Functional Analysis Assignment
JaNiqua M. Burton
SPCE 611-817
April 14, 2024
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https://www.coursehero.com/file/240017013/Functional-Analysis-Assignmentpdf/
, Target Behavior: Outburst
An outburst is defined as any occurrence where a student simultaneously exhibits two
or more of the following actions: loud crying (with a volume exceeding regular speech for
over three seconds, accompanied by tears), hurling objects (propelling items not meant to be
thrown to a distance beyond three feet), pounding on the floor (using any body part or item to
hit the floor loudly enough to produce noise), yelling (loud vocalizations exceeding the
volume of normal speech for more than three seconds, without tears), striking (using one or
both hands to forcefully contact another individual in a way that generates noise or leaves a
mark), and/or collapsing (becoming limp, resulting in a kneeling or prone position on the
ground).
Examples:
-Wailing and collapsing when asked to change activities.
-Yelling and scattering items on the ground when faced with a task requirement.
Non-examples:
- Shedding tears and resting on the ground after sustaining an injury.
- Pounding the ground with her feet and tossing a ball while engaging in physical
activities in a designated play area.
Functional Analysis Condition Descriptions:
Play (Control): This condition serves as the baseline because it is anticipated that challenging
behaviors will be minimal since reinforcement is continuously available. In the initial phase,
there are no expectations set, interaction with others is permitted, all favored items or activities
are accessible, and the client has unrestricted access. Should any challenging behavior occur, it
is either overlooked or gently redirected through a brief engagement.
Escape: To maintain the individual's engagement and satisfaction, instructions are given in a
steady manner using the Primack principle (first this, then that), along with guidance and
support as necessary within a real-world setting. If challenging behaviors arise, the individual
is given a respite from the activity, which entails leaving all associated materials for a duration
of five minutes before they can return.
Tangible: In this case, the individual can engage with a favored item or activity. After a set
period (5 minutes), the item or activity is taken away with a simple declaration of "it's my turn
now." Alternatives that are less appealing or neutral are on hand (with supervision from an
This study source was downloaded by 100000894808565 from CourseHero.com on 12-10-2024 22:53:49 GMT -06:00
https://www.coursehero.com/file/240017013/Functional-Analysis-Assignmentpdf/
JaNiqua M. Burton
SPCE 611-817
April 14, 2024
This study source was downloaded by 100000894808565 from CourseHero.com on 12-10-2024 22:53:49 GMT -06:00
https://www.coursehero.com/file/240017013/Functional-Analysis-Assignmentpdf/
, Target Behavior: Outburst
An outburst is defined as any occurrence where a student simultaneously exhibits two
or more of the following actions: loud crying (with a volume exceeding regular speech for
over three seconds, accompanied by tears), hurling objects (propelling items not meant to be
thrown to a distance beyond three feet), pounding on the floor (using any body part or item to
hit the floor loudly enough to produce noise), yelling (loud vocalizations exceeding the
volume of normal speech for more than three seconds, without tears), striking (using one or
both hands to forcefully contact another individual in a way that generates noise or leaves a
mark), and/or collapsing (becoming limp, resulting in a kneeling or prone position on the
ground).
Examples:
-Wailing and collapsing when asked to change activities.
-Yelling and scattering items on the ground when faced with a task requirement.
Non-examples:
- Shedding tears and resting on the ground after sustaining an injury.
- Pounding the ground with her feet and tossing a ball while engaging in physical
activities in a designated play area.
Functional Analysis Condition Descriptions:
Play (Control): This condition serves as the baseline because it is anticipated that challenging
behaviors will be minimal since reinforcement is continuously available. In the initial phase,
there are no expectations set, interaction with others is permitted, all favored items or activities
are accessible, and the client has unrestricted access. Should any challenging behavior occur, it
is either overlooked or gently redirected through a brief engagement.
Escape: To maintain the individual's engagement and satisfaction, instructions are given in a
steady manner using the Primack principle (first this, then that), along with guidance and
support as necessary within a real-world setting. If challenging behaviors arise, the individual
is given a respite from the activity, which entails leaving all associated materials for a duration
of five minutes before they can return.
Tangible: In this case, the individual can engage with a favored item or activity. After a set
period (5 minutes), the item or activity is taken away with a simple declaration of "it's my turn
now." Alternatives that are less appealing or neutral are on hand (with supervision from an
This study source was downloaded by 100000894808565 from CourseHero.com on 12-10-2024 22:53:49 GMT -06:00
https://www.coursehero.com/file/240017013/Functional-Analysis-Assignmentpdf/
