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Functional Behavior Assessment Indirect Assessment: Annies Story For more information: Contact Amanda Little, Ph.D.

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Presentation on theme: "Functional Behavior Assessment Indirect Assessment: Annies Story For more information: Contact Amanda Little, Ph.D."— Presentation transcript:

1 Functional Behavior Assessment Indirect Assessment: Annies Story For more information: Contact Amanda Little, Ph.D.

2 Annies Story Annie is a three-year-old diagnosed with autism spectrum disorder. She loves playing on the computer, music, ocean animals and swimming. She has many strengths, which were identified at her PCP meeting and include: – Adorable – Smart – Good memory – Happy – Strong-willed – Energetic

3 Annies Story Annies family has difficulty taking her into the community due to her exhibiting challenging behaviors, being impatient, running away or grabbing items that arent hers. She has difficulty waiting in line. Lets listen to what her mom has to say. (12 minutes) What challenging behaviors might you look for?

4 Functional Behavior Assessment Indirect Measures – Informal Interview with Mother – Motivation Assessment Scale – The TOOL Direct Measures – Partial Interval Data Recording during Brushing Teeth Routine – Family Data Collection Sheet

5 What are Routines? Routines are daily, habitual activities that occur Routines allow teaching to occur within familiar activities and following simple and multi-step instructions Patterns and routines are part of bigger routines When we are out of our routines we may become irritable and crave our normal routines again Routines may be problematic if we can not vary from theme.g. some children with autism Bedtime routines, for example those involving a bath, book, and getting tucked in, provide children with security Help children be more independent and manage their behavior

6 Examples of Routines Mealtime Bedtime Morning routine Schedule of the day Bathroom routine What are your routines? What routines might you intervene on with Annie?

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11 Baseline Baselinebrushing teeth routine (5 minutes) Start: Instruction to brush teeth (e.g., Time to brush teeth) End: routine ends after spitting and/or putting toothbrush away or mom saying all done Possible challenging behavior definitions: – Elopementleaving the sink area beyond 2 feet or attempt stopped by mom or not being in the bathroom unless it is a choice – noncompliancenot following an instruction within 2 seconds of it being given, taking toothbrush out of mouth for at least 2 seconds which may include saying no or turning her head – Delayingnot engaging in the behavior as instructed or implied (e.g., steps of the brushing teeth routine) for at least 2 seconds. This includes engaging in or asking for other items or activities, engaging in conversation, etc.)

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13 Data Collection Activity Create a data collection sheet that the family will use to provide you with data on challenging behaviors Discuss how you would teach the family or other team members how/when/where to take the data

14 Next Step: Hypothesis Statement and Competing Behavior Diagram


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