FBA Part 2

FBA & CONSULTATION REPORT 3 Consultee Information The consultee is the mother of our client. Our consultee’s name is Marielis. The consultee is the main consult/parent of the client. The consultee lives at home with the client, the client’s two brothers, a roommate, and the roommate’s daughter. As part of the ABA team on the client’s case, I speak with Marielis regarding our client at the beginning and end of every session. The consultee also is a part of our meetings discussing the implementation of new interventions and programs. The history between the client and consultee is extensive and the consultee is considered the main advocate for our client. Client Description and Context Our client is seven years old. The client was diagnosed with Autism Spectrum Disorder – F84.0 in September 2020. Our client is also diagnosed with Down Syndrome (Trisomy 21) – Q90.2, a speech & language delay, and Attention Deficit Hyperactivity Disorder. The client was also diagnosed with a low tone in her epiglottis. The client is currently on a ½ tablet of 5mg Adderall Monday-Friday for their attention during the school day. The medication is not given during the summer. The client has a history of anxious behaviors from experiencing domestic violence from the father's aggression toward the mother. The client can communicate, but some may struggle to understand the client given her current skill set for language development. No augmentative device is present for the client. The client is currently enrolled in first grade at the local public school. The client is in a self-contained classroom and currently has an IEP. The client also receives Occupational therapy, physical therapy, and speech therapy in school weekly. The client takes the bus to and from school and has an aide accompany them on the bus as well.

FBA & CONSULTATION REPORT 6 ABC Observation Form Student Name: Rebecca Observation Date: 6/13/23-6/22/23 Observer(s): Kaitlyn Stokes Time: 2-4 Every Day Activity: Acquisition Skills and NET Play Class: In-Home Time / Setting Antecedent Behavior Description Consequence 6/13/23 Home 2:15 Rebecca was sitting at counter eating a snack – She was asked to throw her trash away. Rebecca yelled “NO!” She didn’t throw her trash away, instead she went back to playing with the toy next to her. Reprimanded to make good choices. 6/13/23 Home 2:23 Rebecca was asked to complete her line tracing She responded “No work!” She did not complete the line tracing. Rebecca was moved to yellow light 6/13/23 Home 2:45 Rebecca was tracing and writing her name. She said she was done after one try; she was prompted to complete 3 more trials. She responded “No, all done” and walked away. She remained eloped from the designated work area before given a physical prompt to come back. Rebecca was moved to yellow light. 6/13/23 Home 3:00 Engaging in preferred activity (dolls) when asked to clean up toys and come back to table She said, “No, I’m busy.” She continued to play. She was moved to yellow light 6/13/23 Home 3:04 Playing with her little brother, asked to stop knocking over his toys. Responded, “NO!” Told she was not making a good choice by therapist, then moved to yellow light. 6/13/23 Home 3:19 Completing trials for ID community signs. Purposely giving wrong answers, asked to stop being silly. Told therapist “Get out of my house!” Therapist reprimanded and moved her to red light. 6/13/23 Home 3:30 Practicing button closures, given prompts to complete independently without physical prompts. Responded, “I don’t wanna” Therapist removed preferred tangible reward (candy) for the end of session. 6/13/23 Home 3:46 Was asked to clean up crayons and paper. Responded, “No” and ran away from designated area. Therapist reprimanded, reminded no reward

FBA & CONSULTATION REPORT 9 Scatterplot Observation Student: Rebecca Grade: 1 st Dates: 6/15/23-6/21/23 Observer: Kaitlyn Stokes Behavior: Activity/ Task Refusal Setting: In Home Therapy Session Time: 2:00-4:00 PM 6/15/23 6/16/23 6/19/23 6/20/23 6/21/23 Total Structured Acquisition Goal Work 11111111 11111 111111 1111111 111111 32 Free Play – includes preferred activities 1 11 111 1 111 10 NET Time 11 111 1 11 111 11 Peer Play 1 N/A 1 N/A 1 3 12 10 11 10 13 The patterns above in the scatterplot indicate that Rebecca engages in task refusal when she is in the structured time frame for completing acquisition skills and trials. This is when she is asked to complete her tracing, personal information, writing her name, sounded words, matching objects, counting, and ID community signs. Rebecca also engages in task refusal during free play which includes when she is asked to stop preferred activities as well. During NET, she engaged in higher levels of task refusal which includes playing a game or playing with a toy with less structure than the structured acquisition skill. During peer play, Rebecca engaged in low levels of task refusal through the 5 days when engaging in play with a peer. Data Triangulation Chart

12 Running Head: FBA & Consultation Report Baseline Assessment Primary Observer: Kaitlyn Stokes Secondary Observer: Kristina B. Setting: Home Setting Dates: 6/19/23-6/23/23 Collect at least 5 days of baseline date; inter-observer reliability with at least 80% agreement; and a report that describes the setting and subject, behavioral definition, measurement procedure, and results. Different days and data than what were in scatterplot and ABC data. Measurement System Inter observer reliability is 97% agreement between the baseline of Kaitlyn to Kristina. To calculate the IOA, you take the total number of agreements for each observer and divide the smaller count by the larger count and then multiple the coefficient by 100 to compute the % of the agreement. Setting : The setting of the baseline data occurred in the home of the client. The mother was present during the session. Subject: Rebecca is a 7 year old female child in first grade who receives ABA therapy services in the family home. She is diagnosed with Autism and comorbid ADHD, Down Syndrome, and sleep disorders. Behavioral Definition: Task refusal is defined as refusing to initiate a response or action after being presented a demand or transition from preferred activity to a lesser preferred activity. This includes walking or running away, verbally refusing, raising verbal volume, eliciting a wrong answer, or failure to respond to the prompt for the task completion. Measurement Procedure : Frequency was calculated for this target behavior.

15 Running Head: FBA & Consultation Report quicker – instead she was mand for a break. When engaging preferred activities she will mand for more time instead of engaging in task refusal. Intervention: Consequences If Rebecca is successful in manding for a break or more time, a timer will be set for the desired time. If Rebecca can engage in the demand presenting without problem behavior, a reinforcement is delivered. If Rebecca exits the designated area, she is presented with alternative choices. If Rebecca engages in the problem behavior after the demand is presented prompt her to use the FCT to mand for a break or alternative choice. If Rebecca successfully makes a request, provide low levels of praise and allow access for a brief desired time (use timer). Results 0 2 4 6 8 10 12 0 1 2 3 4 5 6 7 8 9 10 Chart Title Axis Title (Usually Sessions or Date) Dependent Variable Title Discussion Final Reflection