Case study involving a functional behavior assessment

 

 

Conduct a detailed case study involving a functional behavior assessment.Instructions –
Select a Case: Choose an individual with challenging behavior (this could be a real-life case with permission or a hypothetical scenario).
Describe the Behavior: Provide a detailed description of the behavior, including frequency, intensity, and context.
Conduct an Indirect Assessment: Gather information using interviews or questionnaires from individuals familiar with the case (e.g., parents, teachers, caregivers).
Direct Observation: Collect ABC data over several observation sessions.
Identify the Function: Based on the data collected, determine the function of the behavior.
Develop an Intervention Plan: Propose an intervention strategy tailored to the identified function of the behavior.

 

Sample Solution

Case Study: Disruptive Outbursts in the Classroom (Hypothetical Scenario)

Case: This case study examines the disruptive outbursts of a 9-year-old student named Sarah in her 4th-grade classroom.

Describe the Behavior: Sarah exhibits disruptive outbursts characterized by loud talking, throwing objects, and occasional name-calling directed at classmates. These outbursts typically occur 2-3 times a week, lasting for 2-5 minutes each. Outbursts are most frequent during group activities, independent seat work, or when Sarah struggles to complete tasks.

Indirect Assessment: Interviews with Sarah’s teacher reveal that she is a bright student but can be easily frustrated. The teacher reports that Sarah often avoids asking for help and may withdraw when she feels overwhelmed. Interviews with Sarah’s parents indicate that similar outbursts occur at home, particularly during homework time.

Direct Observation: Utilizing ABC data collection (Antecedent-Behavior-Consequence) over several days, the following patterns emerge:

  • Antecedent: Outbursts most frequently occur during:
    • Group activities where Sarah feels her participation is lagging behind classmates.
    • Independent seat work when tasks become challenging.
    • When Sarah perceives the teacher’s attention is directed elsewhere.
  • Behavior: Sarah displays disruptive behavior through:
    • Loudly calling out or talking over others.
    • Throwing pencils or erasers across the desk.
    • Name-calling directed at classmates perceived as excelling in the activity.
  • Consequence: Following the outbursts, Sarah typically receives:
    • Teacher reprimands or redirection.
    • Increased teacher attention focused on managing the outburst.
    • Occasional withdrawal from the activity by the teacher to de-escalate.

Identify the Function: Based on the ABC data, the outbursts primarily occur when Sarah feels overwhelmed or frustrated (antecedent). This suggests the function of the behavior may be to:

  • Gain Attention: The outbursts often lead to increased teacher attention, even if it’s corrective.
  • Escape from Demands: The disruptions may be a way to avoid completing challenging tasks or participating in group activities where Sarah feels inadequate.

Develop an Intervention Plan: A multi-pronged approach targeting both the function of the behavior and skill development can be implemented:

  1. Positive Reinforcement: Provide frequent praise and positive reinforcement for appropriate participation and task completion. This can include verbal praise, stickers, or a token system for desired behaviors.
  2. Teaching Coping Skills: Equip Sarah with strategies to manage frustration, such as deep breathing exercises, taking a short break, or using nonverbal cues (raising a hand) to signal when she needs help.
  3. Peer Tutoring: Pair Sarah with a supportive classmate for peer tutoring during group activities. This can bolster confidence and reduce feelings of being left behind.
  4. Choice and Control: Offer Sarah some degree of choice in tasks or activities whenever possible. This can increase engagement and reduce frustration with perceived lack of control.
  5. Collaboration with Parents: Develop a communication plan with Sarah’s parents to ensure consistency between classroom interventions and strategies used at home.

Monitoring and Evaluation: The effectiveness of the intervention plan will be monitored through ongoing ABC data collection. Regular communication with Sarah and her parents will be crucial for evaluating progress and making adjustments to the plan as needed.

Through a comprehensive functional behavior assessment and a targeted intervention plan, Sarah can develop the skills and strategies to manage her frustration and participate more effectively in the classroom environment.

 

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