Unit-6-Assignment

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Kenyatta University *

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Psychology

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Nov 24, 2024

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Functional Behavior Assessment Parent Report Board Certified Behavior Analyst: Taylor Tensley Date: May 31, 2023 Client: Axel Rivera Date of Birth:March 15, 2018 Parent’s Names and Contact Information: Jeanette and Joseph Rivera Overview The client in the Functional Behavior Assessment is a four-year-old boy named Axel Hernandez. The child had Autism approximately sixty days ago and is under occupational therapy at a healthcare facility once a week. The child does not take any form of medication except for an over-the-counter multivitamin each morning. In this FBA plan, the family comprises a mother, father, and elder sister. The family is American and is second and third-generation. The grandparents of the parents were of Mexican ancestry. The grandparents live in Mexico and come to visit them a couple of times, staying about two months at a time during the year. The parents discuss the situation of Axel, their four-year-old son, who was identified as having Autism. The child is highly active and exhibits tantrums, stiffness, and disobedience concerns, according to weekly occupational therapy (OT) assessments. The assessment preferred for the child comprises Antecedent-Behavior-Consequence (ABC), Data Collection Form, and Event Recording Data Form. Reason for Family Inquiry: The child’s mother contacted the healthcare facility because she is concerned about the child’s tantrum behaviors, rigidity, and noncompliance. Axel's mother,

Jeannette, explains that the child's behaviors include throwing himself on the floor, screaming, and yelling. The child's rigidity and noncompliance are exhibited when he yells and throws himself on the floor. Further, the mother states that the child’s behavior discourages her from going anywhere or attending to any tasks when attending to the child. The father said he would like to go on a family vacation without being concerned about the child's behavior. Besides, the parents have decided not to host events at their family home since they are unaware of how Axel would behave. The child's mother requests an investigation for this FBA to modify and improve the child's behavior and get guidance on potential medical treatments. The child's autistic status was the source of the parents' concern. The child's behavior when they showed up for the assessment was marked by noncompliance, anxiousness, impatience, and resistance to demands. Target Behavior for Behavior Intervention Plan: The child’s tantrums are evident when he throws himself on the floor and yells. Next, the operational definition of his rigidity and noncompliance is described when he yells but is not limited to throwing himself on the floor. Jeannette claims Axel exhibits disturbing behaviors such as temper tantrums, rigidity, disobedience, or noncompliance. These behaviors happen due to autism spectrum disorder. The plan examines problematic ASD behaviors such as running away, self-harm, aggressiveness, property damage, persistent disobedience, and improper public behavior. Therefore, addressing rigidity and noncompliance behavior in Axel’s case is crucial when choosing the target behavior. The prevalent behavior comprises rigidity and noncompliance, particularly when transitioning from different tasks. This is an area where the boy demonstrates transition and change since it emerges from a preferred to a non-preferred activity.

Brief Overview of Current and Previous Therapies: Presently, the child takes over-the-counter multivitamin drugs after breakfast. He has been subjected to Occupational Therapy (OT) for the past sixty days since he has been unable to change his behaviors at the individual level. The target behavior is a behavior that has something to do with compliance and is anticipated to change. In contrast, normal functioning is the behavior that is supposed to remain the same (McGuire et al., 2016). Most of these therapies or interventions seek to increase parents' awareness, competence, and self-assurance in managing their child's ASD condition. Parents will be able to identify the prevalent triggers, encourage positive relationships, and take control of sustaining elements due to the intervention. These are the choices of the factors since they have been noted to increase. Summary of Indirect Assessment (Interviews, Behavior Checklists, Records Reviews) After the indirect assessment with the child’s mother, it can be deduced that his function of behavior is access to tangibles. The mother stated that the child has many problems changing from one activity to the next, regarded as a transitional challenge. The next issue the child's mother shared was how challenging it was to get the boy to comply with the directions or demands. The mother claims that the child’s non- compliant behavior happened approximately ten times, and tantrums happened approximately twenty times daily. Further, the mother explains that some days are better than others, but most often, she can never have a day without the boy throwing a

