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Functional Behavioral Assessment: John Doe
John Doe is a six-year-old boy (D.O.B. 11/15/2005), who is presenting with irritated symptoms relating to a diagnosis of moderate autism. At first glance, John appears to be a healthy, well-nourished and well taken care of young boy. John lives at home with his parents and two younger sisters in a middle-class suburban neighborhood. John was diagnosed with autism in 2010, and since this time has received consistent medical care as well as consistent care from his parents, which has aided in the maintenance of John's health and well-being. Recently, John and his family have experienced significant transition. The family has moved cross-country into a new home, placing John and his siblings in new surroundings and a new school district. Additionally, while Mrs. Doe until this point in time had maintained a presence in the home as a stay-at-home-mom, she has now joined the workforce part-time,...
These facets, including John's inability to clearly communicate his needs to this nanny, have escalated John's frustrations as well as those of his parents who are seeking additional support in aiding John in his transition.
John spends six hours of his day in his neighborhood school during which he receives one-on-one support from school staff that focuses largely on skill building and communication. John's current school placement is within a Preschool Handicapped classroom, and John's classmates are younger students and students with disabilities. John's schooling is overseen by a teacher who operated the classroom with a background in autism, one full-time classroom paraeducator and John's one-on-one paraeducator. Additionally John spends 2-3 hours a day on weekdays under the supervision of the family's nanny, during which time he is largely left supervised but unattended to on a one-on-one basis as the family's nanny also cares for…
Once the purpose of a challenging behavior is understood then educators can design a behavior support plan that includes instructional supports and strategies that aid the student to get what they need in a more socially suitable way. The FBA is a team effort that requires bringing together people who know the student well like the parents, teachers, counselors, and sometimes the student themselves. This team then identifies the
Gordon's Functional Health Assessment for Children & Erickson's Developmental Stages This study will use Gordon's Functional Health Assessment for Children and Erickson's Developmental Stages and list normal findings in an assessment and potential problems a nurse would discover in an assessment of the ages groups including toddlers, preschool age and school age children. This work will compare and contrast identified similarities and differences in expected assessment across the childhood age groups
Functional Analyses of Substance Behavior The World Health Organization (2015) defines and describes substance abuse as the harmful use of psychoactive substances such as drugs and alcohol, in that they can develop dependence and a lack or loss of control. Dependence can be physiological, cognitive or behavioral to a point of neglecting more important responsibilities and relationships (WHO). In the United States, more than $700 billion a year has been incurred
Several assessment tools are available, often using data collection sheets that include items such as direct observation and interviews with adults who closely interact with the student. In Justin's case, this group could include Carrie, the paraprofessional who works directly with Justin, in addition to the special education teacher, the speech and language specialist, other teachers who regularly interact with Justin (e.g., art, physical education, music and media), and
The second step is to document and track the behavior through direct and indirect observation. This may mean creating a scatterplot (chart or grid) recording single events and their context to determine what situations are most likely to trigger the problematic behaviors (Direct and indirect measures, 2001, CECP). Another direct method to observe student behavior is with an Antecedent-Behavior-Consequence (ABC) chart. The behavior can be further monitored indirectly through teacher
FBA Assessment The author of this report has been asked to review and assess a functional behavior assessment that was completed for a patient. Within this brief summary, the behavior itself and the function of the same behavior will be analyzed and summarized. Parts of the description will include the background of the student, a narrative description of the behavior, the setting or settings within which the behavior occurs, the frequency