final project discussion board

zvyrab21

Psychology

Asked: Jun 21st, 2015

Question Description

Final Project

Final Project: During your client sessions this week, you will record data regarding your client's treatment.

Final Report: Include the following details:

• Title

• Your name (author) and affiliation

• Abstract

• Introduction

• Method (participants, setting, materials, treatment, measures, procedures, and replication)

• Results

• Discussion

References

Mileno_Ramos_1st_Project.docx

Mileno_Ramos_2nd_Project.docx

Unformatted Attachment Preview

Running head: CLIENT INTERACTION PLAN Client Interaction Plan 1 2 CLIENT INTERACTION PLAN Self-Injurious Behaviors Self-injurious behavior (SIB), which is usually displayed by individuals with autism, as well as intellectual disabilities, entails the occurrence of a behavior that ultimately leads to physical injury to an individual’s body. The most common forms of the self-injurious behaviors may include but not limited to head-banging, head hitting as well as head-biting. In most cases, severe SIB can result in blindness, detachment, broken bones, bleeding and even death. According to studies, SIB has displayed itself in 15% of individuals with intellectual disabilities and autism. Further, studies hold that the individuals who engage in these behaviors have various reasons for doing so. In some cases, the injurious behaviors may occur because they result in desirable outcomes that include the termination of instructional or academic demands and attention from caregivers. In other cases, it may be biologically based. Therefore, the purpose of this paper is to provide a client interaction plan for Clint Dempsey, a 35 months old male who was referred for services that are secondary to his diagnosis of ASD. Once Clint perceives visitors at home, he starts to exhibit his self-injurious behaviors. The injurious behaviors that he portrays are self-injurious behaviors such as head banging and self-hitting; property destruction that includes breaking house utensils like frames, doors, cups; physical destruction defined as kicking as well as punching caregivers; temper tantrum defined as throwing himself on the floor and crying. According to researchers, Clint’s injurious behavior may give him a temporal relief, but in the long-term, it causes a lot of problems than it solves. This is because, for instance, it is short lived and hence keeps an individual away from learning more efficient strategies for addressing the problem. In addition, individuals can hurt themselves badly, even if they do not mean to do 3 CLIENT INTERACTION PLAN so. The self-harm can also be addictive, and the head banging can result in the development of severe cognitive impairments (Jacobson, Mulick & Rojahn, 2007). ABC Data Collection Data was collected by recording the contextual information that includes the activity that was taking place, the date, people present as well as the location. Now, when the injurious behaviors such as banging the head and destroying objects occurred, the event that happened before the behavior as well as one that happened right after the behavior were immediately recorded. The data collected is recorded below: Antecedent Behavior Consequence Clint wanted a toy He banged head against wall Palm on forehead, no attention Clint wanted a different crayon He began crying, screaming Ignored behavior Clint could not operate He banged his head the car toys that made against wall noise when moved Palm on forehead, Clint was told not to use all crayons He began crying and screaming Ignored behavior Clint was denied access to balloon inflators He banged his head Clint did not want to eat the fruit snack He began crying and eventually banged his head Palm on forehead, no attention Clint did also want to eat lunch He also began crying Escape Extinction Clint was asked to complete a task He began crying, screaming Physically guide or control to comply no attention Palm on the forehead, no attention 4 CLIENT INTERACTION PLAN Relevant People Present The relevant people present during the meeting and taking data on Clint’s baseline performance were the mother, grandmother and his behavior assistant who stays with him 15 to 20 hours a week. Clint’s engages in the self-injurious behavior in order to obtain attention. His grandmother provides him with the attention, and hence Clint mostly exhibits the behavior in the presence of his grandmother. Therefore, the grandmother’s presence was important in order to help in the efficient collection of data. With her being present, Clint’s behaviors would be accurately observed. Further, the behavior assistant knows more about Clint’s behavior. Thus, his presence was extremely important in collecting the baseline data of Clint’s performance (Rojahn, Schroeder & Hoch, 2007). Activities Being Observed The activities being observed are self-injurious behaviors, property destruction, and physical aggression and temper tantrums. According to the data collected, Clint exhibits most of these behaviors because he does not get what he wants. He portrays them so as to get what he wants from his caregivers mostly his grandmother. Thus, this is a persuasive technique of manipulating the caregivers. For instance, when he wants a toy, he begins to bang his head against the wall until the grandmother gives the toy. If the behavior is ignored, the behavior decreases. In addition, when Clint wants a different crayon, he begins to cry. When his behavior is ignored, he stops crying. However, when the grandmother pays attention to him, he repeats the behavior. All these imply that he engages in the self-injurious behavior in order to obtain attention from the caregivers. CLIENT INTERACTION PLAN 5 Layout of the Environment and Environmental Variables The layout of the environment entailed a maximum of four sessions that include the material