Alex is a 25-year-old individual with developmental disabilities residing in a group home setting. Alex has been diagnosed with autism spectrum disorder and
8-10 pgs
Due Sunday December 29th @3pm
Please follow the rubric to provide the best quality work
APA format 7th edition
Reference pg (use references from previous reference list
Case Studies
Alex is a 25-year-old individual with developmental disabilities residing in a group home setting. Alex has been diagnosed with autism spectrum disorder and presents with two significant problem behaviors: aggressive outbursts and self-injurious behaviors (SIBs). Aggressive outbursts can often last for several minutes or beyond and include behaviors such as hitting, kicking, and yelling. These behaviors frequently occur when Alex transitions between activities or when there are disruptions in their immediate environment (such as other individuals yelling, playing loud music, or clapping). Alex’s SIBs include skin picking until they bleed or biting themself on the hand, wrist, or arm. SIBs can often be observed when Alex does not get their way or when they seem to be experiencing increased levels of anxiety or frustration. These behaviors pose a concern to Alex's safety and impact the overall quality of life for Alex and fellow residents and staff in the group home.
Mickelle is a 3-year-old little girl with Down syndrome who is enrolled in a home-based early intervention program. Her parents are concerned about her inability to communicate her wants and needs effectively. While she has a few words, such as “Mama,” “Baby,” and “Bye Bye,” she is not able to mand for items or tact many items in her environment. In addition, she frequently throws temper tantrums, where she flops to the floor, bangs her head on the ground, cries loudly, and kicks her feet. Her parents also note that Mickelle does not sleep well. She will only stay in her room briefly before coming out to be with her parents. Her parents also report that Mickelle will come out of her room multiple times after being put to bed before she finally lays down and goes to sleep.
Duration Recording Sheet
Client’s Name: Date:
Observer Name:
Definition of Target Behavior:
|
Start Time |
End Time |
Duration of Behavior |
Total Time Observed:
Total Duration of Target Behavior:
Percentage of Target Behavior:
Frequency Recording Sheet
Client’s Name: Date:
Observer Name:
Frequency Definition: Tally the total # of times a behavior occurs within a time period. Each attempt/success is considered one occurrence (tally) .
Definition of Target Behavior #1:
Definition of Target Behavior #2:
|
Time |
Behavior #1 |
Behavior #2 |
Comment |
|
Totals |
*Please total the number of tallies at the end of the day.
*Please do not write comments on the interval areas, unless otherwise indicated.
Interval Data Recording Sheet
Client’s Name: Date:
Observer Name:
Frequency Definition: Put a mark within the appropriate interval to indicate behavior (only one mark, not # of times) in the appropriate column.
Definition of Target Behavior #1:
Definition of Target Behavior #2:
☐ Partial Interval Data
☐ Whole Interval Data
|
Time |
Behavior #1 |
Behavior #2 |
Comment |
|
Totals |
/ |
/ |
*Please total the number of checks at the end of the day and write them above the percentage divisor.
*Please do not write comments on the interval areas, unless otherwise indicated
Latency Recording Sheet
Client’s Name: Date:
Observer Name:
Definition of Target Behavior:
|
Time of Cue |
Time of Behavior Initiation |
Latency (Elapsed Time) |
Total Latency:
Cumulative Record Data Sheet Instructions
Directions:
1. Under the “ Date ” column, write the date the target behavior/skill was observed and data collected.
2. