Functional Behavior Assessment-12-Year-Old Boy

Functional Behavior Assessment-12-Year-Old Boy

A.J., a 12-year-old boy, was brought to the clinic by his mother after he became more defiant and rebellious towards any authority and even walked out in the middle of a confrontation. He has openly been defying any orders and has exhibited increased anger and irritability. He has been arguing with his parents and teachers for the last four months. His school performance and participation in class activities are growing poorer.

Functional Behavior Assessment (FBA) approaches, including indirect and direct descriptive assessments, will be applied to help understand the function of A.J.’s oppositional defiance behavior. The indirect assessment will focus on understanding A.J.’s behavior from those around him who have experienced and observed his defiance for the period he has been exhibiting it. Some people focused on in the indirect assessment are his mother, his two teachers, and the class president. His elder sister will also be included in the assessment. They will all be asked to rate A.J.’s behaviors against the Oppositional Defiant Disorder Rating Scale (ODDRS) and interview experiences to help identify defiance patterns.

The direct descriptive assessment will include directly interviewing and observing A.J. The interviews will occur at the clinic, while observation will be at school. All patterns of defiance will be observed, focusing on what triggers the episodes, the reaction A.J. expresses, and how he behaves afterward.

The indirect and direct descriptive assessments will help identify the function of A.J.’s oppositional defiance behavior. This will help understand why A.J. has grown defiant as well as the triggers. Function-based data designed a realistic behavioral intervention plan for maladaptive behaviors such as oppositional defiant and other conduct disorders (Bostic et al., 2021). It will support an effective Function-Based Behavior Intervention Plan (BIP) such as the prevent-teach-reinforce BIP (Sullivan et al., 2021). Therefore, Functional Behavior Assessment (FBA) approaches are essential for understanding A.J.’s oppositional defiance behavior function and supporting an individualized BIP.

References

Bostic, J. Q., Mattison, R., & Cunningham, D. (2021). Explosive Outbursts at School. Child and Adolescent Psychiatric Clinics of North America, 30(3), 491–503. https://doi.org/10.1016/j.chc.2021.04.003

Sullivan, K., Crosland, K., Iovannone, R., Blair, K. S., & Singer, L. (2021). Evaluating the Effectiveness of Prevent–Teach–Reinforce for High School Students with Emotional and Behavioral Disorders. Journal of Positive Behavior Interventions, 23(1), 3–16. https://doi.org/10.1177/1098300720911157/ASSET/IMAGES/LARGE/10.1177_1098300720911157-

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410 U.1 DB

Please complete your assigned readings and respond to the following:

Create a scenario in which you have a new client who is exhibiting a target behavior.

Functional Behavior Assessment-12-Year-Old Boy

Describe the functional behavior assessment (FBA) approaches, i.e., indirect assessment and direct descriptive assessment, you will use and identify the probable function of the target behavior.
How will the identification of the function of the target behavior help you to design a function-based behavior intervention plan (BIP)?