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Functional Behavior Assessment Indirect Assessment: Annie’s Story. For more information: Contact Amanda Little, Ph.D. amandalittle@utexas.edu. Annie’s Story.

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functional behavior assessment indirect assessment annie s story

Functional Behavior Assessment Indirect Assessment: Annie’s Story

For more information: Contact Amanda Little, Ph.D.amandalittle@utexas.edu

annie s story
Annie’s Story
  • Annie is a three-year-old diagnosed with autism spectrum disorder. She loves playing on the computer, music, ocean animals and swimming. She has many strengths, which were identified at her PCP meeting and include:
    • Adorable
    • Smart
    • Good memory
    • Happy
    • Strong-willed
    • Energetic
annie s story1
Annie’s Story
  • Annie’s family has difficulty taking her into the community due to her exhibiting challenging behaviors, being “impatient”, running away or grabbing items that aren’t hers. She has difficulty waiting in line.
  • Let’s listen to what her mom has to say.

(12 minutes)

  • What challenging behaviors might you look for?
functional behavior assessment
Functional Behavior Assessment
  • Indirect Measures
    • Informal Interview with Mother
    • Motivation Assessment Scale
    • The TOOL
  • Direct Measures
    • Partial Interval Data Recording during Brushing Teeth Routine
    • Family Data Collection Sheet
what are routines
What are Routines?
  • Routines are daily, habitual activities that occur
  • Routines allow teaching to occur within familiar activities and following simple and multi-step instructions
  • Patterns and routines are part of bigger routines
  • When we are out of our routines we may become irritable and crave our normal routines again
  • Routines may be problematic if we can not vary from

them—e.g. some children with autism

  • Bedtime routines, for example those involving a bath, book, and “getting tucked in”, provide children with security
  • Help children be more independent and manage their behavior
examples of routines
Examples of Routines
  • Mealtime
  • Bedtime
  • Morning routine
  • Schedule of the day
  • Bathroom routine
  • What are your routines?
  • What routines might you intervene on with Annie?
baseline
Baseline
  • Baseline—brushing teeth routine (5 minutes)
  • Start: Instruction to brush teeth (e.g., “Time to brush teeth”)
  • End: routine ends after spitting and/or putting toothbrush away or mom saying “all done”
  • Possible challenging behavior definitions:
    • Elopement—leaving the sink area beyond 2 feet or attempt stopped by mom or not being in the bathroom unless it is a choice
    • noncompliance—not following an instruction within 2 seconds of it being given, taking toothbrush out of mouth for at least 2 seconds which may include saying “no” or turning her head
    • Delaying—not engaging in the behavior as instructed or implied (e.g., steps of the brushing teeth routine) for at least 2 seconds. This includes engaging in or asking for other items or activities, engaging in conversation, etc.)
data collection activity
Data Collection Activity
  • Create a data collection sheet that the family will use to provide you with data on challenging behaviors
  • Discuss how you would teach the family or other team members how/when/where to take the data