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 #3<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: Even<strong>in</strong>g staff<br />
Client: Andy Smith<br />
Age: 18 years<br />
Diagnosis: Profound <strong>in</strong>tellectual disability, communication skills deficits, visual<br />
impairment<br />
What is the problem? In the middle of the night, at about 2:00 a.m., Andy comes out<br />
of his room and beg<strong>in</strong>s holler<strong>in</strong>g. He can’t be quieted very easily. Sometimes he flops on<br />
the floor and bangs his head on the floor <strong>in</strong> a temper tantrum.<br />
How long has the problem been occurr<strong>in</strong>g? He has been do<strong>in</strong>g this for the past 6<br />
months and it has been steadily gett<strong>in</strong>g worse.<br />
How severe would you consider the problem behavior? These fits wake up the other<br />
residents. Andy sometimes breaks open the sk<strong>in</strong> on his head and hurts himself. So I<br />
believe it is very severe.<br />
What are your present methods of deal<strong>in</strong>g with it? I generally call the supervisor who<br />
comes to the residence. He can often stop his fits by giv<strong>in</strong>g him pudd<strong>in</strong>g. It seems to<br />
really calm him down.<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 Andrew McGaff ’s challeng<strong>in</strong>g behavior. The<br />
follow<strong>in</strong>g FA data were collected by your assistant. Three conditions, as described below,<br />
were tested to determ<strong>in</strong>e the ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g variable(s) for Andy Smith’s challeng<strong>in</strong>g behavior.<br />
Demand condition: Andy and the therapist are seated at a table <strong>in</strong> the therapy room.<br />
Andy is presented with educational tasks from his Individualized Education Plan (IEP).<br />
These tasks should be those that Andy has not learned. The therapist presents the task<br />
materials and an <strong>in</strong>struction for Andy to perform the task (e.g., placed a ball and cup <strong>in</strong><br />
front of Andy and says, “Po<strong>in</strong>t to the ball.”). If Andy fails to respond or responds <strong>in</strong>correctly<br />
then the therapist removes the task materials, turns away for 6 s, re-presents the task, and<br />
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