session, the escape, control and the attention session. In the material session, the items that were selected were related to the behavior activities of the participant. The items included balloon inflators, balls that would lit up when bounced, Polly Pocket dolls, cars toys that would make noise when moved, crayons, building blocks and papers, and edible items such as fruit snacks. This session was meant to establish whether the child’s behavior functioned as a way of manipulating the caregiver or even requesting for assistance from the caregiver. This is because there are some toys that the kid could not operate. The purpose of the attention session was to determine whether the behavior’s function was to obtain different kinds of attention. The escape condition was to identify whether the child engaged in the self-injurious behavior in order to avoid or escape a non-preferred item. Lastly, the control condition’s purpose was to test the occurrence of the desired behavior once Clint obtained non-contingent access to the caregiver attention as well as preferred items. The environmental variables included PVC flooring and condensation on windows (Reed, DiGennaro & Luiselli, 2013). Comments, Thoughts, and Observations There are observations, thoughts as well as comments that can be made from the interaction with Clint. One major observation is that the major reason as to why Clint exhibited his behavior is to escape certain tasks and even gain attention from his caregivers. Although the consequences are working, Clint’s behavior may persist due to the grandmother’s behavior. Whenever Clint wants something, he will always scream, cry and bang his head until he obtains attention. This is because his grandmother reinforces his behavior. As a result of this, any CLIENT INTERACTION PLAN therapists will need to handle the grandmother’s behavior in order to deal successfully with Clint’s self-injurious behavior (Umbreit, 2007). 6 7 CLIENT INTERACTION PLAN References Jacobson, J. W., Mulick, J. A., & Rojahn, J. (2007). Handbook of intellectual and developmental disabilities. New York: Springer. Reed, D. D., DiGennaro, R. F. D., & Luiselli, J. K. (2013). Handbook of crisis intervention and developmental disabilities. New York, NY: Springer. Rojahn, J., Schroeder, S. R., & Hoch, T. A. (2007). Self-injurious behavior in intellectual disabilities. Amsterdam: Elsevier. Umbreit, J. (2007). Functional behavioral assessment and function-based intervention: An effective, practical approach. Upper Saddle River, N.J: Pearson Merrill Prentice Hall. Running head: APPLIED BEHAVIOR ANALYSIS Applied Behavior Analysis 1 APPLIED BEHAVIOR ANALYSIS 2 In the given case, once Clint perceives visitors at home, he starts to exhibit his selfinjurious behaviors. The injurious behaviors that he portrays are self-injurious behaviors such as head banging and self-hitting; property destruction that includes breaking house utensils like frames, doors, cups; physical destruction defined as kicking as well as punching caregivers; temper tantrum defined as throwing himself on the floor and crying. According to researchers, Clint’s injurious behavior may give him a temporal relief, but in the long-term, it causes a lot of problems than it solves. This is because, for instance, it is short lived and hence keeps an individual away from learning more efficient strategies for addressing the problem. In addition, be addictive, and the head banging can result in the development of severe cognitive individuals can hurt themselves badly, even if they do not mean to do so. The self-harm can also impairments (Jacobson, Mulick & Rojahn, 2007). ABC Data Collection The Data was collected during the treatment process and included the activities that were taking place, the date and people present. Antecedent Behavior Consequence Clint wanted a toy He banged head against wall Palm on forehead, no attention Clint wanted a He began crying, screaming Ignored behavior different crayon Clint could not operate He banged his head against wall the car toys that made noise when moved Palm on forehead, no attention. APPLIED BEHAVIOR ANALYSIS Clint was told not to He began crying and screaming use all crayons Clint was denied 3 Ignored behavior Palm on the forehead, no attention He banged his head access to balloon inflators Clint did not want to He began crying and eventually Palm on forehead, no attention eat the fruit snack banged his head Clint did also want to He also began crying Escape Extinction He began crying, screaming Physically guide or control to eat lunch Clint was asked to complete a certain task comply Relevant People Present The relevant people present during the meeting and taking data on Clint’s treatment sessions were the mother, grandmother and his behavior assistant who stays with him 15 to 20 hours a week. Clint’s engages in the self-injurious behavior in order to obtain attention. His grandmother provides him with the attention, and hence Clint mostly exhibits the behavior in the presence of his grandmother. Therefore, the grandmother’s presence was important in order to help her understand the consequences of her actions on the behavior of her grandson. With her being present, Clint’s behaviors would be accurately observed and the relevant changes can also be noted. With proper guidance, the grandmother can be a major target for Clint’s behavioral APPLIED BEHAVIOR ANALYSIS 4 change. Therefore, the presence of the grandmother in these treatment sessions is very vital for her to know how to handle Clint at home. Further, the behavior assistant knows more about Clint’s behavior. He is the person who spends most time with the client. His presence will be of great importance for continued guidance and behavior monitoring for Clint. On the other hand, the role of mother is also importance for any behavior change. Clint’s mother should be present for her to be