Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
Instruction in Functional Assessment, 2014a
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<strong>Instruction</strong> <strong>in</strong> <strong>Functional</strong> <strong>Assessment</strong> Chapter 4<br />
Client Case Simulation #2<br />
<strong>Instruction</strong>s: The follow<strong>in</strong>g material represents <strong>in</strong>formation for a particular client case.<br />
Please review the referral form and functional analysis data and answer the questions on<br />
the work sheet on page 66.<br />
Referral Form<br />
Referr<strong>in</strong>g Agent: Teacher<br />
Client: Laurie Anne Harish<br />
Age: 15 years<br />
Diagnosis: Profound <strong>in</strong>tellectual disability, communication skills deficits, autism<br />
spectrum disorder<br />
What is the problem? Laurie Anne is very difficult to work with. Whenever I give her<br />
a sort<strong>in</strong>g task, which she can do when she wants to, she throws a fit! I cannot get her to<br />
do a lick of work.<br />
How long has the problem been occurr<strong>in</strong>g? She has been do<strong>in</strong>g this for the past 3<br />
months and it has been steadily gett<strong>in</strong>g worse.<br />
How severe would you consider the problem behavior? Well, she is not meet<strong>in</strong>g her<br />
goals for the week and I end up hav<strong>in</strong>g to work with the other kids s<strong>in</strong>ce she is not<br />
gett<strong>in</strong>g anywhere.<br />
What are your present methods of deal<strong>in</strong>g with it? I tell her at the start of the day what<br />
we will be do<strong>in</strong>g, but then once we get at our work station she immediately builds up<br />
for her typical fit of holler<strong>in</strong>g and fuss<strong>in</strong>g and I can’t get anyth<strong>in</strong>g done with her. I end<br />
up just lett<strong>in</strong>g the session go because her behavior is just too bad to work with and I<br />
don’t want anyone gett<strong>in</strong>g hurt.<br />
The follow<strong>in</strong>g FA data were collected. Three conditions, as described below, were tested<br />
to determ<strong>in</strong>e the ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g variable(s) for Laurie Anne Harish’s problem behavior.<br />
Demand condition: Laurie and the therapist are seated at a table <strong>in</strong> the therapy room.<br />
Laurie is presented with educational tasks from her Individualized Education Plan (IEP).<br />
These tasks should be those that Laurie has not learned. The therapist presents the task<br />
materials and an <strong>in</strong>struction for Laurie to perform the task (e.g., placed a ball and cup<br />
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