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Running Head: FUNCTIONAL ANALYSIS REPORT ON CASI
Functional Analysis Report on Casi
Angelo Ocampo
Capella University
PSY7712: Behavior Analytic Assessments
Professor Christina Conner
February 28, 2021This study source was downloaded by 100000848290347 from CourseHero.com on 07-20-2022 13:51:59 GMT -05:00
https://www.coursehero.com/file/84938041/PSY7712-Unit-7-Assignmentdocx/ 2 FUNCTIONAL ANALYSIS REPORT ON CASI
Functional Assessment Report on Casi
Cooper, Heron, & Heward (2020) states the use of a functional assessment to identify certain target behaviors, the function and the variables the maintain the behavior. To conduct a functional assessment, information regarding the behavior must first be gathered. This involves either indirect or direct assessments that collects information on a how the behavior is identified and defined. After gathering information, the next step would be to analyze for any patterns of the behavior and environmental events and formulate a hypotheses the function (Cooper et al., 2020). When a hypothesis is established, it can then be tested by conducting a functional analysis
in which involve control and test conditions. Furthermore, an intervention may be conducted based on the information gained from the functional analysis. The following paper will conduct a
Functional Assessment Report (FAR) based on a case involving a Casi, a fourth-grade student with autism.
Overview of Casi’s Case
Casi is a fourth-grade student who is diagnosed with autism and is enrolled in a regular education
class room with 26 other peers ( Chandler & Dahlquist, 2015) . Throughout school, Casi receives in-class support from the special education teacher, teaching assistant, and peer tutors while also having occupational therapy twice a week. Casi was explained to start her days in a happy mood as she would greet others and sit quietly at her desk, ready to participate. However, problem behaviors would occur throughout the day as she would engage in screaming behavior, noncompliance and sometimes aggression towards peers. The teacher’s concerns with these behaviors involved disrupting the class, interference with learning and being called names from other students.
With the help of the special educator, a functional assessment has been conducted by starting with an observation in the class room and interviews with the teacher, occupational therapist, peer tutors, Casi and her parents. The team has also provided an ABC recording from one observation day starting from Casi arriving at the school to school departure. Further analysis of the ABC data shows Casi occasionally engaging in noncompliance and refusal when presented with a demand such as being prompted to participate in an activity such as playing on a trampoline, selecting instruments and attending music class. Aggression in the form of pushing another peer occurred during team recognition when there was a high noise level (Chandler & Dahlquist, 2015). All problem behaviors lead to Casi being left alone or away from the presented
activity.
Hypothesis
Based on the ABC data that was obtained through the one day observation, the behavior’s
function has been hypothesized to be sensory stimulation/sensory regulation decrease (Cooper et al., 2020). Casi’s challenging behaviors seem to only occurring when a presented activity involves a high noise level. However, no engagements in the challenging behavior were recorded
in passive/quiet activities. Casi has been reported to enjoy interacting with peers and teacher, however, she would avoid interaction when they are engaged in highly stimulating activities such
as music, physical education and group work. This proves her behavior to not positively reinforced. Escape was also not identified as a function as Casi would not consistently avoid certain academic/social tasks but rather the level of stimulation within the task (Chandler & Dahlquist, 2015.(This study source was downloaded by 100000848290347 from CourseHero.com on 07-20-2022 13:51:59 GMT -05:00
https://www.coursehero.com/file/84938041/PSY7712-Unit-7-Assignmentdocx/
Running Head: FUNCTIONAL ANALYSIS REPORT ON CASI
Functional Analysis Report on Casi
Angelo Ocampo
Capella University
PSY7712: Behavior Analytic Assessments
Professor Christina Conner
February 28, 2021This study source was downloaded by 100000848290347 from CourseHero.com on 07-20-2022 13:51:59 GMT -05:00
https://www.coursehero.com/file/84938041/PSY7712-Unit-7-Assignmentdocx/ 2 FUNCTIONAL ANALYSIS REPORT ON CASI
Functional Assessment Report on Casi
Cooper, Heron, & Heward (2020) states the use of a functional assessment to identify certain target behaviors, the function and the variables the maintain the behavior. To conduct a functional assessment, information regarding the behavior must first be gathered. This involves either indirect or direct assessments that collects information on a how the behavior is identified and defined. After gathering information, the next step would be to analyze for any patterns of the behavior and environmental events and formulate a hypotheses the function (Cooper et al., 2020). When a hypothesis is established, it can then be tested by conducting a functional analysis
in which involve control and test conditions. Furthermore, an intervention may be conducted based on the information gained from the functional analysis. The following paper will conduct a
Functional Assessment Report (FAR) based on a case involving a Casi, a fourth-grade student with autism.
Overview of Casi’s Case
Casi is a fourth-grade student who is diagnosed with autism and is enrolled in a regular education
class room with 26 other peers ( Chandler & Dahlquist, 2015) . Throughout school, Casi receives in-class support from the special education teacher, teaching assistant, and peer tutors while also having occupational therapy twice a week. Casi was explained to start her days in a happy mood as she would greet others and sit quietly at her desk, ready to participate. However, problem behaviors would occur throughout the day as she would engage in screaming behavior, noncompliance and sometimes aggression towards peers. The teacher’s concerns with these behaviors involved disrupting the class, interference with learning and being called names from other students.
With the help of the special educator, a functional assessment has been conducted by starting with an observation in the class room and interviews with the teacher, occupational therapist, peer tutors, Casi and her parents. The team has also provided an ABC recording from one observation day starting from Casi arriving at the school to school departure. Further analysis of the ABC data shows Casi occasionally engaging in noncompliance and refusal when presented with a demand such as being prompted to participate in an activity such as playing on a trampoline, selecting instruments and attending music class. Aggression in the form of pushing another peer occurred during team recognition when there was a high noise level (Chandler & Dahlquist, 2015). All problem behaviors lead to Casi being left alone or away from the presented
activity.
Hypothesis
Based on the ABC data that was obtained through the one day observation, the behavior’s
function has been hypothesized to be sensory stimulation/sensory regulation decrease (Cooper et al., 2020). Casi’s challenging behaviors seem to only occurring when a presented activity involves a high noise level. However, no engagements in the challenging behavior were recorded
in passive/quiet activities. Casi has been reported to enjoy interacting with peers and teacher, however, she would avoid interaction when they are engaged in highly stimulating activities such
as music, physical education and group work. This proves her behavior to not positively reinforced. Escape was also not identified as a function as Casi would not consistently avoid certain academic/social tasks but rather the level of stimulation within the task (Chandler & Dahlquist, 2015.(This study source was downloaded by 100000848290347 from CourseHero.com on 07-20-2022 13:51:59 GMT -05:00
https://www.coursehero.com/file/84938041/PSY7712-Unit-7-Assignmentdocx/
