Behavior Analytic Services

Assignment Directions
Assignment Details
Your assignment should be a 1–2-page essay response to each of the required sections for a total of 3–6 pages, not including the title and reference pages, and should include the following elements:
Title page: Provide your name, title of assignment, course and section number, and date.
Body: Answer all the questions in complete sentences and paragraphs.
Your responses should reflect professional writing standards, using proper tone and language. The writing and writing style should be correct and accurate, and reflect knowledge of skills and practice in the Psychology profession.
Reference page: Sources listed in APA format.
Include a minimum of 3 peer-reviewed, behavior analytic resources from the Purdue University Global Library
Use Times New Roman 12-point font, double-spaced and left aligned.
Use standard 1" margins on all sides.
Use APA formatting and citation style.
This assignment assesses the following Course Outcomes:
Determine the scope of behavior analytic services needed to treat socially-significant behavioral excesses and/or deficits.
Differentiate types of assessment procedures that must be conducted to inform behavioral skill acquisition programs.
Assignment Directions & Details
For this assignment, you will write one initial assessment request. Use the information included in one of the two case studies (i.e., mock client scenarios) below as the foundation for your initial assessment requests. Using the case study that you select, provide a 1–2-page essay response to each of the required sections below. In addition to the information provided in the case studies, use the materials provided in previous units and peer-reviewed, behavior analytic resources from the Purdue University Global Library to demonstrate that your recommendations in each section are based on relevant research literature and best practice standards.
Required Sections
Biopsychosocial History:
Write a biopsychosocial history of the client and discuss the implications for behavior analytic services. Include a recommendation for the scope of behavior analytic services likely required for this client. Take care to include all of the information provided in the case study, but you do not need to add any other hypothetical information
Prioritization of Target Behaviors:
Describe how behaviors targeted for change have been prioritized for assessment. This section should include an actual list prioritizing the target behaviors from the behavior(s) that will be assessed first to the behavior(s) that will be assessed last. Discuss the social validity of the prioritized list of target behaviors. (This section may include hypothetical information that is outside the content provided in the case study. That is, you may write in the past tense and pretend that you have used specific procedures to prioritize the target behaviors and confirm the social validity of the list.)
Proposed Assessment Sequence:
Propose an assessment sequence for the client. Review safeguards that will be included to ensure that all assessments are conducted in an ethical manner. (Identify what components of a functional behavior assessment will be conducted, when, and why)
Case Study 1 – Mike Crafone
4-year-old boy
Lives with mother, grandmother, older sister
Identified by his school district as having a developmental delay
Qualified for and enrolled in early intervention program in school district at age 2.5 years
Attendance at the early intervention program has been sporadic due to transportation difficulties the family has been experiencing
Early intervention program has one BCBA on staff, but the program is not behavior analytic in nature and the BCBA has never met or assessed Mike’s behavior
Diagnosed by a developmental pediatrician at age 3.5 years with autism spectrum disorder. According to the developmental pediatrician, he is physically healthy.
Recommended for ABA services by the social worker at the developmental pediatrician’s clinic
Mother is not certain about what ABA is, but she has heard from other parents on the internet that she can get help at home
School district still is trying to determine what special education services, if any, will be needed when he enters kindergarten in approximately one year from now
Mother reports that he:
Flaps his hands and squeals quite often
Hits his head with his fists and bangs is head on surfaces. He has broken a tooth from this.
Runs away from her in public places
Can repeat words that people say to him, but he does not always do it. He does not spontaneously produce words.
Is a picky eater. She often cannot figure out what he wants to eat.
Cannot complete any self-help routines that commonly can be completed by 4-year-olds (e.g., putting on slip-on shoes)
Requests items or activities by leading her by the hand to certain locations
Is not toilet-trained
Rubric:
Case Study: Biopsychosocial History
● Biopsychosocial history includes all of the information presented in the case study.
● Establishes a complete rationale supporting the scope of behavior analytic services needed.
Case Study: Prioritization of Target Behaviors
● Describes how all behaviors targeted for change have been prioritized for assessment.
● Explains the social validity of the prioritized list of target behaviors.
Case Study: Proposed Assessment Sequence:
● Identifies an effective sequence of all relevant assessments needed to determine behavioral and/or skill deficits of the client.
● Discusses ethical considerations regarding the assessment process.
Writing and Mechanics:
Writing includes all of the following:
● Clear and logical organization paragraphs.
● Sentences are well developed.
● Uses correct grammar, spelling, and
punctuation.
Reading resources:
READING AND RESOURCES
Read the following chapters in your text
Read Chapter 13: “Functional Analysis: History and Methods” in Handbook of Applied Behavior Analysis: Functional Analysis. History and Methods (pp. 214–233)
Read part of Chapter 2: “Functional Assessment and Analysis Strategies” (pp. 57–66) in Functional Assessment and Program Development for Problem Behavior-A Practical Handbook
You can also access all your course Library readings within the Library Resources page located from the Library link under Academic Tools.
In addition to these readings in your texts, please read the following articles:
Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and developing new lore. Hanley (2012)
Toward a functional analysis of self-injury. Iwata, et al. (1994)
Evaluating the boundaries of analytic efficiency and control: A consecutive controlled case series of 26 functional analyses. Jessel, et al. (2020)
On the validity of data produced by isolated and synthesized contingencies during the functional analysis of problem behavior. Tiger & Effertz (2021).
READING AND RESOURCES
Read the following Chapters in your texts:
Read Chapter 12: “Direct Observation” in Handbook of Applied Behavior Analysis. (pp. 202–213)
Read part of Chapter 2: “Functional Assessment and Analysis Strategies” (pp. 40–56) in Functional Assessment and Program Development for Problem Behavior-A Practical Handbook
You can also access all your course Library readings within the Library Resources page located from the Library link under Academic Tools.
In addition to these readings in your texts, please read the following articles:
A method to integrate descriptive and experimental field studies at the level of data and empirical concepts. Bijou, et al. (1968)
Use of direct behavior ratings to collect functional assessment data. Kilgus, et al. (2017)
Descriptive and experimental analyses of variables maintaining self-injurious behavior. Lerman & Iwata (1993)
Agreement between structured descriptive assessments and functional analyses conducted over a telehealth system. Martens, et al. (2019)
Read the following chapters in your texts:
Read Chapter 3“Linking the Function of the Behavior to the Intervention” in Functional Assessment and Program Development for Problem Behavior—A Practical Handbook
You can also access all your course Library readings within the Library Resources page located from the Library link under Academic Tools.
In addition to these readings in your texts, please read the following articles:
Interview-Informed Synthesized Contingency Analysis (IISCA): Novel Interpretations and Future Directions. Coffey (2019)
Clinical application of functional analysis methodology Iwata & Dozier (2012)
Implications of functional analysis methodology for the design of intervention programs. Iwata & Worsdell (2005)