unit 9 screening and assessment

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Choose one (1) specific component discussed in your classmate’s primary post that is necessary in a FBA Report and discuss why its inclusion is relevant to the development of the FBA Report. Discuss a different component for each response post. Be sure to identify the specific section of the FBA Report that is impacted by this component and how it will eventually be related to the development of a behavior plan.

Peer 1

There are many different examples of Functional Behavior Assessments. Prior research has shown me that there are differences between many of them as far as how they label things, whether they use bullets or more narrative, and overall layout. With the task of finding different templates I continue to see the differences, but also notice that the majority of content is listed just in different ways.

I choose to focus on two templates to compare to the list given to us. One template I chose to compare is the one from Dr. Amanda N. Kelly. Dr. Kelly’s FBA was the most concise one I have ever seen. One of the things that she adds that is not on the list provided to us in this discussion is, Information Sources. She lists out separately and in its own section who she interviewed and observed and what when. This gives the reader the opportunity for a way to get this information without having to skim through the whole document.

During this course we learned about the different interviews that can be done during indirect assessments. In Dr. Kelly’s sample FBA we are not told exactly what type of interview she used during her indirect assessments, but we see they were conducted by phone or email. Interestingly enough she does not list any in person interviews in her sample, so on a side note I wonder if one on one interviews are common. She has a direct assessment section that lists all observations and she also has a section that gives target behavior definitions.

Under the section of Functional Assessment Summary she identifies antecedents, current level of occurrences, and identifies individual and consequence variables. In the same section she discusses parameters of reinforcement, and a hypothesized function of interfering behaviors as well as illustrates how all of the above variables influence the occurrence of interfering behaviors. She does this all in narrative form and under one section. Dr. Kelly also clearly states intervention recommendations under the Recommendations section.

Another template I looked at was by South Pasadena Parents for Special Needs Children (SPPFSNC). This had a very different look. This FBA gave more information through graphs and really focused on the data collection part of the direct assessments. They thoroughly discussed the antecedent and consequence variables and even used charts to explain them. They also listed out what type of indirect assessments was used, for example they stated they had a parent fill out the QABF survey. Of course they gave hypothesis and recommendations.

So again between these two templates all the information is there the difference is how it is presented. FBA are used as a report for others which is why they should be written for others and not just for other BAs. The one I found easiest to read was Dr. Kelly’s. There was so much going on with the other one even though it was very through.

Reference:

Kelly, A. (n.d.) Functional Behavior Assessment [PDF]. Retrieved from: https://drive.google.com/file/d/0B2hfhSfTdObIM2FhMjQ5NzMtODI5Mi00MDg2LTgzMGUtYjY3Yzc0OGQwN2Vi/view?hl=en&authkey=CPbi3qkF.

South Pasadena Parents for Special Needs Children. (n.d.) Functional Behavior Assessment [PDF]. Retrieved from: http://www.spp4snc.com/wp-content/uploads/2014/12/Sample-FBA-2.8.16.pdf.

Peer 2

Behavioral assessments are extremely detailed and deliver a lot of information about an individual. The assessment I looked up was listed among 4 others, but this one caught my eye due to the fact that it is based on Harry Potter characters and I’m a huge fan and book nerd. The identifying information was all there, however there was no date on the assessment form (this could be because it is a mockup) but on any form there should be an original date. This is to assure that consent was given from all parties involved (Steege, Pratt, Wickerd, Guare, & Watson, 2019). However, there are dates scattered throughout the assessment that could qualify as the correct date.

The reason for the referral was clear and concise. It also included a clear baseline as to why the interfering behavior was causing an issue that fit with the ethical guidelines that are required of an FBA to be conducted. The only part that was missing were that there were no names given of those that requested the referral. The next part goes directly to the operational definition of the target behavior. Which instead according to our text there should be the purpose for the FBA and the full description of the assessment procedures (Steege, et al, 2019). The reason that it should be included is because a copy of the assessment will be given to anyone involved with the client. It should also be written in simple terms that anyone can understand and not in ABA language. This way there is confusion as to what the individual is reading, and they understand how the process works.

The background information on the individual is extremely detailed with all relevant information regarding his medical and personal family information. This is extremely helpful knowing that he does have a specific diagnoses from a doctor and what he is capable of learning and understanding. The identification of the interfering behavior was determined close to the beginning under the target behavior and operational definition. As far as the antecedent, individual and consequence variables go; the information is scattered throughout the indirect and direct observations. Each was clearly labeled making information easy to not only understand but visually see its relevance.

There was complete research and assessment done on what the individuals’ reinforcements were and how they would be acclimated going forward. The hypothesis I felt needed to be toned down to a more understandable language. But all of the information regarding the individual was there and how the BIP would be conducted laid out. One thing that stood out to me was that there were two different BIP’s or “recommendations” written out on how to go forward with the individual. Overall the FBA was very well done helped me understand what one looks like and the expectations in composing a complete one.

Reference:

  1. Steege, M.W., Pratt, J.L., Wickerd, G., Guare, R. & Watson, T.S. (2019). Conducting School-Based Functional Behavioral Assessments (3rd ed.) New York: The Guilford Press.
  2. Hoppe, J. (2017). Applied BehaviorAnalysis-Welcome to Behaviorbabe. Retrieved May, 22, 2020, from https://www.behaviorbabe.com/behavior-assessments-fba/ronweasley

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