Second Assignment Unit 6

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4 pages without the reference pager or introduction page 

The treatment that you use needs to be evidence based practice. Use this website find them. autismpdc.fpg.unc.edu/evidence-based-practices

This assignment is a continuation of the first Assignment you did like 3 weeks ago: Idenio_Ramos_1st_assignment .docx

Remember Chester from Unit 3? When you last left him, you were considering appropriate assessment of his therapeutic needs. Now you need to consider treatment. Review Chester’s case study from Unit 3. Address the following issues in your paper: 

you need to accurately answer each bullet point:

  • According to the literature, what evidence-based practices could meet Chester’s current needs? (In answering this question, you do not have to write an actual treatment plan. You will consider treatment planning in more detail in your Unit 8 Assignment.)
  • What support can you provide that the choices that you have made would constitute a sound, comprehensive treatment program for Chester and his family?
  • What environments would need to be coordinated in order to provide the interventions you are proposing?
  • How will you garner support and cooperation in each environment in order to ensure optimal compliance with behavioral programming?


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Running head: FUNCTIONAL BEHAVIOR ANALYSIS Functional Behavior Analysis Idenio Ramos Kaplan University 1 FUNCTIONAL BEHAVIOR ANALYSIS 2 Introduction Over the years, behavioral difficulties and developmental learning problems have been on an increase. This increase has called for increased assessment as well as early intervention for the same. Assessment is done prior to the intervention, and its purpose depends on the source of the referral, the referral question, and the setting. Several things need to be done so as to achieve an accurate and detailed assessment. This paper, therefore, addresses a situation evaluation, detailing the plan for assessment, the family’s cultural needs, and the data to be collected. Further, the professional best practices required in the process, and the role that professional interdisciplinary team could play will be explained. Plan for Assessment According to Weiner (2003), interviews to assess for symptoms and behaviors fluctuate considerably in how they are administered. Weiner (2003) shares that both structured and unstructured interviews have their strengths and limitations. He goes on to explain that both interviews will help the clinician obtain adequate collateral information. Structured interviews are conducted in a standardized manner and the clinician will not differ from the interview structure (Weiner, 2003). Clinicians conducting a structured interview are not flexible and they often utilize close-ended questions (Whiston, 2013). Structured interviews are reliable and fairly quick to conduct; however, they lack flexibility, which means that one cannot deviate from the interview schedule (Weiner, 2003). Weiner (2003) explains that unstructured interviews are sometimes referred to as “Discovery Interviews.” This type of interview is more like a directed dialog between the respondent and therapist. The interviewers do not often follow an interview schedule, and even FUNCTIONAL BEHAVIOR ANALYSIS 3 if they do, they will use open-ended question throughout the assessment in order to obtain additional information (Weiner, 2003). According to Whiston (2013), during the assessment, questions are asked at a random order. Unstructured interviews are flexible and can be changed according on the respondent’s responses; however, they can be time consuming. In Chester’s case, depending on the respondent, a structured or unstructured interview will be conducted (Weiner, 2003). To go about this process, a number of things will be done. For instance, the parents, relatives, and caregivers or teachers will be interviewed for the target behavior and generally the overall needs. In most cases, the child undergoing the problem needs to be talked to (Johnson, 2012). In this case, however, Chester will not be talked due to the lack of words to express his needs and even failure to respond to easy redirection. Chester is aged three years. Thus, one can conclude that he is a preschool kid. Now, according to Ms. X, her husband, Mr. W does not like new people visiting his home. Further, he is usually away from home for a couple of days due to his job. Thus, the assessment process will be performed during the school free hours on a day when Mr. W will not be at work, at the clinic. The manner in which the target behaviors and overall needs will be assessed will involve various things. Firstly, the parents will be interviewed so as to acquire information on Chester’s developmental as well as social history, and other information about his functioning level. Further, during this parent interview, information about the history of the family’s psychopathology and illness will be obtained. Relatives or other family members who directly impact the family life will be interviewed so as to obtain more information. Next, the caregivers and the preschool teacher will be interviewed, and behavioral checklists will also be administered to them. Next, the kid’s adaptive behavior will be assessed. In this case, one major thing will be considered, the degree to which he is in a position to maintain and function FUNCTIONAL BEHAVIOR ANALYSIS 4 independently. The parent, the caregiver or the teacher will complete a checklist of this adaptive behavior. Lastly, speech evaluations will be made, and the sensory, gross and motor skill processing will be evaluated (Johnson, 2012). Family Cultural Needs Chester’s family culture prohibits any strangers coming to their home. To the father, a stranger coming to the home is a way of disturbing the family members. Perhaps, they believe that the stranger will bring misfortunes to them. Now, since the father is the head of the family, and his word is like a law, all family members need to adhere to this. His words should also be respected. Further, their community is an extremely tight-knit Christian community. To them, God is the sole healer. Thus they do not believe in “therapy”. They also do not allow “psychological diagnosis” to be done to any of their members. As a result of this, their cultural needs are that strangers should not come to their home since this is a kind of disturbance to the family. Family members need not undergo any therapy or psychological diagnosis since God will heal them. During the process of assessment, cultural competence would help meet these needs. It is the ability of an individual to respond effectively and responsibly to different people from different culture ways that preserve the dignity, as well as needs of the families, individuals and communities at large. It is an important aspect for therapists, psychologists, and health care providers. One can recognize that in this culture, the family members are extremely involved the health decisions of the child. I will, therefore, involve these members in the assessment process. Next, I