Preference Assessment Pt 2

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Nova Southeastern University *

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0731

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Statistics

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Feb 20, 2024

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docx

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Preference Assessment Calandra Leary Nova Southeastern University ABA 0731 Assessment and Delivery Models Dr. Faheema A. Abdool-Ghany October 15, 2023

The case study centers on "Donny," an 8-year-old boy diagnosed with mild-to-moderate intellectual disability and an unspecified comorbid condition. Donny has exhibited problematic behavior in both a self-contained special education classroom and a general education. classroom, characterized by repeated acts of physical aggression toward his peers. A behavior analyst conducted a Functional Behavior Assessment (FBA) to determine the functions of Donny's aggressive behavior. This assessment included both indirect and direct methods to gather data. Donny, an 8-year-old boy with mild-to-moderate intellectual disability, exhibited physical aggression (pushing, hitting, and kicking) toward his classmates. This aggressive behavior occurred primarily when he was presented with tasks in the general education classroom, with fewer incidents in his self-contained classroom. Donny’s target behavior is aggressive behavior. The behavior analyst employed both indirect and direct assessment methods to gather data for the FBA. For Indirect Assessment, The Functional Assessment Screening Tool (FAST) was administered, along with structured interviews conducted with Donny's teachers from both classrooms. An unstructured interview was also conducted with Donny himself. For Direct Assessment the Antecedent-Behavior-Consequence (ABC) recording was utilized, with data collected by the behavior analyst, as well as teachers in both classrooms. The ABC recording involved systematically observing and measuring antecedents, the target behavior, and consequences. The data collected from interviews with teachers and Donny suggested that the target behavior occurred more frequently in the general education classroom when Donny was presented with challenging tasks. In contrast, fewer incidents were reported in his self-contained classroom where tasks were less demanding. However, the indirect data were inconclusive concerning the consequences following the target behavior. The ABC data, on the other hand, revealed crucial information. The target behavior typically occurred when Donny was presented with tasks, and it was followed by consequences. Consequences included reprimands from teachers or paraprofessionals and angry responses from peers towards whom Donny was aggressive. Importantly, the target behavior rarely resulted in an escape from completing the assigned task in either classroom. Based on the data collected, it is reasonable to hypothesize that the function of Donny's aggressive behavior is escape or avoidance from challenging tasks. The high frequency of the target behavior in the general education classroom, where tasks are more demanding, supports this hypothesis. The fact that the target behavior rarely resulted in task avoidance but instead led to reprimands and negative reactions from peers suggests that Donny may not have learned an effective escape mechanism. As a result, he continues to engage in aggressive behavior to communicate his discomfort with challenging tasks. In conclusion, this case study highlights the importance of conducting a thorough Functional Behavior Assessment to determine the functions of problematic behaviors in individuals with intellectual disabilities. The data collected from indirect and direct assessments suggest that

Donny's aggressive behavior is likely an attempt to escape or avoid challenging tasks. Understanding the function of the behavior is crucial for developing effective behavior intervention strategies to support Donny in both educational settings. Further assessment and intervention planning are needed to address Donny's behavioral challenges and promote a more inclusive and positive learning environment for him and his peers.

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