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Conduct oneself to reflect the professional characteristics and culture of a given work setting.
For this week’s assignment, you are a working behavior analyst! You have conducted a Functional Behavior Assessment (FBA) that included both the Indirect Assessment and the Direct Descriptive Assessment so you can now hypothesize the probable function of the target behavior and create a function-based behavior intervention plan (BIP). This week, you will create a narrated 10-12 slide Power Point to present to your client’s parents to explain the results of the FBA and your BIP. After the presentation to the parents, remember to obtain informed consent!
Read the Case scenario:
My son, Hector, is 5 years old and recently has had a hard time in public places. He will try to run away from us when we are in the store, at the park, or in parking lots. This is very dangerous and makes us nervous. We have to hold his hand but sometimes he wiggles away. If we try and say, stay with us, he will laugh and run ahead. If we yell, “Stop!” he will stop but doesn’t always come back. This is a little bit of progress compared to before where he would not even respond to “stop!” This happens several times a day so we have stopped taking him places as much as possible for safety reasons.
The other issue we are having with Hector is when we try to get out of the car to go anywhere he doesn’t want to give up his toy trucks he is holding. Usually, we wouldn’t mind if he brings them but they are huge and he can’t take them into school. This event of taking the trucks away causes him to tantrum. He will scream, “mine!” try and hit, or push anyone away who tries to take them. This happens in school too if he has an activity he really likes. We are worried that this will continue to happen and he might not be able to stay in his current classroom anymore.
Review the resources from the FBA:
Indirect Assessment: Intake FormIndirect Assessment: Interview FormDirect Descriptive: Assessment: A-B-C FormCreate a 10-12 slide PowerPoint Presentation to include the following:Identification of the target behavior and the operational definition of the target behavior.Contingencies triggering (Discriminative Stimulus) and maintaining (Reinforcement) the target behavior.Hypothesis of the probable function of the target behavior based upon the A-B-C data.Design a function-based behavior intervention plan.Explain the implementation process and the rationale for the behavior intervention plan (BIP).Identify the schedule of reinforcement for the BIP and provide a rationale for the selection of that schedule.Identify the approaches that will be used to ensure generalization and maintenance of the desired behavior change.Directions: Direct Assessment Form
Client: Hector Lopez
Observer: _Behavior Specialist____
Date: June 8, 2021 Time – Begin: 5:30 p.m. Time – End: 6:00 p.m.
Setting: Park
Antecedent
At the park with Mom,
afternoon time, it isn’t too busy.
Mom is talking to another
parent.
Behavior
Hector runs away from slide
area across the park to another
slide that is about 50 feet away.
Consequence
Mom yells “Come back here
please, Hector” and runs after
him
At the park, mom is chasing
Hector
Hector continues to run around
the play area while laughing and
looking back.
Hector stops running and walks
back with mom combined with
laughing.
Mom says, “Stop!”
At the park, Mom catches up to
Hector
Client: Hector Lopez
Mom says, “Thanks for walking,
it isn’t safe to run away. Let’s
go down the slide together”
Observer: Behavior Specialist
Date: June 11, 2021 Time – Begin: 2:00 p.m. Time – End: 3:00 p.m.
Setting: Classroom
Antecedent
At school, peers are at structured
centers. Hector is at the train
table with one other peer. Peer
walks over and asks for one of
the four trains Hector is holding.
Behavior
Hector yells, “No! that is mine!”
and also swats with an open
hand at the peer.
Consequence
The peer says, ok fine, I will go
play with something else.
Hector continues to play and
hold onto the four trains. Peer
approaches again and says, “can
I have the green one?”
Hector says, “No!” and hits peer
with an open hand 2x.
Teacher takes trains away and
guides hector with a full
physical prompt to sit at his
desk.
Hector pushes the teacher and
hits while yelling “mine! Give it
back!”
The teacher is saying “Calm
your body, we can go to our
sensory center to calm down.”
Teacher says, “Here you can sit
her eon th bean bag until you are
calm
Hector starts breathing, but is
still screaming and attempts to
hit teacher.
Sits in sensory area for 5
minutes and returns back to the
class setting.
The teacher also walks over and
says “Hector you need to share
if you are going to be at this
center.”
Peer cries and runs over to the
teacher. The teacher consoles
peer and takes the trains away
from Hector.
Intake Information
Parent/Guardian’s Name(s): Jayme Lopez
Address: 1445 S. Timberland Way, Detroit, Michigan
Telephone: Home: ______________ Work: ______________ Cell: 313-711-2203
E-mail: lopez222@reachingout.com
Relationship to prospective client: Mother
Name of client: Hector Lopez
Date of birth of prospective client: 10-1-2018 Gender: Male
Age: 5-years
Name, Telephone, and Address of Primary Medical Physician:
Dr. Victoria White (303-547-9823) 2055 Medical Park Lane, Detroit, Michigan
Name of Insurance Provider(s): Universal Health
Insurance ID #: PC3455 120
Has the client been diagnosed with any physical or mental disabilities? Yes____ No X
If so, please provide a brief description: ______N/A____________________________________________
Does the client take medications? Please list type and dosage. _No
Please provide a brief description of the behavior(s) of concern: When at the park, Hector runs away from
me and laughs. He also doesn’t like to share and will hit, yell and push when he wants a toy or doesn’t want to
give up a toy like his favorite trains.
Have you previously sought help for this behavior(s)? Yes ___
No X
If so, did you seek help from a behavior analyst or another professional? What types of therapies were
used? No previous therapies have been sought.
Days and Times Available for Therapy: Mondays and Thursdays, from 9:00 a.m. to 3:00 p.m.
All shared information is confidential and used only for diagnostic and treatment purposes.
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