open-ended-functional-assessment-interview

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PSY 7712

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Psychology

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Dec 6, 2023

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Open-Ended Functional Assessment Interview Date of Interview: ____________________ Developed by Gregory P. Hanley, Ph.D., BCBA-D (Developed August, 2002; Revised: August, 2009) Child/Client: Destin Charles Respondent: Lynette Thomas Respondent’s relation to child/client: Mother Interviewer: Melanie Comer RELEVANT BACKGROUND INFORMATION 1. His/her date of birth and current age: _06-20-2019 ___4_yrs _5___mos Male/ Female 2. Describe his/her language abilities. Appropriate vocabulary and listening skills. She talks in complete and complex sentences. Some mispronunciations of the letters T, C, K 3. Describe his/her play skills and preferred toys or leisure activities. Plays well with others. Likes Barbies and playing with cars. She prefers watching YouTube videos. 4. What else does he/she prefer? Playing with makeup, being with her mom, dancing, and playing outside. Eating 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? yelling, throwing tantrums, screaming, kicking, not listening, arguing, walking away, and flapping arms. Crying, slobbering, putting finger in mouth, gagging. Recently, saying "I hate you," running away from Mom. To determine which problem behavior(s) will be targeted in the functional analysis: 6. What is the single-most concerning problem behavior? Screaming in public. 7. What are the top 3 most concerning problem behaviors? Tantrums, Not listening , screaming. Are there other behaviors of concern? She exits her car seat while the car is moving, talking back. She refuses to sleep in her room and will only sleep with her mom. 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. When restrained, she will jerk away, which sometimes leads to getting hit or kicked. Mom is afraid that the screaming and getting out of her seat will lead to an accident and cause injury to them both. T o assist in identifying precursors to 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)? Most of the time, the behavior consists of crying and then screaming, which can last up to an hour. If Mom tries to restrain her from running away, then she may scream, jerk, hit or kick. 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? Problem behaviors usually occur in the presence of Mom at home, car out in public settings like the grocery store or restaurant. When she is with her others absent of mom, behaviors rarely occur. For example, when she is at her grandparent's house, she listens and complies with demands; when her mom comes and asks her to do something, she says no or ignores her. 11. Do the problem behaviors reliably occur during any particular activities? Behaviors occur during morning routines, getting ready for school, getting picked up from daycare when it is bedtime, 12. What seems to trigger the problem behavior? Telling her no, asking her to do something like put on her shoes, pick up her toys, etc. 13. Does problem behavior occur when you break routines or interrupt activities? If so, describe. Yes, if the child is visiting with family or friends and Mom says it's time to go, the child says not yet, I'm staying, I don't want to. Tantrum begins. When watching TV, it is time to leave events (Jump zone, Chuck e cheese). 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. Yes. When told to do something she doesn't want to do. If she doesn't get to eat where she wants when she's told no. 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 her, yell for her to stop, discipline her, threaten to take away preferred items, and turn up the radio in the car or TV at home to drown out the screaming and crying. Give her what she wants. 16. What do you and others do to calm him/her down once he/she engaged in the problem behavior? She talks to her, picks her up, and calls a family member (grandparents /aunt) to talk to her. Try to coax her. Offer to give her what she wants. 17. What do you and others do to distract him/her from engaging in the problem behavior? Give her the phone, change the subject (Show me your toy), offer other things (you want some ice cream? 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? She wants her way. 19. Do you think this problem behavior is a form of self stimulation? If so, what gives you that impression? Mom says she doesn’t know. 20. Why do you think he/she is engaging in the problem behavior? Attention, to get what she wants, to avoid demands and tasks.

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