Posted: May 1st, 2022

JACKSON’S FUNCTIONAL BEHAVIOR ASSESSMENT

JACKSON’S FUNCTIONAL BEHAVIOR ASSESSMENT

Baby with Downside Habits(s): Jackson Date of Interview: 9/25

Age: four Yrs* Mos Intercourse: M* F

Interviewer: Lise Respondent(s): Carey

A. Describe the Habits(s)

1. What are the behaviors of concern? For every, outline how it’s carried out, how usually it happens per day, week, or month, how lengthy it lasts when it happens, and the depth through which it happens (low, medium, excessive).

Habits How is it carried out? How usually? How lengthy? Depth?
Screams four–10 x/day Transient Very disruptive
Throws toys, objects four–10 x/day Transient Very disruptive
Yells shut-up four–10 x/day Transient Very disruptive
Throws chair 2x in previous 6 months Harmful

2. Which of the behaviors described above happen collectively (e.g., happen on the similar time; happen in a predictable “chain”; happen in response to the identical scenario)?
Might begin with screaming or saying shut-up, after which will throw object.

B. Outline Potential Ecological Occasions that Might Have an effect on the Habits(s)

1. What medicines does the kid take, and the way do you consider these might have an effect on his/her conduct?
None

2. What medical complication (if any) does the kid expertise which will have an effect on his/her conduct (e.g., bronchial asthma, allergy symptoms, rashes, sinus infections, seizures)?
None

three. Describe the sleep cycles of the kid and the extent to which these cycles might have an effect on his/her conduct.
No points

four. Describe the consuming routines and food regimen of the kid and the extent to which these routines might have an effect on his/her conduct.
Eats effectively, very wholesome four 12 months previous

5. Briefly record the kid’s typical each day schedule of actions and the way effectively he/she does inside every exercise.

C. Every day Actions

Time Exercise Baby’s Response
6:00 am Arrival Slightly stiff; seems to be out window; issue becoming a member of group
7:00 am Planning Wants prompts
eight:00 am Facilities Does okay; rigidity of actions; favourite actions are laptop/blocks with automobiles; might have issues with friends or when requested to do an exercise
9:00 am Hand washing/Snack Does okay except it’s not the snack he needs
10:00am Wiggle time/Small group Reluctant to take part; wants prompts; typically refuses to take part; strikes to books; is explosive when redirected
11:00 am Story Time Resists; will get personal e-book
12:00 pm Exterior No drawback; restricted repertoire of actions and companions
1:00 pm Lunch Does effectively
2:00 pm Outside play No drawback; restricted repertoire of actions and companions
three:00 pm Afternoon circle May be tough; usually doesn’t wish to take part; resists and, if I insist, could be explosive
four:00 pm Dismissal Animated to see mother and father; leaves with out issues

1. Describe the extent to which you consider actions that happen through the day are predictable to your youngster. To what extent does the kid know what he/she shall be doing and what is going to happen through the day (e.g., when to stand up, when to eat breakfast, when to play outdoors)? How does your youngster know this?
Is aware of schedule
2. What decisions does the kid get to make every day (e.g., meals, toys, actions)?
Understands decisions

D. Outline Occasions and Conditions that Predict Occurrences of the Habits(s)

1. Time of Day: When are the behaviors most and least prone to occur?
Most certainly: Early morning
Least seemingly: Outside play in morning and afternoon

2. Settings: The place are the behaviors most and least prone to occur?
Most certainly: Classroom, small group
Least seemingly: Exterior

three. Social Management: With whom are the behaviors most and least prone to occur?
Most certainly: Trainer
Least seemingly: Friends who won’t make calls for on him

four. Exercise: What actions are most and least prone to produce the behaviors?
Most certainly: Structured exercise, calls for, social interactions, sharing objects
Least seemingly: Studying a e-book by himself

5. Are there specific conditions, occasions, and so on. that aren’t listed above that “set off” the behaviors that trigger concern (specific calls for, interruptions, transitions, delays, being ignored, and so on.)?
If he falls or will get bumped

6. What one factor might you do that will most probably make the issue conduct happen?
Insist on participation in one thing he doesn’t wish to do

7. What one factor might you do to ensure the issue conduct didn’t happen?
Give him all of the automobiles he needs; speak about automobiles

E. Describe the Baby’s Play Skills and Difficulties

1. Describe how your youngster performs (with what? how usually?).
Solitary – advantageous
Parallel – o.ok.
Restricted social play

2. Does your youngster have drawback conduct when enjoying? Describe.
If friends counsel he play a special approach or take his autos

three. Does your youngster play alone? What does he/she do?
Vehicles, Automotive “World,” laptop

four. Does your youngster play with adults? What toys or video games?
Not effectively, points with turn-taking, object alternate

5. Does your youngster play with different youngsters his/her age? What toys or video games?
Not usually, he prefers solitary play

6. How does your youngster react if you happen to take part a play exercise with him/her?
Typically tells grownup to go away or says “shut-up” in response to a play to a play suggestion

