FBA Assessment Report- SPE 527

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Arizona State University *

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Feb 20, 2024

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1 Skills Assessment Report Mia Gallegos Arizona State University SPE 527: Behavior Analytic Assessment Dr. Sarah Blumberg CI Amber Lindemann 02/19/23

2 Overview Learner: “Jacob” Age: 4 years, 10 months Diagnosis: Autism Spectrum Disorder Services: Jacob is receiving 20 hours of ABA a week as well as 1 hour of speech therapy. and 1 hour each of clinic-based speech and occupational therapy. Background: Jacob’s parents gave consent upon arrival to session for a functional behavior assessment or an (FBA) and it was the FAST assessment which was composed of a parent interview. This was done at the beginning of the learner’s session and in the present of the learner. This assessment was done at the February 14 th , 2023. ABC collection was done on the learner as well during a non-antecedent tantrum. The target behavior being recorded is a tantrum that lays on the floor crying for more than 10 seconds and when an individual comes close during the tantrum may result in aggression. This tantrum can also look like excessive whining while mouthing on the learner’s thumb. This particular FBA was done on the tantrums that can be recorded would be the tantrums and this was put on frequency and duration top record more data on this target behavior. Learner as result of pain or evidently using the bathroom while crying is not considered a tantrum, while tantrum due to transitions results in a trackable and measurable tantrum.

3 Summary FAST Results: So, according to the questionnaire of the yes and no response questions this data. Shows the results of the blue being social reinforcement attention, escape, and tangible products of the target behavior which is 3 data points higher than that of the orange. The orange represents automatic reinforcement both pain attenuation as well as sensory needs. This bar is still put on the graph, yet the orange bar is significantly lower. With this information one can conclude that the target behavior in this case is due to social reinforcement that being attention, escape, or tangible.

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4 ABC-R Data Analysis & Hypothesized Function: Function of Behavior Behavior Establishing Operation (EO) Discriminative Stimulus (SD) S-Delta Reinforcing Consequence SR Tangible Tantrums Denied access to stimming item Planned to ignore Client completes task “clap hands” Stimming item is returned tangible. Tantrum stops. SR Tangible Tantrums Denied access to OT room. Planned to ignore The child accepting denial The tantrum stops. Tangible. SR Escape Tantrums The client is denied access to swing Redirection Transition to potty Escalated behavior. Escape from transition. SR Escape Tantrums Denied access to swing. Redirection Transition to the therapy room. Escalated behavior. Escape from transitions SR Tangible Tantrum Denied access to stimming item. Planned to ignore Demand is placed to match. Tantrum stops. Tangible for stimming item. This procedure was following the client for the first two- and half-hour session. The procedure was purely observation throughout the session and documenting those target behaviors that causes those tantrums. The common antecedents of the target behavior are denied access, and this triggers most of the tantrums. The common consequences to target behavior is tangible the denied access seems to mostly come from a tangible, however, escape from demand placed and or transition is a close second. The behavioral repossessed to respond best to planned to ignore the tantrum seems to cease and the demand placed is followed. When redirection happens due to a behavior the tantrum is escalated with this response. The behavior seems to start off as

5 tangible when something is removed or denied access too and the response that is least effective is redirection, whereas planned ignoring is more effective when attention from every person is ignored until desired behavior is presented. FA Procedures & Hypothetical Results: Tangible condition: This condition will access the behavior as a tangible function. Meaning, that this will be conducted by allowing the client to play with the 3 most preferred items. This will be ruled utilizing an interview preference assessment. Therefore, the most preferred items will be utilized in this condition. The client will be able to play freely with these items for about five minutes. Then, the demand will be placed, “my turn”, then if the tantrum is to occur the client will be provided more time roughly 2-3 more minutes, then the same demand “my turn”, will be placed. After this demand the client will receive more time if not behavior is engaged in. However, if the behavior escalates the tangible will be removed as a whole. This will give a reading on if it is tangible due to the target behavior occurring when the item is returned, if the target behavior escapes even when the item is returned after the first tantrum then the condition is not tangible. Escape condition: This condition will be assessing this as a function. This will be done by doing a DTT intervention at the table. Which is a common ABC data escape method the client utilizes and is a common cause of target behavior. This DTT [task will consist of matching non- identical items. The client will be asked “match”, and if the client proceeds to have the target behavior, then the demand will be dropped. If that client does the desired behavior of matching that the task demand escape is not a main cause of the function of the target behavior this will be done across five trials and then be recording the tantrum and or target behavior duration.

6 Attention Condition: For the attention assessment as the function there will be a task given to the client such as Legos and building independently. This will be prompted by saying, “time for independent play, and I will be doing work.” In response to this statement if the client proceeds to tantrum, then the attention will be given. If the tantrum doesn’t appear to be affecting the client, then one can rule out that the attention is not the function. However, this will be repeated for five sessions and a duration timer will be set for each tantrum that is had. Play Condition: This condition assessment will be utilized to assess the “control” aspect that of this would be when the client is able to have “free play” time a time to decompress and be able to play freely with no demands. This will rule out any social reinforced behaviors and this will assess the automatic behaviors. So, while the client is playing praise, attention, and no demands will be placed. If the client does engage in target behaviors, then this could be potential leading to automatic reinforced behaviors. Which would come from sensory aspects and or pain attenuation. Which would rule something within the client amidst. The FA assessment will be conducted with myself (Mia Gallegos) alongside the current RBT as well as a supervising BCBA. This will be done in the therapy room for majority of trials. Aside for transitions for the escape probing. This FA for escape will start in the therapy room and then move through the recess room to the bathroom. The data will be collected utilizing a data sheet. This will be done using a plus and minus system chart. Where the situation probed if the behavior is probed and the tantrums and or target behavior occurs a plus will be circled and if the behavior doesn’t appear a minus will be circled indicating no behavior happened. This will

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7 be done over ten trials for each condition. Then each condition will be tallied up and out of the ten trials each positive will be graphed.

8 References Cooper. J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson. ISBN: 9780134752556 Mayer, G. R., Sulzer-Azaroff, B., & Wallace, M. (2018). Behavior analysis for lasting change (5th ed.). Sloan Publishing. ISBN: 978159738100

9 Appendix

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