Mock FBA and Intervention Recommendations

Mock FBA and Intervention Recommendations

Activity #1: Highlight the observable and measurable behaviors in the video with Joseph in Module 2: Functional Behavior Assessment.

Speaking out of turn

The student appeared to be speaking out of turn, where he was not able to firmly relate and associate with his peers in the classroom.

Chewing his pencil

I could see that instead of concentrating on the classwork and what the teacher was saying from time to time, the child concentrated much of his time chewing the pencil (Virtual FBAs: Practicing Behavior Assessments Through Online Video).

Getting mad

I observed that the child could get upset over what I can term as rather flimsy reasons. Getting out of the seat

The student could wake up from his seat without being asked at the time when he was expected to be seated.

Not holding still

In this case, I appeared as if the student was not able to maintain his body stature, from what is expected of him naturally.

Lack of social skills

As opposed to the other students who had decent interactive skills, it is essential to vthat this student was not vin what the other stuhttps://essaygroom.com/attention-deficit-hyperactivity-disorder-in-children/dents were doing at any given point. It is for this particular reason that it can be summed up that he did not have the expected social skills in the given case (Virtual FBAs: Practicing Behavior Assessments Through Online Video).

Being fidgety

The child kept on holding things in his hands uncontrollably.

Being disruptive

I noted that the child was not cooperative in the endeavors that had been scheduled to be completed by the class under the direction of the instructor. I also pointed out that the student could even storm out of the course at the time when on condition or person had practically provoked him.

Activity #2: Watch Videos Modules #3, 4, and 5, and create behavior definitions for each video.  There is a link on the Virtual Relias in Activity #2 that you click on to watch the video. It is one video with the three definitions.

Cleaning.

What is a good definition for Cleaning from the video?

Because of the issues manifesting in the video, it can be summed up that cleaning refers to the aspect of making things and placed to be orderly as anticipated by the given situational highlights.

Tantrum

What is a good definition for a Tantrum for this student?

In the views of a student, a tantrum refers to the point in time when a student is annoyed and reacts to the issue either directly or through the use of indirect stances. For instance, a student may refuse to respond to a question as a reactionary viewpoint on the concerned issue where a response was expected from him or her.

Speaking out of turn

What is a good definition for Speaking out of turn?

Speaking out of turn refers to the situation where a student starts talking at the wrong timing. For instance, if it was person A’s turn to speak, and person B reacts and peaks up the conversation, it can be concluded that this is one typical way of speaking out of turn.

ABC DATA SHEET

INSTRUCTIONS: Record antecedent and consequence data for 3 seconds before and after the behavior. You may check off more than one from any category.

FUNCTIONAL ASSESSMENT SUMMARY

1. Behavior(s) being evaluated:

1. Review the information from the Functional Interview(s) and the observation to complete the areas below:

1. Behavior Definition:
   Attention deficit hyperactivity disorder (ADHD) is identified as one of the critical disorders that are related to mental health. A person with this disorder is likely to face challenges when interacting with those close to him or her, as evidenced by the fact that it causes inattentiveness. In other cases, persons suffering from ADHD could be generally hyperactive without much regard for the mood of the given environment. In extreme cases, if the disorder is treated with time, research evidence suggests that this disorder can lead to impulsiveness. Although ADHD could commence at childbirth, it is underscored that the symptoms often manifest when the child begins to attend school. In this case, the exposure at school where the child is expected to interact with the other members of the public makes it possible for the teachers or parents to note that the child does not behave as usually expected of their respective ages. In this case, ADHD is often diagnosed in children from the age of 6 to 12. In the event that ADHD is noticed at an early age, but nothing is done to redeem the situation, the symptoms are likely to worsen when the person reaches adulthood. It is at such a moment that the patient is expected to experience sleeping difficulties and even the general withdrawal from the general public.

In addition, it goes without saying that ADHD could cause anxiety among the patients in the later stages if it goes untreated for a long time. In reference to the fact that most children are likely to go through such phases while growing up, the mere manifestation of one sign or several does not in any way confirm that the concerned child has ADHD. Therefore, it is upon the evaluation of the requisite symptoms and signs related to ADHD that a certain viewpoint can be made on its presence or otherwise. At the moment, there are no definite causes of ADHD, but it is fundamentally believed that these conditions run in families. Still, it is underscored that being born prematurely could be one unique and succinct cause of ADHD among children. In other cases where a child is born with low weight, clinical research suggests that such children are likely to suffer from ADHD. Viewed differently, in the event that a mother engages in alcohol drinking or smoking during pregnancy, she is expected to give birth to a child who is suffering from ADHD.

2. Identified environmental conditions/MOs (e.g., sleep deprivation, medications, medical conditions, etc.):

The environmental factors that can be observed in this regard comprise of sleep deprivation, medical conditions as well as medications. Attention deficit hyperactivity disorder (ADHD) is characterized by the presence of symptoms like hallucinations, delusions, and mood disorders. The subject indicated the depressive type as opposed to disorder in general since she only included major depressive episodes rather than the notable episodes that characterize mania. In the event that Attention deficit hyperactivity disorder (ADHD) is not treated, it would lead to a situation where the victims will not be able to cooperate and relate with others effectively in social circles like schools and work environments. Most people with Attention deficit hyperactivity disorder (ADHD) face loneliness given the stance that they are not able to cope with the demands of nature, where it is desirable for people to engage with others positively.