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tantrum and being non-compliant. Also, after reviewing the child's school records, it is evident that the educators have a challenging time following recess and after the art class session. Further, the child hates recess ending and yells at teachers when asked to line up with fellow students. Thus, the findings from the occupational therapist indicate that the child has a reward system since he does not like doing most of the class exercises. Ensuring that the activities are planned and adjusting expectations to suit the child are examples of the parental interventions employed in his scenario. These strategies are meant to minimize the likelihood of undesirable behavior. The parent stated that they attended events during less busy times and completed tasks when the child was functioning well. While preparing for retreats, they may also determine which activities the child enjoyed the most. Modeling behavioral objectives that could be achieved was one of the adaptations. Additionally, they might schedule additional time to complete tasks. Most therapeutic exercises or interventions had a specific purpose in mind: to prevent unacceptable behavior. Summary of Direct Assessment Thee observations was conducted during a direct assessment at the child's home setting. The direct observations were conducted over five hours. The Autism Treatment Evaluation Checklist (ATEC) was a specific behavior checklist. Standardized measures assessed the child's cognition, language, and behavior abilities. They were crucial in establishing the child's autism symptoms' severity. The ATEC's results showed high internal consistency throughout all time points. The scale's overall and component scores remained constant (McGuire et al., 2016). Additionally, at both assessment

points, the findings were substantially and significantly related to abilities in cognition, language, adaptive behavior, and the level of autism symptoms. The subsequent follow- up had a variance score of 67% based on the first total score. The following scale utilized was ABC recording, which included a 58-item behavior rating scale. The five behavioral problems of incorrect speech, stereotypy, lethargy, irritability, and hyperactivity were examined by this scale. On a 4-point Likert scale, these elements were rated. The progression rate indicated the severity of the disease. The findings indicated that the scale had a 0-to-3 rating. Behavior Assessment Summary Overview: The type of measurements used to conduct the assessment comprised the A-B- C recording system. The A-B-C recording is deployed when a client is observed directly while recording the behavior. The measurement tool makes it possible to understand the child's behavior and for what purpose. Also, the measurement assists in identifying if the child's function of the behavior is attributed to positive or negative reinforcement. Also, the assessment will show whether the child's function of the behavior is attributed to automatic reinforcement or tangible. Direct and indirect assessment enables a behavior analysist to collect relevant information about the child’s skills, behaviors, and knowledge. Further, the indirect assessment assists in hypothesizing that the boy faces challenges following directions and transitioning. A child's cognitive status and the environmental elements to which the child is sensitive are linked with the occurrences of ASDs. Rigidity, tantrum-expressing, and noncompliance noncompliance noncompliance noncompliance are among the behaviors that may be directly observed across the environment. These behaviors might take various forms, such as sensory sensitivity,

intolerance for unpredictability, and increased arousal. The majority of vulnerabilities are found in environmental situations that are triggered. These occurrences include when parents fail to engage in their children's activities and when regular demands and unpleasant stimuli are present. Thus, the child's behavior based on the assessments serves as an indication of negative reinforcement. Conversely, the indirect assessment identifies that the child has tantrums when he needs something, which can be defined as tangible. Summary and Graph(s) of Baseline Data: Figure 1: Baseline data Figure 2: The child's noncompliance behavior

