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Can you help me understand this Psychology question?Functional Assessment ReportTo prepare for your assignment, read the case study about Casi in your Functional Assessment text, pages 235-238. Then complete the Functional Assessment Report, as described below.Functional Assessment Report Structure and ContentIn your functional assessment report:Provide an overview of the case.Summarize the information obtained from the interview.
Summarize the ABC data.
State the hypothesis clearly in one concise sentence. Then describe Casi’s problem behavior and how you arrived at your initial hypothesis about the function of his problem behavior.
Design the functional analysis conditions.Using the information you gathered from the indirect and direct assessment (interview and ABC data), explain the need for a functional analysis.
Describe the functional analysis procedure you would use to test your hypothesis about the behavior’s function.List the conditions that would be included in your functional analysis and provide a description of how these conditions would be carried out.
Include information regarding how you would gather data, and ensure interobserver agreement (IOA) and proper implementation of the conditions.
Describe the type of results you expect from the functional analysis procedure by including a hypothetical graph demonstrating the results of your functional analysis.
Assignment RequirementsYour assignment should meet the following requirements:Written communication: Should be free of errors that detract from the overall message.
APA formatting: References, citations, and headings are formatted according to current APA style guidelines.
Summarize the case provided including the information provided in the interview and the ABC data.
Create a hypothesize function from an applied behavior stand w/ supportive data.
Justify a hypothesis about the function of a particular problem behavior.
Explain why a functional analysis is needed.
Describe the functional analysis procedure needed to test a hypothesis.
Describe the type of results expected from a functional analysis procedure and includes a hypothetical graph demonstrating the results of the functional analysis.
Resources: 1–2 scholarly or professional resources.
Length: 5–7 double-spaced pages of content, in addition to a title page and a references page.
Font and font size: Times New Roman, 12-point.CASE STUDY: Develop an Intervention PlanYour job for this case study is to develop an intervention plan based on the function of behavior. The case study will provide a brief description of the student, the student’s classroom setting, and an ABC recording chart presenting the antecedents and setting events (context) related to the behavior and the consequences that follow it. The case study also identifies the function of challenging behavior and provides a rationale for selecting that function.After reading the case study, you will have the opportunity to develop a comprehensive intervention plan to decrease challenging behavior and increase appropriate behavior to replace the challenging behavior. In developing your intervention plans, you should consider changing the antecedents and setting events as well as the consequences.CasiCasi is a fourth-grade student with autism. She is enrolled in a regular education classroom with 26 other students. Casi receives occupational therapy two times per week. She also receives a combination of in-class support from the special education teacher, teaching assistant, and peer tutors.Casi’s teacher, Mr. Quelle, likes Casi a lot and is happy to have her included in this classroom. He indicates that Casi usually comes to school happy and ready to participate. She greets teachers and peers and sits quietly at her desk, waiting for all students to arrive. Unfortunately he states that problems with Casi’s behavior increase during the day. Mr. Quelle says that as the day wears on and during particular activities, Casi often screams, refuses to participate, does not attend to instructions, and can become aggressive against peers. When he attempts to guide participation through physical prompting, Casi often seems to shut down by either rolling her body into a ball while lying on the floor or by putting her head on her desk and crying.Mr. Quelle is concerned with Casi’s behavior for several reasons. First, her behavior disrupts the classroom and interferes with his teaching and student learning. Second, other students have begun to make fun of Casi and to call her names. Some also have requested that she not be placed in their work groups. Finally, Casi is not making progress on her IEP goals or in the regular education curriculum.Mr. Quelle is afraid that Casi will have to be placed in a more segregated classroom if her behavior does not improve. This is not something that Mr. Quelle wants to happen because he believes in inclusion and feels that Casi could benefit from the regular education curriculum and from interacting with typically developing peers. As a result, he has requested that the special educator develop a plan (in consultation with him) to address her challenging behavior. The special educator conducts a functional assessment by observing in the classroom and interviewing Mr. Quelle, the occupational therapist, peer tutors, and Casi and her parents. This information led the team to identify the function of Casi’s behavior as sensory regulation/sensory stimulation decrease. The