3. Antecedents (demand, termination, no attention, not engaged, etc.):

The antecedents to include in this case include termination, need, no attention, and the not engaged stance. It is in reference to these antecedents that a proper treatment plan for the student will be developed.

The consequences included in this case included verbal redirection, blocking responses, removal of demand, and prompting. In the former case, the removal of attention was characterized by the student feeling that he was being isolated as nobody was practically interested in the issues that denoted his situations. When it comes to the removal of demand, it is integral to highlight that this was identified with the child’s unwillingness to comply with the s                                                      ituations as they were at that time. In addition, the student was prompted to behave as he did, in view of the overriding circumstances. At one point, the student felt that he was not being engaged in what the other students were getting exposed.

5. The function of the behavior (e.g., gain or avoid something, gain automatic reinforcement, gain attention):

The behavior demonstrated by the student seeking to gain attention from the other students as well as the teacher. This exposes us to the stance where motivational interviewing is desirable to the day to day experiences of persons suffering from ADPD. The importance of using motivational interviewing is pegged on the fact that rather poor adherence to psychotropic medication is a critical issue that faces most patients with bipolar. In this case, it is not justifiable to only prescribe medication for the patient due to the high prevalence of medication non-adherence in the population. On the other hand, motivational interviewing is the accurate, evidence-based intervention that has been effective when it comes to the promotion of decent health regimes, recommendations for treatment in promoting behavioral health regimens: and treatment recommendations, including medication adherence. Suffice it to say, motivational interviewing can be used for the fundamental purpose of addressing ambivalence as well as improving adherence to the psychotropic-based medication regimens.

Attention deficit hyperactivity disorder (ADHD) should be handled as soon as its signs start showing. This will go a long way in preventing its entrenchment as the person ages. Several approaches can be applied towards handling this medical concern, and they include avoiding drugs during pregnancy and therapy for the patients.

6. Hypothesis Statement:

To have a definite understanding of ADHD, it is integral to have a hypothetical viewpoint of a case where a patient was diagnosed with the disorder. For instance, the client is a 12-year-old male with the CR. She is also of Attention deficit hyperactivity disorder (ADHD) depression type. In the event that the patient does not have any other health issues, the medications that will be used in this case are Depakote dr 500mg by mouth two times a day and Prozac 10 mg by mouth every day.  The client witnesses delusions, volition, disorganized speech, as well as hallucinations. It seemed that the client, in this case, is in a world of his own.

7. What are some functional behaviors the person has that may serve as replacement behavior?

Accurate diagnosis of the patient is impacted by genetics, given the fact that someone would possibly inherit the medical concern from their parents as a result of being passed down from one generation to the other. When it comes to the brain structure, it must be pointed out that people with schizophrenia or mood disorders are likely to have problems with brain circuits that happen to manage mood and to think.  For the environment, stressful situations are possible causes of Attention deficit hyperactivity disorder (ADHD). In providing medical solutions for these cases, it is essential to consider if any or all of the above causes resulted in the medical concern.

8. What are some functional behaviors that need to be taught to replace the problem behavior?

It is justifiable that motivational interviewing is appropriate for Attention deficit hyperactivity disorder (ADHD) depression type. First, the treatment of Attention deficit hyperactivity disorder (ADHD) must be incorporated with collaboration between the therapist and patient, where they both endeavor to come up with an understanding of the given experiences and perspectives. In addition, evoking, which is integral in creating a platform where the therapist and client are able to converse objectively to identify and develop solutions to handle the existing situations, is provided by interviewing. Furthermore, in view of the challenges presently facing the client, motivational interviewing is rather appropriate since it proves the requite environment for client autonomy. As opposed to the counselor sticking to their respective perspectives, they are supposed to make decisions that are reflective of the situations facing the client.

Expected outcomes based on this therapeutic approach include a clear understanding of the medical issue, improved communication between the client and counselor, and creating opportunities for the client such that they would not be affected by the respective issues in the future. In addition, should the concerns be witnessed once again, the counseling session will enable the client to solve them on their own?

9. What are some things the individual likes that are reinforcing to him/her that may be used in the behavior plan?

The individual likes that are compelling and reinforcing to the extent that they may be utilized in a behavior plan include the need to feel valued and appreciated. The student behaves as if he is in need of attention. Therefore, this perspective will be used in the endeavor to find solutions to the point in issue. The use of the observable aspects in the present hypothetical highlight is a prerequisite to the proper development of a stance that can be used to classify learning in the present case.

SCATTERPLOT CHART

(HYPOTHETICAL DATA)

Figure 1: SCATTERPLOT CHART

DATA TRIANGULATION CHART

STUDENT:                                                                                       DATE:

PROBLEM BEHAVIOR PATHWAY

Student:                                              Grade:             School:                                    Date:

Time: _______________                    Setting:

COMPETING BEHAVIOR PATHWAY

STUDENT:                                                   GRADE:                    SCHOOL:                                                                  DATE:

BEHAVIOR INTERVENTION PLAN

Student: ____________________                                                     Date: ___________

BEHAVIOR BASELINE AND INTERVENTION GRAPH

(HYPOTHETICAL)

Figure 2: Behavior baseline and intervention graph

References

Virtual FBAs: Practicing Behavior Assessments Through Online Video (2016)