Open Ended Interview_Hanley

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Feb 20, 2024

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Open-Ended Functional Assessment Interview Date of Interview: January 25, 2024 Developed by Gregory P. Hanley, Ph.D., BCBA-D (Developed August 2002; Revised: August 2009) Child/Client: JM Respondent: Lauren C. Respondent’s relation to child/client: teacher Interviewer: Jessica W, RELEVANT BACKGROUND INFORMATION 1. His/her date of birth and current age: 01-10-2019 5 yrs 0 mos Male/Female 2. Describe his/her language abilities. JM is a verbal communicator Can express wants and needs very clearly 3. Describe his/her play skills and preferred toys or leisure activities. Limited play skills – program to play appropriately Stims on items (e.g., spins wheels of a car) Limited interest in peers Knows they are there but rarely approaches them More recently gaining interest in peers (e.g., calls them by name, tries to assist them when they need help) Likes iPad, pictures of different symbols (e.g., zodiac, community signs), cars, blocks, delivery services and trucks (e.g., USPS, Fedex, UPS, Amazon) 4. What else does he/she prefer? Love all things math and numbers Knows his multiplication facts Can skip count Enjoys spending time with teachers and engaging them in conversations QUESTIONS TO INFORM THE DESIGN OF A FUNCTIONAL ANALYSIS To develop objective definitions of observable problem behaviors: 5. What are the problem behaviors? What do they look like? Aggression – hitting/pushing peers Tantrums – screaming/crying/whining, throwing himself on the floor Non-compliance – verbally refusing to do work To determine which problem behavior(s) will be targeted in the functional analysis: 6. What is the single-most concerning problem behavior? Aggression due to the possibility that his peers can get hurt 7. What are the top 3 most concerning problem behaviors? Are there other behaviors of concern? Top 3 – aggression, tantrum, non-compliance Sometimes tantrums can lead to SIB (head banging on floor) – has only happened 3 times this school year To determine the precautions required when conducting the functional analysis: 8. Describe the range of intensities of the problem behaviors and the extent to which he/she or others may be hurt or injured from the problem behavior. Aggression – will hit/push his peers potentially causing them to fall – they could fall into something and become seriously injured Tantrum – will become very loud in screaming and crying – can lead to SIB which could cause internal damage to his head Non-compliance – will verbally refuse to do work by screaming “no” or “I don’t want to do _____” T o assist in identifying precursors to or behavioral indicators of dangerous problem behaviors that may be targeted in the functional analysis instead of more dangerous problem behaviors: 9. Do the different types of problem behavior tend to occur in bursts or clusters and/or does any type of problem behavior typically precede another type of problem behavior (e.g., yells preceding hits)? Are there behaviors that seem to indicate that severe problem behavior is about to occur? Problem behavior can occur together or independent of each other. When they occur together first a verbal refusal occurs, then aggression, followed by a tantrum. When they occur independent of each other there are varying antecedents – directions, FTF Behavioral Consulting Practical Functional Assessment Workbook 1 | P a g e

presentation of work, an upset peer, loud classroom, denied access to a preferred item or activity, and attempting to gain the teachers attention. To determine the antecedent conditions that may be incorporated into the functional analysis test conditions: 10. Under what conditions or situations are the problem behaviors most likely to occur? The problem behavior is most likely to occur when work is presented or when the room is loud. 11. Do the problem behaviors reliably occur during any particular activities? During morning meeting (circle time), during DTI (discrete trial instruction), and during group 12. What seems to trigger the problem behavior? Presentation of work 13. Does problem behavior occur when you break routines or interrupt activities? If so, describe. Sometimes it occurs during a transitional period after a verbal warning (e.g., it’s time for _____) 14. Does the problem behavior occur when it appears that he/she won’t get his/her way? If so, describe the things that the child often attempts to control. After he verbally refuses and the work is still presented he will throw himself on the floor and engage in a tantrum To determine the test condition(s) that should be conducted and the specific type(s) of consequences that may be incorporated into the test condition(s): 15. How do you and others react or respond to the problem behavior? Ignore the behavior Attempt to redirect back to his chair Use first/then visual Show token board and ask what he wants to work for 16. What do you and others do to calm him/her down once he/she engaged in the problem behavior? Offer weighted blanket Show first/then visual Show token board and ask what he wants to work for – allow him to write in what he is wanting to work for 17. What do you and others do to distract him/her from engaging in the problem behavior? Keep him moving Offer him activities at “his level” – more advanced than his peers Continuously refer to token board and what he is working for Praise working nicely in the absence of the problem behavior (e.g., using nice hands, a quiet voice, and staying in his chair) In addition to the above information, to assist in developing a hunch as to why problem behavior is occurring and to assist in determining the test condition(s) to be conducted: 18. What do you think he/she is trying to communicate with his/her problem behavior, if anything? That he doesn’t want to do the task presented (work needs to be more challenging) That the room is too loud 19. Do you think this problem behavior is a form of self stimulation? If so, what gives you that impression? No 20. Why do you think he/she is engaging in the problem behavior? To escape the work and to gain attention FTF Behavioral Consulting Practical Functional Assessment Workbook 2 | P a g e

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