JACKSON\u2019S FUNCTIONAL BEHAVIOR ASSESSMENT<\/p>\n
Child with Problem Behavior(s): Jackson \t Date of Interview: 9\/25<\/p>\n
Age: 4 Yrs* Mos\t\t\t\tSex:\tM*\tF<\/p>\n
Interviewer: Lise \tRespondent(s): Carey<\/p>\n
A.\tDescribe the Behavior(s)<\/p>\n
1.\tWhat are the behaviors of concern? For each, define how it is performed, how often it occurs per day, week, or month, how long it lasts when it occurs, and the intensity in which it occurs (low, medium, high).<\/p>\n
Behavior\tHow is it performed?\tHow often?\tHow long?\tIntensity?
\nScreams\t\t4\u201310 x\/day\tBrief\tVery disruptive
\nThrows toys, objects\t\t4\u201310 x\/day\tBrief\tVery disruptive
\nYells shut-up\t\t4\u201310 x\/day\tBrief\tVery disruptive
\nThrows chair\t\t2x in past 6 months\t\tDangerous<\/p>\n
2.\tWhich of the behaviors described above occur together (e.g., occur at the same time; occur in a predictable \u201cchain\u201d; occur in response to the same situation)?
\nMay start with screaming or saying shut-up, and then will throw object.<\/p>\n
B.\tDefine Potential Ecological Events that May Affect the Behavior(s)<\/p>\n
1.\tWhat medications does the child take, and how do you believe these may affect his\/her behavior?
\nNone<\/p>\n
2.\tWhat medical complication (if any) does the child experience that may affect his\/her behavior (e.g., asthma, allergies, rashes, sinus infections, seizures)?
\nNone<\/p>\n
3.\tDescribe the sleep cycles of the child and the extent to which these cycles may affect his\/her behavior.
\nNo issues<\/p>\n
4.\tDescribe the eating routines and diet of the child and the extent to which these routines may affect his\/her behavior.
\nEats well, very healthy 4 year old<\/p>\n
5.\tBriefly list the child\u2019s typical daily schedule of activities and how well he\/she does within each activity.<\/p>\n
C.\tDaily Activities<\/p>\n
Time\tActivity\tChild\u2019s Reaction
\n6:00 am\tArrival\tA little stiff; looks out window; difficulty joining group
\n7:00 am\tPlanning\tNeeds prompts
\n8:00 am\tCenters\tDoes okay; rigidity of activities; favorite activities are computer\/blocks with cars; may have problems with peers or when asked to do an activity
\n9:00 am\tHand washing\/Snack\tDoes okay unless it\u2019s not the snack he wants
\n10:00am\tWiggle time\/Small group\tReluctant to participate; needs prompts; sometimes refuses to participate; moves to books; is explosive when redirected
\n11:00 am\tStory Time\tResists; gets own book
\n12:00 pm\tOutside\tNo problem; restricted repertoire of activities and partners
\n1:00 pm\tLunch\tDoes well
\n2:00 pm\tOutdoor play\tNo problem; restricted repertoire of activities and partners
\n3:00 pm\tAfternoon circle\tCan be difficult; often does not want to participate; resists and, if I insist, can be explosive
\n4:00 pm\tDismissal\tAnimated to see parents; leaves without problems<\/p>\n
1.\tDescribe the extent to which you believe activities that occur during the day are predictable for your child. To what extent does the child know what he\/she will be doing and what will occur during the day (e.g., when to get up, when to eat breakfast, when to play outside)? How does your child know this?
\nKnows schedule
\n2.\tWhat choices does the child get to make each day (e.g., food, toys, activities)?
\nUnderstands choices<\/p>\n
D.\tDefine Events and Situations that Predict Occurrences of the Behavior(s)<\/p>\n
1.\tTime of Day: When are the behaviors most and least likely to happen?
\nMost likely: Early morning
\nLeast likely: Outdoor play in morning and afternoon<\/p>\n
2.\tSettings: Where are the behaviors most and least likely to happen?
\nMost likely: Classroom, small group
\nLeast likely: Outside<\/p>\n
3.\tSocial Control: With whom are the behaviors most and least likely to happen?
\nMost likely: Teacher
\nLeast likely: Peers who will not make demands on him<\/p>\n
4.\tActivity: What activities are most and least likely to produce the behaviors?
\nMost likely: Structured activity, demands, social interactions, sharing objects
\nLeast likely: Reading a book by himself<\/p>\n
5.\tAre there particular situations, events, etc. that are not listed above that \u201cset off\u201d the behaviors that cause concern (particular demands, interruptions, transitions, delays, being ignored, etc.)?
