camren to complete laundry independently.

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Topography : Camren will complete each step Laundry in a task analysis independently. 1. Sort laundry (lights, darks, and gentles). 2. Put laundry into the washer. 3. Put soap in the washer. 4. Select the correct setting (colors, lights, or gentle). 5. Move wet clothes to the dryer. 6. Put two dryer sheets into the dryer. 7. Select the correct setting. 8. Put dry clothes into a laundry basket. Condition : Camren and caregiver will in in the laundry room with the visual aid, mom will deliver a vocal SD of “time to do laundry” with a tangible reinforcer readily available. Criterion : Camren will complete the steps completing laundry with the visual aid 8 out of 10 trials in two consecutive weeks. Goal 3 : Encourage Camren to wash dishes using the dishwasher. Topography : Camren will wash dishes using the dishwasher following a meal using a task analysis. 1. Move dishes from the table to the kitchen sink. 2. Rinse cups and bowls. 3. Open dishwasher and roll out top and bottom rack. 4. Place cups and bowls on the top rack in the dishwasher. 5. Rinse plates, pots, silverware, and other dishes. 6. Place plates, pots, and other dishes on the bottom rack.

7. Place silverware in the silverware rack in the dishwasher. 8. Roll back the bottom and top rack of the dishwasher. 9. Place dishwasher pod or detergent in the compartment. 10. Close dishwasher. 11. Turn to the correct setting. 12. Push start. Condition : Camren and mom will finish a meal and move to the kitchen. Mom will deliver the vocal SD “time to wash dishes” and Camren will begin the task analysis. Criterion : Camren will complete the task analysis 12 out of 15 trials for two consecutive weeks. Goal 4: Encourage Camren to put dishes away. Topography : Camren will put the clean dishes from the dishwasher in the correct places in the kitchen. Condition : Mom and caregiver will be in the kitchen; mom will deliver the vocal SD “time to put dishes away” and Cam will start within three seconds. Criterion : Camren will put the clean dishes from the dishwasher away 12 out of the 15 trials for two consecutive weeks. Goal 5 : Encourage Camren to create a grocery list. Topography : Camren will be able to identify items needed from the grocery store and create a shopping list based on needed items.

Condition : Camren will be in the kitchen or a common area of the home with pencil and paper. Mom will deliver vocal SD “time to make a shopping list” and Camren will begin looking in cupboards, the fridge, and the pantry to look for needed items in the home within three seconds. Criterion : Camren will successfully create a shopping list 12 out of 15 times across two consecutive weeks.

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References Partington, J. W., & Mueller, M. M. (2012). The assessment of Functional Living Skills: Guide: Essential Skills for independence at home, school, and in the community . Behavior Analysts, Inc.