following ABC recording form presents observations across one day, beginning with school arrival and ending with school departure. The team agrees that these observations are typical of the activities and routines that occur during each day and of Casi’s behavior during these activities and routines.Antecedents and Setting EventsBehaviorConsequenceMorning arrivalGreets teacher and peers, moves to desk, looks at comic bookPeers and teachers respond to greetingsPledge of allegiance, announcements, review and questions about daily schedule, Casi has own picture schedule to arrangePledges with peers, listens to announcements, arranges her daily picture schedule with peer tutorPeer interaction, schedule is in orderExpressive writing activity, working on computerOn taskLeft alone, occasional praisePartner readingReads with peer partnerPeer interaction, praiseTeacher writes spelling words on boardCopies spelling wordsLeft alone during workSpelling bee in groupsTurns back to group, copies words againTeacher prompts participationTeacher prompts participationRefuses to participateAsks peer tutor to review wordsPeer tutor reviews spelling wordsSpells words for peer tutorPeer interactionPhysical education in school gymLines up, moves to gym with peersPeer interactionTrampoline activityRefuses to take turn on trampolinePrompted by teacherTeacher promptsScreams, “No!” sits on floor, and refuses to moveLoss of points, next peer in line takes turnLeft aloneSits in corner, watches peers take turns on trampolineLeft aloneEnd of activityLines up, moves to room, talks with peersPeer interactionLunchSits with favorite peer, eats lunchPeer interactionSeveral peers join group, talk and laughLeaves group, sits by self, completes lunchReduction in peer interaction and sensory inputBell rings, students return to classroomCovers her ears, walks to classroom with peerDecrease in auditory input, peer interactionMusic, students play instrumentsRefuses to select instrument, sits in cornerInstructed to get an instrumentTeacher hands her the tambourinePushes tambourine awayTeacher leaves to work with other studentsMusic beginsRolls in ball on floor, criesTeacher asks her to join the groupMath worksheetsWorks with special education teacherPraise, completes worksheetNote: At this point, Casi leaves the classroom and attends a half-hour occupational therapy session.Group activity (note high noise level)Participates with her groupPeer interactionTeam recognition at end of half-hour group activity (also high noise level)Pushes peer next to her who is clapping and yelling for his groupPeer moves to other end of the tableEnding circle, review homework assignment, peer tutoringCopies homework assignment, follows departure routines, says good-bye to peers and teacherPeer and teacher interactionNote: On a previous observation, music involved listening to examples of different types of music. Casi readily participated in this activity.The function of Casi’s challenging behavior is sensory stimulation/sensory regulation decrease. Casi engages in challenging behavior during highly stimulating activities and routines. She does not generally engage in challenging behavior during passive, quiet activities and tasks. Casi’s challenging behavior functions to either decrease sensory input or prevent her participation in highly stimulating tasks and activities. It is interesting to note that not only does Casi engage in challenging behavior during highly stimulating activities and tasks but also her tolerance for such tasks decreases during the day. An exception to this was seen when an active group task followed occupational therapy. This is to be expected because occupational therapy probably altered her level of stimulation (i.e., resulted in sensory regulation) so when she returned to the classroom, she was able to respond appropriately to stimulating tasks, at least for a short period of time.Casi’s behavior is not a function of positive reinforcement. Although it is clear that she enjoys interacting with peers and teachers, she prefers not to interact with them if they are engaged in activities that are too stimulating for Casi such as physical education and group work. For example, if the function of her behavior had been positive reinforcement, Casi would have remained with her peer tutor during lunch when additional peers joined their group. She also would have continued to participate during group recognition when her peers were clapping and shouting for their group. Instead, in these situations she engaged in behavior that effectively reduced the level of noise (i.e., stimulation).Negative reinforcement also was not identified as the function of Casi’s challenging behavior. Casi did not consistently escape or avoid particular academic or social tasks; rather, the level of stimulation within a task (antecedent/setting event context) determined whether she engaged in challenging or appropriate behavior. For example, she was appropriately engaged during the spelling activity until the activity level increased during the spelling bee. In this example, it was the activity level that changed as a result of her challenging behavior (consequence), not the activity itself (i.e., she still completed the spelling activity).The increase in Casi’s challenging behavior throughout the day is another clue as to why negative reinforcement was not the function of her behavior. Her
Requirements: 5-7 not including title page and reference

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