\nIf he falls or gets bumped<\/p>\n
6.\tWhat one thing could you do that would most likely make the problem behavior occur?
\nInsist on participation in something he does not want to do<\/p>\n
7.\tWhat one thing could you do to make sure the problem behavior did not occur?
\nGive him all the cars he wants; talk about cars<\/p>\n
E.\tDescribe the Child\u2019s Play Abilities and Difficulties<\/p>\n
1.\tDescribe how your child plays (with what? how often?).
\nSolitary \u2013 fine
\nParallel \u2013 o.k.
\nLimited social play<\/p>\n
2.\tDoes your child have problem behavior when playing? Describe.
\nIf peers suggest he play a different way or take his vehicles<\/p>\n
3.\tDoes your child play alone? What does he\/she do?
\nCars, Car \u201cWorld,\u201d computer<\/p>\n
4.\tDoes your child play with adults? What toys or games?
\nNot well, issues with turn-taking, object exchange<\/p>\n
5.\tDoes your child play with other children his\/her age? What toys or games?
\nNot often, he prefers solitary play<\/p>\n
6.\tHow does your child react if you join in a play activity with him\/her?
\nSometimes tells adult to go away or says \u201cshut-up\u201d in response to a play to a play suggestion<\/p>\n
7.\tHow does your child react if you stop playing with him\/her?
\nNo problem<\/p>\n
8.\tHow does your child react if you ask him\/her to stop playing with a toy and switch to a different toy?
\nProblem behavior<\/p>\n
F.\tIdentify the \u201cFunction\u201d of the Undesirable Behavior(s)<\/p>\n
1.\tThink of each of the behaviors listed in Section A, and define the function(s) you believe the behavior serves for the child (i.e., what does he\/she get and\/or avoid by doing the behavior?)
\nBehavior\tWhat does he\/she get? OR What exactly does he\/she avoid?
\nShut-up\tPeople move away or give him what he wants or allow him to do the activities he desires
\nThrowing\tPeople move away or give him what he wants or allow him to do the activities he desires
\nScreaming\tPeople move away or give him what he wants or allow him to do the activities he desires
\n2.\tDescribe the child\u2019s most typical response to the following situations:
\na.\tAre the above behavior(s) more likely, less likely, or unaffected if you present him\/her with a difficult task?
\nMore likely<\/p>\n
b.\tAre the above behavior(s) more likely, less likely, or unaffected if you interrupt a desired event (eating ice cream, watching a video)?
\nMore likely<\/p>\n
c.\tAre the above behavior(s) more likely, less likely, or unaffected if you deliver a \u201cstern\u201d request\/command\/reprimand?
\nMore likely<\/p>\n
d.\tAre the above behavior(s) more likely, less likely, or unaffected if you are present but do not interact with (ignore) the child for 15 minutes?
\nLess likely<\/p>\n
e.\tAre the above behavior(s) more likely, less likely, or unaffected by changes in routine?
\nMore likely<\/p>\n
f.\tAre the above behavior(s) more likely, less likely, or unaffected if something the child wants is present but he\/she can\u2019t get it (i.e., a desired toy that is visible but out of reach)?
\nMore likely<\/p>\n
g.\tAre the above behavior(s) more likely, less likely, or unaffected if he\/she is alone (no one else is present)?
\nLess likely<\/p>\n
G.\tDefine the Efficiency of the Undesirable Behavior(s)<\/p>\n
1.\tWhat amount of physical effort is involved in the behaviors (e.g., prolonged intense tantrums vs. simple verbal outbursts, etc.)?
\nSimple outbursts that are brief, but highly disruptive<\/p>\n
2.\tDoes engaging in the behaviors result in a \u201cpayoff\u201d (getting attention, avoiding work) every time? Almost every time? Once in a while?
\nWe try to keep him calm, we usually give in right away<\/p>\n
3.\tHow much of a delay is there between the time the child engages in the behavior and gets the \u201cpayoff\u201d? Is it immediate, a few seconds, longer?
\nImmediate<\/p>\n
H.\tDefine the Primary Method(s) Used by the Child to Communicate<\/p>\n
1.\tWhat are the general expressive communication strategies used by or available to the child? (e.g., vocal speech, signs\/gestures, communication books\/boards, electronic devices, etc.) How consistently are the strategies used?
\nGood verbal communication; advanced in his language on some topic (sample nursing essay examples by the best nursing assignment writing service)s<\/p>\n
2.\tIf your child is trying to tell you something or show you something and you don\u2019t understand, what will your child do? (repeat the action or vocalization? modify the action or vocalization?)