will ensure that I have a personal contact with this community by attending various events in order to know more about their culture. After this, I will build the community’s trust by explaining to them the intimidating and unfamiliar procedures while still acknowledging their perception of the disorder and care practices. I will also explain to them what to expect FUNCTIONAL BEHAVIOR ANALYSIS 5 throughout the assessment process and even intervention, detailing the ways in which it will benefit the patient and the entire community (Narayan, 2012). Data to Collect A lot of specific data will be collected in order to plan for the intervention. This will include: Genetic medical history data. It will include data about the post and prenatal events, the medical and general health history of the child. Secondly, is developmental history data. This will include data on the age of language use, social smiling, nature and time of play among others. Next is family history data. Data on the family “blend” and size, level of education, socio-economic circumstances will be obtained. Additionally, data on the parenting style and whether the family has moved around or lived in the same place will be required. The data on whether the parents once separated or divorced and had access or conflict disputes will be obtained. Further, data on the difficulties experienced by the family will also be obtained. Next is social history data. This will incorporate data on the social engagement of the kid with other children, history of aggression and interest in people. Next is education data. It will entail data on the child’s performance and experience from kindergarten to preschool, and will be obtained from the teachers. Lastly is emotional history, and physical and neurological examination data (Wachs & Sheehan, 2011). Professional Best Practice Incorporation of professional best practices is vital in ensuring a detailed and accurate assessment. I will achieve this by doing various things. Firstly, during the parent interview, I will ask questions that are aimed at identifying the disability’s onset. These include such questions as whether the parents observed awkward social interactions, unusual play, and even FUNCTIONAL BEHAVIOR ANALYSIS 6 communication problems when the child was aged 2. Next, to obtain information about the current functioning and the developmental history as well, I will ensure that I use a standardized tool. I will also ensure that I issue behavioral questionnaires during the interview since they give a more detailed profile of the kid from the parents’ and teacher’s point of view. Next, to measure the wide range of behaviors, I will use the most valid and reliable instrument. Further, I will also ensure that the behavioral checklists are completed by individuals who are aware of the child very well, such as the mother, the caregiver or the teacher. Observing the child in different settings is vital in any assessment. For instance, making regularly visits at the kid’s home provide lots of information. However, assessment teams rarely do this. I will, therefore, incorporate this best practice by regularly visiting the kid’s home in order to obtain valuable information that can assist in the intervention. Since Chester’s family does not allow strangers to their home, I will build their trust by explaining to them the importance of the visit to their child. Lastly, to assess difficulties in language and speech, I will ensure that not only expressive and receptive language is measured, but also pragmatic and social communication aspects (Wachs & Sheehan, 2011). Professional Interdisciplinary Team In the functional behavior analysis, a professional interdisciplinary team could typically include but not limited to a special education or general teacher, a psychologist, a social worker, physical therapist, speech-language pathologist and an occupational therapist. Here, one can conclude that this team consists of members from both mental and behavioral health fields of examination. In the situation, the role of the professional interdisciplinary team could be to assist in the creation or provision of effective support to functional behavior analysis. Sharing of information among the team professionals can help in explaining this behavior. It can also help FUNCTIONAL BEHAVIOR ANALYSIS 7 in developing behavior models that make the difficult job of analysis much easier. The team could perform the analysis, considering the manner in which any related psychiatric problem could act as a possible establishing operation. The professionals from different fields could participate in the completion of this assessment. Further, they could consider how this disorder could increase related environmental events, and all this information could lead to hypothesis development as well as successive interventions. The skills of one member of the team complement those of the others, and when combined, they create a treatment plan that is costeffective. While interdisciplinary teaming is done in most cases, effective collaboration of the whole team is of great importance to the patient. If the sharing portrayed by this team is absent, then support will be hard, if not unattainable (Cipani & Schock, 2011). Conclusion To sum it up, an assessment process of individuals with disorders is important. There are several reasons as to why it needs to be initiated. In the above situation, Chester was initially diagnosed, and family has already qualified for services. However, an assessment still had to be done in order to document for the intervention. The source of the referral is the Chester’s mother, and the setting for the provision of the service provision is the clinic. It is the clinic because Chester’s prohibits strangers visiting their family. Cultural beliefs of the family influence the assessment, but cultural competency can help to identify ways of meeting these needs during the assessment. Specific data on needed in the decision for intervention, as leads to the planning of the correct services to be offered. Additionally, professional best practices need to be incorporated since they lead to an in-depth and accurate intervention. A professional interdisciplinary team could play the role of providing support to the functional behavior analysis. FUNCTIONAL BEHAVIOR ANALYSIS 8 References Cipani, E., & Schock, K. M. (2011). Functional behavioral assessment, diagnosis and treatment: A complete system for education and mental health settings. New York: Springer Pub. Johnson, S. L. (2012). A clinical handbook on child development pediatrics. Chatswood, NSW: Churchill Livingstone/Elsevier Australia. Narayan, M. C. (2012). Six steps towards cultural competence: A clinician’s guide. Home Health Care Management & Practice, 14(5), 378-386. Wachs, T. D., & Sheehan, R. (2011). Assessment of young developmentally disabled children. New York: Plenum Press. Weiner, B. I. (2003). Handbook of Psychology, Assessment Psychology. Haboken, New Jersey: John Wiley & Sons. Whiston, S. (2013). Principles and Applications of Assessment in Counseling. New York, NY: Cengage Learning .
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