Review of autistic child behavior

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 of the behavior, the intensity of the behavior, the duration of the behavior, previous attempted interventions and the educational impact of all of the above. For the function of the behavior, this would include the affective regulation/emotional reactivity, the cognitive distortion, the reinforcement, the modeling, the family issues, the psychological/constitutional issues, the communicative need and curriculum/instruction facets of the behaviors and outcomes thus far. While the situation with the student could be much worse, there are some troubling signs and patterns that the author of this summary will point out.

Analysis

The student in question is a 13-year-old male in the seventh grade. The student acts out a lot including throwing books off his desk, screaming at any student who puts the books back on the disk and will often refuse to complete or working assignments as they are given. When the student cannot finish his bell work, he starts the aforementioned book throwing. He also screams and cries as this occurs. Interestingly enough, the behavior only happens at certain times and intervals. For example, the seventh period of the day, and only on Tuesday and Thursday, is when the behavior most often manifests. Overall, the behavior will happen about twice a week and roughly 8-10 times overall. There are some outliers to the patterns above but it seems to happen on a rough schedule much of the time.

When the behavior occurs, the learning progress in the class grinds to a halt as the student pivot to watch what Roscoe is doing. There is thus loss of instructional time. The student is unable to complete assignments and the other students are affected to a lesser degree. It has been documented that parents of other students in the class have lodged complaints with the school and/or the teacher as a result of the students passing along accounts of the disruptive student. The fits are roughly fifteen minutes in duration and mostly consist of the prior-mentioned book throwing and verbal outburst. Interventions tried previously include parent conferences, preferential seating, modification of assignments and so forth. At least part of the explanationThe sutent is that the student is autistic and he also experiences palpable anxiety fits. The student is also nervous as other students complete the work while he struggles. The family of the student is enabling the activity as they capitulate to the student when he engages in the behavior.