For each of the three scenarios, answer the following questions (bullet points are fine for each to separate the questions): What are some potential behavioral limitations presented in the scenario (e.g.self injurious behavior, property destruction, etc.)? What are some potential structural/resource limitations presented in this scenario (training concerns, parental implementation, cultural considerations, etc.) Based on the above limitations, what assessment(s) would you run? (any combination of ABC, FAST, EFAs, etc.)o How would you modify these assessments (if you need to) to account for these limitations in order to help the client the best? o Defend your answer as to why this change needs to be included.
Brief Scenarios:
Luciano (3 years old, ASD diagnosis, target behavior is head banging)o The parents of Luciano (loo-chee- AH-no) reached out to you because their son is hitting their head on the wall so hard that there is bruising on his head and they are worried about potential concussions. This behavior seems to escalate out of no wherewith the parents thinking it might be due to him not getting what he wants, but he does not communication functionally to let them know what he wants. Parents are more than willing to work with you and want parent training themselves to be able to help their son in the best way possible.
Federico (21 years old, apraxia and minor learning disability, target behavior is “noncompliance”)o The community integrated living arrangement (CILA) staff has contacted you about Federico (feh-der-EE-ko) regarding him not doing household duties (mainly cleaning room and kitchen). The staff have not tried anything with him yet and are afraid because he is much larger than most fo the staff members although he has never had a history of aggression towards anyone. When he does not want to do something, he will sit down or go to his room. The staff think this might be escape from demands but they also are not sure because they also do this at other times in the day without unknown causes (at least nothing really clear to the staff).
Antonella (13 years old, ADHD diagnosis, target behavior is off-task behavior)o Antonella (AN-toh-nella) has difficulty staying on task at school. She has no other known diagnoses beyond ADHD and is fully vocal verbal in the gifted programs at her school (with extremely high grades). Her parents have reached out to you regarding her not staying on task with projects in school resulting in a grade reduction. The work she does do is exemplary, but she is getting lower grades because she is not handing things in. Teachers report that she is also not focusing on class as well. When parents and teachers ask Antonella why she is not doing her work, she says, “it is boring, and I can already do all of these things in my head. Why do I have to do this now?”
