Instruction in Functional Assessment, 2014a

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Instruction in Functional Assessment Chapter 4 Exercise: Case Simulations Client Case Simulation #1 Instructions: The following material represents information for a particular client case. Please review the referral form and functional analysis data and answer the questions on the work sheet on page 66. Referral Form Referring Agent: School Nursing staff Client: Andrew McGaff Age: 12 years Diagnosis: Profound intellectual disability, communication skills deficits, nonambulatory or wheelchair-bound What is the problem? Andrew spits on the floor, causing germs to be spread. A lot of the kids crawl around on the floor and then put their hands in their mouth. It is nasty stuff. How long has the problem been occurring? He has been doing this ever since I can remember. How severe would you consider the problem behavior? Because of how colds and other illnesses spread, I think that this is a real big problem. What are your present methods of dealing with it? We constantly tell him not to do this and wipe his mouth so that no spit is available but somehow he always gets it out and it soon goes onto the floor. The following FA data were collected. Three conditions, as described below, were tested to determine the maintaining variable(s) for Andrew McGaff ’s challenging behavior. 60
Instruction in Functional Assessment Chapter 4 Demand condition: Andrew and the teacher are seated at a table in the therapy room. Andrew is presented with educational tasks from his Individualized Education Plan (IEP). These tasks should be those that Andrew has not learned. The teacher presents the task materials and an instruction for Andrew to perform the task (e.g., placed a ball and cup in front of Andrew and says, “Point to the ball.”). If Andrew fails to respond or responds incorrectly then the therapist removes the task materials, turns away for 6 s, re-presents the task, and provides successive degrees of assistance until a correct response is made (e.g., gestures, modeling, and physical guidance to provide Andrew with the cues to perform the correct responses). After prompted or unprompted correct responses, the teacher delivers social praise. After an occurrence of the problem behavior the teacher turns away, removes the materials, and ignores Andrew for 30 s. Social disapproval condition: Andrew and teacher are in the therapy room together. Andrew is provided with a variety of activities. The teacher sits several feet away from Andrew and pretends to be busy at work. After each occurrence of Andrew’s challenging behavior, the teacher presents a negative comment (e.g., “You shouldn’t spit, good boys don’t do that,” “Please don’t do that!”). The teacher ignores any other behavior displayed by Andrew. Alone condition: Andrew is placed in the therapy room alone without any reinforcers. 61
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The Missing Link: An Introduction t
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Reviewer’s Notes Instruction in F
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Table of Contents Preface Chapter 1
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Chapter 1 Challenging Behaviors of
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Instruction in Functional Assessmen
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Instruction in Functional Assessment, 2014a

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