u07a1_Functional_Assessment

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Dec 6, 2023

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Functional Assessment Report Case Study Casi FA Text 235-238 Provide an overview of the case: Summarize the information obtained from the interview. *Casi is a 4 th grade student with autism enrolled in a regular education classroom with 26 other students. She receives occupational therapy two times per week. Casi also receives a combination of in-class support from the special education teacher, teaching assistant, and peer tutors. *Mr. Quelle, Casi’s teacher, indicates that Casi usually comes to school happy and ready to participate. As the day goes on , Casi’s challenging behavior increases. During particular activities, Casi often screams, refuses to participate, does not follow instructions, and can be aggressive with peers. Casi seems to shut down by putting her head on the desk and crying or rolling into a ball on the floor, when Mr. Quelle attempts to physically prompt Casi to participate. **Mr. Quelle’s concerns: 1) The behavior disrupts the classroom and interferes with his teaching and student learning 2) Other students are ostracizing Casi, making fun of her and requesting to be in groups without her 3) Casi is not making progress with her IEP goals or in the regular education curriculum ***Mr. Quelle is concerned these behaviors will cause Casi to be placed in a more segregated classroom. Mr. Quelle wants to keep Casi in the regular classroom to continue to interact with typically developing peers. Summarize the ABC data. *ABC data was provided about Casi’s day. Casi starts her day ready to learn, positively responds to peers and works well in groups. Casi greets her teachers and peers during morning arrival, participates in the pledge of allegiance, and arrangers her daily picture schedule with her peer tutor. Casi is on task working on the computer during an expressive writing activity, reads with her peer partner, and when working on spelling words individually. When it’s time to work in groups for spelling, Casi does not engage with the group turning her back. Her teacher prompts participation, and Casi refuses to participate. The teacher then asks a peer tutor to work with Casi, and Casi participates with them. Casi transitions positively to physical education in the gym, but then refuses to take a turn on the trampoline. When prompted to take her turn, Casi screams, “No!” sits on the floor, and refuses to move. The other students take their turns and Casi watches from the corner. Casi transitions successfully to lunch with her peers. Casi eats lunch with her favorite peer, but then leaves the group to sit alone when other peers join them and begin talking and laughing. Casi covers her ears and walks to the classroom when the bell rings. Casi refuses to select an instrument to play in music class, refuses to take an instrument from the teacher, and is left alone. When the music begins, Casi rolls into a ball on the floor and cries. Casi successfully works on math worksheets with a special education teacher. After math, Casi leaves the room to attend a 30 minute occupational therapy session. There is a high noise level group activity when Casi returns to class, and she participates with her group. After the 30 minute group activity, there is a high noise level team recognition and Casi pushes a peer wo his clapping and yelling for his group next to her. Casi completes the end of circle, copies homework assignment

and follows departure routines. Casi has positive teacher and peer interaction saying good-bye at the end of the day. State the hypothesis clearly in one concise sentence. Then describe Casi’s problem behavior and how you arrived at your initial hypothesis about the function of her problem behavior. *The function of Casi’s behavior is sensory regulation/sensory stimulation decrease determined by observing Casi in the classroom along with interviews with Mr. Quelle, the occupational therapist, peer tutors, and Casi and her parents. Highly stimulating activities and routines are the time which Casi is generally engaging in these challenging behaviors. For example, Casi is over stimulated by loud noises and groups of people. When she encounters these situations Casi leaves the environment, moved to another lunch table to sit alone, or shuts down, sits in the corner during trampoline time. As the day progresses Casi’s ability to endure the higher levels of stimulation decreases, and also after she returns from OT class. In the early morning and after OT Casi is able to engage in appropriate behavior during higher levels of stimulation. In the ABA data provided, there are no indicators the behaviors are supported by attention, escape, or tangibles (Chandler & Dahlquist, 2015). Design the functional analysis conditions.  Using the information you gathered from the indirect and direct assessment (interview & ABC data), explain the need for a functional analysis *A functional analysis was requested for Casi by her teacher Mr. Quelles. The functional analysis would be used to test the hypothesis that the function of Casi’s problem behavior is sensory regulation/sensory stimulation decrease. The functional analysis would provide a clear demonstration of which variable(s) influence the occurrence of problem behavior (Cooper, et. al., 2020).  Describe the functional analysis procedure you would use to test your hypothesis about the behavior’s function. *The best functional analysis procedure for Casi’s case study would be direct observation, ABC data collection, and interobserver agreement (IOA) data collection by the BCBA and Mr. Quelles. o List the conditions that would be included in your functional analysis and provide a description of how these conditions would be carried out. *The conditions to be tested in the functional analysis would be sensory overstimulation, play condition, alone condition, and escape condition. Attention would not need to be included in this functional analysis since Casi has not shown any need for this based on the interviews and ABC data collected. The sensory overstimulation condition would be carried out by the practitioner playing loud noises, loud music, and arranging for groups of individuals to be present and approaching Casi and record Casi’s responses to these stimuli. The alone condition would have Casi present in a room with a two way mirror to observe Casi’s behavior while she is alone in the room and see if she engages in any of the challenging behaviors. The play condition would be giving Casi attention and allowing her to choose whatever she wants to do and seeing if any of the challenging behaviors occur. The escape condition would be placing demands on

Casi, such as an assignment or jumping on the trampoline without the class present, and record if Casi’s challenging behavior occurs when the demands are given. o Include information regarding how you would gather data, and ensure interobserver agreement (IOA) and proper implementation of the conditions. *Data will be collected by the practitioner and a BCBA/professional. To ensure interobserver agreement (IOA), there will be one clear definition of the behavior including examples and non- examples and data will be taken concurrently (Cooper, et.al., 2020). For this functional analysis the frequency of Casi’s challenging behaviors would be recorded.  Describe the type of results you expect from the functional analysis procedure by including a hypothetical graph demonstrating the results of your functional analysis. *The expected results from this functional analysis procedure would be an increase of Casi’s challenging behaviors during the sensory condition and stable low rates of the challenging behaviors during the other conditions. Figure 1, below, demonstrates the frequency of Casi’s challenging behaviors occurs at a much higher rate for the sensory condition versus the escape, play, and alone condition. The data is clear that the function of Casi’s behavior is sensory stimulation, and with this information an intervention plan and behavior goals can be set that are appropriate to help Casi reduce the occurrence of challenging behaviors during times of sensory overstimulation. References Chandler, L.K., & Dahlquist, C.M. (2015). Functional assessment: Strategies to prevent and remediate challenging behavior in school settings (4 th ed.). Boston, MA: Pearson. Cooper, J.O., Heron, T.E., & Heward, W.L. (2020). Applied behavior analysis. Hoboken, NJ: Pearson. Casi

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