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Proposed Hypotheses of Functional Relations Between Target Behaviors and Environmental Events: A child's environment impacts their coping mechanisms and ability to recover from diseases associated with Autism. The family setting has the most significant impact on how a child expresses repeated behaviors. Parents can influence their symptoms; for example, mothers might significantly affect their children(McGuire et al., 2016). Therefore, it is necessary to develop therapies or interventions and evaluate their effectiveness to reduce the adverse effects of repetitive behaviors on autistic children and their families. Proposed Functional Replacement Behavior(s): Early intervention is required since the child exhibits negative behaviors as a result of his autism diagnosis in order to replace them with constructive behavior. Avoiding temper tantrums, learning to interact with family members, and developing social skills are among the anticipated behaviors. He is very inflexible. Thus, therapy should teach him to be more respectful and modest. Interventions are intended to

improve his cognitive and interpersonal abilities to help him comply with instructions and tasks. Behavior Intervention Plan: General Recommendations: The parent should incorporate a variety of interventions, such as antecedent- based intervention. The focus should be on the child's environment, skill development, and adaptive skills. These intervention strategies will reduce most of the repetitious behaviors, including tantrums and disobedience. Jeannette can also choose the medicine option. The majority of families struggle to decide which medicine choice is the best. ATN Medicine Decision Aid will allow them to collaborate to evaluate the benefits and drawbacks of utilizing the medicine (McGuire et al., 2016). Medication will help reduce aggressive behavior, temper tantrums, and self-harm (Autism Speaks, 2018). Differentiation should be the focus of other actions. Instead of focusing on the child's adverse conduct in this situation, the parent or teacher could encourage alternative behaviors. List Some Possible Reinforcers: During the one-on-one intervention, reinforcers include verbal praise, high-fives, and happy face stickers on the track board. Also, recording the boy’s task completion will assist caregivers in being on track, especially with the token system, and remind the child of his task completion goals to motivate him to obtain his reward. Fitzpatrick et al. (2016) defined reinforcement as "desirable consequences following behaviour to increase the likelihood that the behaviour will occur again." Examples include Comprehensive treatment models (CTMs) and Focused intervention practices (FIPs). The FIPs are more appropriate in Axel's situation even if both the CTMs and FIPs

therapies aim to help the child regain independence, cognition, social skills, or communication. Next, the FIP intervention consists of behavioral training techniques that parents and teachers may employ to help him behave better. They consist of differential reinforcement and response disruption. These intervention strategies minimize the negative behaviors associated with the child's rigidity and tantrums. Environmental deprivation and visual assistance for parents and teachers are other types of reinforcement. Briefly Discuss Projected Positive Outcomes of ABA Intervention via Behavior Intervention Plan (BIP): The intervention plan focuses mainly on Axel's behavior condition and has two goals in mind. The first goal is to improve parenting techniques, and the second is to enhance the child's behavior. Positive accommodating measures indirectly affecting the child's condition are integrated into the plan to improve parenting techniques. The parent may pick up suggestions and utilize strategies like planning to handle the child's behavior. Incorporating the best drug that will enhance the child's condition is an example of a direct consequence for the child. He can acquire fundamental instructions, love tasks, and coordinate with people with the help of interventions designed to improve his cognitive and interpersonal skills. Functional Behavior Assessment Parent Report (FBAPR) reviewed with parents:

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______________________________________________________________________ ____________________ Parent(s) Signature(s) Date ______________________________________________________________________ ____________________ Behavior Analyst Signature Date

References Autism Speaks. (2018, September 12). My Child is Sometimes Aggressive - What Can Help? https://www.autismspeaks.org/expert-opinion/my-child- sometimesaggressive-what-can-help Fitzpatrick, S. E., Srivorakiat, L., Wink, L. K., Pedapati, E. V., & Erickson, C. A. (2016). Aggression in autism spectrum disorder: presentation and treatment options. Neuropsychiatric disease and treatment, 12, 1525. McGuire, K., Fung, L. K., Hagopian, L., Vasa, R. A., Mahajan, R., Bernal, P., ... & VeenstraVanderWeele, J. (2016). Irritability and problem behavior in autism spectrum disorder: A practice pathway for pediatric primary care. Pediatrics, 137(Supplement 2), S136-S148.https://doi.org/10.1542/peds.2015-2851l

Unit-6-Assignment

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