\nDoesn\u2019t repair well; is mumbly if you don\u2019t get it the first time<\/p>\n
3.\tTell me how your child expresses the following:<\/p>\n
Grab & Reach\tGive\tPoint\tLead\tGaze Shift\tMove to You\tMove away from You\tHead nod\/Head Shake\tFacial Expression\tVocalize\tImmediate Echo\tDelayed Echo\tCreative Single Word\tCreative Multi-Word\tSimple Signs\tComplex Signs\tSelf-Injury\tAggression\tTantrum\tCry or Whine\tOther\tNone
\nFunctions
\nRequests an Object\t\t\t\t\t\t\t\t\t\t\t\t\t\tX
\nRequests an Action\t\t\t\t\t\t\t\t\t\t\t\t\t\tX
\nProtests or Escapes\t\t\t\t\t\t\t\t\t\t\t\t\t\tX
\nRequests Help\t\t\t\t\t\t\t\t\t\t\t\t\t\tX
\nRequests a Social Routine\t\t\t\t\t\t\t\t\t\t\t\t\t\tX
\nRequests Comfort\t\t\t\t\t\tX
\nIndicates Illness\t\t\t\t\t\t\t\t\t\t\t\t\t\tX
\nShows you Something\t\t\t\t\t\t\t\t\t\t\t\t\t\tX
\nNotes:<\/p>\n
4.\tWith regard to receptive communication ability:<\/p>\n
a.\tDoes the child follow verbal requests or instructions? If so, approximately how many? (List, if only a few.)
\nUnderstands everything you may say<\/p>\n
b.\tIs the child able to imitate someone demonstrating how to do a task or play with a toy?
\nYes, but may refuse<\/p>\n
c.\tDoes the child respond to sign language or gestures? If so, approximately how many? (List, if only a few.)
\nUnderstands well<\/p>\n
d.\tHow does the child tell you \u201cyes\u201d or \u201cno\u201d (if asked whether he\/she wants to do something, go somewhere, etc.)?
\nSpeaks<\/p>\n
H. What Events, Actions, and Objects are Supportive or Present Challenges to the Child?<\/p>\n
1.\tDescribe the things that your child really enjoys. For example, what makes him\/her happy? What might someone do or provide that makes your child happy?
\nComputer, cars, blocks, round food, chairs with the word taped to it, the color yellow, and things that are yellow<\/p>\n
2.\tWhat kinds of things have you or your child\u2019s care providers done to try and change the problem behaviors?
\nWarnings \u2013 effective
\nFollow through \u2013 \u201cI\u2019ll help you\u201d
\nDon\u2019t rush him. Reprimand may set him off more.<\/p>\n
I.\tDevelop Summary Statements for Each Major Predictor and\/or Consequence<\/p>\n
Distant
\nSetting
\nEvent\tTriggers\tProblem
\nBehavior\tMaintaining
\nConsequence\tFunction<\/p>\n
Adapted from: O\u2019Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional Assessment and Program Development for Problem Behavior. Pacific Grove, CA: Brooks\/Cole Publishing.<\/p>\n","protected":false},"excerpt":{"rendered":"
JACKSON\u2019S FUNCTIONAL BEHAVIOR ASSESSMENT Child with Problem Behavior(s): Jackson Date of Interview: 9\/25 Age: 4 Yrs* Mos Sex: M* F Interviewer: Lise Respondent(s): Carey A.\u2026<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9033,7586,1386,7589,9034,9031,7587,7588,7584,7585,9032],"tags":[8809,7838,8811,8808,8813,8807,8806,8814,8810,8812],"class_list":["post-107906","post","type-post","status-publish","format-standard","hentry","category-assignment-help-uae","category-best-dissertation-writing-service-in-australia","category-best-research-paper-writing-services-in-usa","category-capstone-project-writing-service","category-cheap-essay-writing-services-china","category-essay-writing-service-usa","category-legitimate-phd-dissertation-writing-services-usa","category-term-paper-writing-service","category-thesis-writing-service-in-canada","category-uae-best-dissertation-writing-help-service","category-write-my-essay-australia","tag-best-master-thesis-writing-service","tag-best-thesis-writing-services","tag-cheap-thesis-writing-services","tag-master-thesis-help","tag-master-thesis-writing-service","tag-thesis-help-online-free","tag-thesis-writing-help-online","tag-thesis-writing-services-cost","tag-thesis-writing-services-near-me","tag-thesis-writing-services-reviews"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/107906","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=107906"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/107906\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=107906"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=107906"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=107906"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}