7. How does your youngster react if you happen to cease enjoying with him/her?
No drawback

eight. How does your youngster react if you happen to ask him/her to cease enjoying with a toy and swap to a special toy?
Downside conduct

F. Establish the “Perform” of the Undesirable Habits(s)

1. Consider every of the behaviors listed in Part A, and outline the perform(s) you consider the conduct serves for the kid (i.e., what does he/she get and/or keep away from by doing the conduct?)
Habits What does he/she get? OR What precisely does he/she keep away from?
Shut-up Individuals transfer away or give him what he needs or permit him to do the actions he needs
Throwing Individuals transfer away or give him what he needs or permit him to do the actions he needs
Screaming Individuals transfer away or give him what he needs or permit him to do the actions he needs
2. Describe the kid’s commonest response to the next conditions:
a. Are the above conduct(s) extra seemingly, much less seemingly, or unaffected if you happen to current him/her with a tough process?
Extra seemingly

b. Are the above conduct(s) extra seemingly, much less seemingly, or unaffected if you happen to interrupt a desired occasion (consuming ice cream, watching a video)?
Extra seemingly

c. Are the above conduct(s) extra seemingly, much less seemingly, or unaffected if you happen to ship a “stern” request/command/reprimand?
Extra seemingly

d. Are the above conduct(s) extra seemingly, much less seemingly, or unaffected if you’re current however don’t work together with (ignore) the kid for 15 minutes?
Much less seemingly

e. Are the above conduct(s) extra seemingly, much less seemingly, or unaffected by adjustments in routine?
Extra seemingly

f. Are the above conduct(s) extra seemingly, much less seemingly, or unaffected if one thing the kid needs is current however he/she will’t get it (i.e., a desired toy that’s seen however out of attain)?
Extra seemingly

g. Are the above conduct(s) extra seemingly, much less seemingly, or unaffected if he/she is alone (nobody else is current)?
Much less seemingly

G. Outline the Effectivity of the Undesirable Habits(s)

1. What quantity of bodily effort is concerned within the behaviors (e.g., extended intense tantrums vs. easy verbal outbursts, and so on.)?
Easy outbursts which might be transient, however extremely disruptive

2. Does participating within the behaviors end in a “payoff” (getting consideration, avoiding work) each time? Virtually each time? Now and again?
We attempt to preserve him calm, we normally give in instantly

three. How a lot of a delay is there between the time the kid engages within the conduct and will get the “payoff”? Is it fast, a number of seconds, longer?
Rapid

H. Outline the Major Methodology(s) Utilized by the Baby to Talk

1. What are the overall expressive communication methods utilized by or out there to the kid? (e.g., vocal speech, indicators/gestures, communication books/boards, digital units, and so on.) How persistently are the methods used?
Good verbal communication; superior in his language on some matters

2. In case your youngster is attempting to inform you one thing or present you one thing and also you don’t perceive, what is going to your youngster do? (repeat the motion or vocalization? modify the motion or vocalization?)
Doesn’t restore effectively; is mumbly if you happen to don’t get it the primary time

three. Inform me how your youngster expresses the next:

Seize & Attain Give Level Lead Gaze Shift Transfer to You Transfer away from You Head nod/Head Shake Facial Expression Vocalize Rapid Echo Delayed Echo Inventive Single Phrase Inventive Multi-Phrase Easy Indicators Complicated Indicators Self-Damage Aggression Tantrum Cry or Whine Different None
Features
Requests an Object X
Requests an Motion X
Protests or Escapes X
Requests Help X
Requests a Social Routine X
Requests Consolation X
Signifies Sickness X
Reveals you One thing X
Notes:

four. With regard to receptive communication capacity:

a. Does the kid comply with verbal requests or directions? If that’s the case, roughly what number of? (Record, if just a few.)
Understands every little thing it’s possible you’ll say

b. Is the kid capable of imitate somebody demonstrating how you can do a process or play with a toy?
Sure, however might refuse

c. Does the kid reply to signal language or gestures? If that’s the case, roughly what number of? (Record, if just a few.)
Understands effectively

d. How does the kid inform you “sure” or “no” (if requested whether or not he/she needs to do one thing, go someplace, and so on.)?
Speaks

H. What Occasions, Actions, and Objects are Supportive or Current Challenges to the Baby?

1. Describe the issues that your youngster actually enjoys. For instance, what makes him/her joyful? What would possibly somebody do or present that makes your youngster joyful?
Pc, automobiles, blocks, spherical meals, chairs with the phrase taped to it, the colour yellow, and issues which might be yellow

2. What sorts of issues have you ever or your youngster’s care suppliers achieved to attempt to change the issue behaviors?
Warnings – efficient
Observe by way of – “I’ll Help you to”
Don’t rush him. Reprimand might set him off extra.

I. Develop Abstract Statements for Every Main Predictor and/or Consequence

Distant
Setting
Occasion Triggers Downside
Habits Sustaining
Consequence Perform

Tailored from: O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, Ok., & Newton, J. S. (1997). Useful Assessment and Program Improvement for Downside Habits. Pacific Grove, CA: Brooks/Cole Publishing.

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