guided on how to treat her son in case of any quire behavior even apart from the ones being treated. She is the best person who can understand her son. In addition, her motherly love is very crucial in the treatment of the identified behaviors. (Rojahn, Schroeder & Hoch, 2007). Activities Being Observed The activities being observed are self-injurious behaviors, property destruction, and physical aggression and temper tantrums. According to the data collected, Clint exhibits most of these behaviors because he does not get what he wants. He portrays them so as to get what he wants from his caregivers mostly his grandmother. Thus, this is a persuasive technique of manipulating the caregivers. For instance, when he wants a toy, he begins to bang his head against the wall until the grandmother gives the toy. If the behavior is ignored, the behavior decreases. In addition, when Clint wants a different crayon, he begins to cry. When his behavior is ignored, he stops crying. However, when the grandmother pays attention to him, he repeats the behavior. All these imply that he engages in the self-injurious behavior in order to obtain attention from the caregivers. Therefore, the aim of these treatment sessions is to oversee these activities and employ the proper intervention for the treatment (Jacobson, Mulick & Rojahn, 2007). Layout of the Environment and Environmental Variables APPLIED BEHAVIOR ANALYSIS 5 The layout of the environment entailed a maximum of four sessions that include the material session, the escape, control and the attention session. In the material session, the items that were selected were related to the behavior activities of the participant. The items included balloon inflators, balls that would lit up when bounced, Polly Pocket dolls, cars toys that would make noise when moved, crayons, building blocks and papers, and edible items such as fruit snacks. The aim of this session is to initiate the behaviors to be examined. With the behavior noted, intervention plan can be used for treatment. The purpose of the attention session was to determine whether the behavior’s function obtained any other different kinds of attention. The escape condition was to identify whether the child engaged in the self-injurious behavior in order to avoid or escape a non-preferred item. Lastly, the control condition’s purpose was to test the occurrence of the desired behavior once Clint obtained non-contingent access to the caregiver attention as well as preferred items. The environmental variables included PVC flooring and condensation on windows (Reed, DiGennaro & Luiselli, 2013). Target responses From this treatment sessions, the targeted responses for the client include failure of manipulation from the grandmother, obedience in terms of performing activities such as eating, reduced instances of banging the head and reduced screaming. From the treatment plan, the grandmother can be made stricter and hence fails to pay no attention to Clint even after screaming. This can form a turnaround for the child to realize his behavior will not solve any of his needs. Placing of the palm on fore head without any attention will make sure Clint is safe from any injury and at the same time giving him the notion of “am not getting special treatment”. Failure to eat lunch or any fruit was a form of manipulation to his grandmother and therefore her ignorance can play a vital role since at long run he will cry but still eat. APPLIED BEHAVIOR ANALYSIS 6 Teaching procedures First of all, the grandmother will require proper guidance on how to treat Clint for him to stop manipulations. Secondly, the mother and the behavior assistance will be given instructions on what to do during certain behavior occurrences. Thirdly, all the required equipment for the treatment session will be collected. Then, each of the behavior will be analyzed independently for treatment. During this time, the grandmother will be useful in administering any activity right from eating to even playing objects. The mother will be required to give the necessary motherly environment during the session. With close analysis of the outcome, a conclusion will be made on what should be done in occurrence of any cognitive developmental behavior (Jacobson, Mulick & Rojahn, 2007). Measurement procedures The measurement procedures will include whether the client has reached his/her behavioral goals and objectives from where new set of goals and objectives will be drawn. Moreover, the procedure will include situational changes and recorded behavior in different situations. Nevertheless, the measurement procedures will also include the extent and how soon the child is mastering the treatment plan (Umbreit, 2007). Data collection procedures Data collection will entail observation of the behavioral change from one activity to another. Under the application of the components of the intervention plan, the change in behavior of the child will be observed and recorded for any changes in goals to be achieved. The data collection process will be done by the mother with the help of the behavior assistant. Results of APPLIED BEHAVIOR ANALYSIS 7 each consequence of Clint’s behavior will be recorded and proper adjustment will be done where the plan is not effective (Umbreit, 2007). APPLIED BEHAVIOR ANALYSIS 8 References Jacobson, J. W., Mulick, J. A., & Rojahn, J. (2007). Handbook of intellectual and developmental disabilities. New York: Springer. Reed, D. D., DiGennaro, R. F. D., & Luiselli, J. K. (2013). Handbook of crisis intervention and developmental disabilities. New York, NY: Springer. Rojahn, J., Schroeder, S. R., & Hoch, T. A. (2007). Self-injurious behavior in intellectual disabilities. Amsterdam: Elsevier. Umbreit, J. (2007). Functional behavioral assessment and function-based intervention: An effective, practical approach. Upper Saddle River, N.J: Pearson Merrill Prentice Hall.