Purdue Global University Mike Crafone Case Study

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Make up and then graph hypothetical data for the indirect assessment, functional analysis, and descriptive assessment. Write a summary of the data for each assessment as well as an overall summary. Identify the variable(s) likely responsible for the maintenance of the behavioral excess and explain how you came to that conclusion. Review how data from indirect assessments and descriptive assessments should and should not be used and provide a rationale. Case Study 1 – Mike Crafone • • • • • • • • • • • 4-year-old boy Lives with mother, grandmother, older sister Identified by his school district as having a developmental delay Qualified for and enrolled in early intervention program in school district at age 2.5 years Attendance at the early intervention program has been sporadic due to transportation difficulties the family has been experiencing Early intervention program has one BCBA on staff, but the program is not behavior analytic in nature and the BCBA has never met or assessed Mike’s behavior Diagnosed by a developmental pediatrician at age 3.5 years with autism spectrum disorder. According to the developmental pediatrician, he is physically healthy. Recommended for ABA services by the social worker at the developmental pediatrician’s clinic Mother is not certain about what ABA is, but she has heard from other parents on the internet that she can get help at home School district still is trying to determine what special education services, if any, will be needed when he enters kindergarten in approximately one year from now Mother reports that he: o Flaps his hands and squeals quite often o Hits his head with his fists and bangs is head on surfaces. He has broken a tooth from this. o Runs away from her in public places o Can repeat words that people say to him, but he does not always do it. He does not spontaneously produce words. o Is a picky eater. She often cannot figure out what he wants to eat. o Cannot complete any self-help routines that commonly can be completed by 4-year-olds (e.g., putting on slip-on shoes) o Requests items or activities by leading her by the hand to certain locations o Is not toilet-trained Indirect Assessment For Mike, this FAI would specifically focus on his head banging behavior, what typically causes or triggers this behavior, what different topographies the interviewees have observed, and how they respond to his engagement in this behavior. The FAI should take approximately 45-60 minutes to complete with each interviewee. The interview can be conducted in a variety of settings including at Mike’s school, at his home, or in a clinical setting. The location should be somewhere where each stakeholder is comfortable and can get to without any difficulty. The FAI can also be conducted via telehealth or another online platform. The interviewer should ask the questions and record each of the answers, allowing the interviewees plenty of time to reflect before answering. The interviewee should also have the opportunity to ask for clarification on any of the questions if they are unclear as to what is being asked. The open-ended nature of the interview format allows the interviewer to ask follow-up questions to obtain more detail when appropriate. The responses can be written or typed by the interviewer. This assessment tool does not have a scoring component; rather, it is used to help understand the variables that are contributing to the occurrence of Mike’s head banging (O’Neill et al., 2015). Descriptive assessment After collecting information from the family through indirect assessments it is then necessary to collect data through direct observation. This will be done through continuous ABC data recording methods. In reviewing collected information, there were linked functions in both the school and home environment. After observing Mike’s head banging behavior it was noticed that occurrences often happened when access to items or preferred activities were interrupted. In short, Mike’s behaviors were thought to occur to gain access to tangible stimuli (Cooper et al., 2020). When Mike was asked to put down a preferred item such as an action figure, tablet, or food, he began to engage in head banging until the item was given back. These behaviors were also commonly seen when a preferred activity ended. These activities included watching TV, taking a bath, and playing on the playground. It was found that the number of people present did significantly impact Mike’s head banging; however, these behaviors occurred more frequently around the time Mike was asked to go to sleep. It was also determined that the amount of attention being given did not play a role in the magnitude of the head banging. Functional analysis Prior to engaging in the functional analysis a preference assessment has to be completed due to the inclusion of a tangible access condition. Initially, a free operant preference assessment was conducted to determine different preferred items while limiting the risk of engagement in the maladaptive behaviors. This preference assessment also serves as a time-efficient manner to assess which items or stimuli Mike generally prefers (Ortiz & Carr, 2000). Items to be included would be those previously cited in the FAI and items the student engaged with during their descriptive assessment sessions. After this, a paired preference assessment would be used to determine a potential hierarchy of preferred items. A paired assessment provided limited choices to avoid choice overload for Mike, as the collateral effects from choice overload could potentially lead to increased occurrences of head banging (Fernandez et al., 2022). 12 items that were identified by the FAI and descriptive assessment sessions were paired while a behavior analyst told Mike to select one item. Items were removed and replaced if he attempted to select both items. After this paired preference assessment was conducted, different tangible items that placed higher in the ranking from the assessment, such as toys or sweets, were utilized during the tangible condition of the functional analysis
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Psychology Presentation

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Case Study 1 – Mike Crafone
Mike is a four-year-old boy who lives with his mother, grandmother, and older sister.
Mike had started an intervention program by the school district when he was about two years of
age. The participation of Mike in the early intervention program was intermittent due to the
transportation issue. When he was still about three years of age, Mike was examined with autism
spectrum disorder by a developmental pediatrician. Nevertheless, following the developmental
pediatrician's assumptions, he is still mentally stable. The social worker was the one that referred
Mike to the clinic of the developmental pediatrician. However, Mike's mother is somehow
uncertain what ABA is about, although she acknowledges that the ABA program can also be
offered in the household. Based on her mother's remarks, mike flails his hands and constantly
squeals, typically eloping in a public location.
Indirect Assessment
Indirect assessment is the process of collecting information through means that go
beyond...


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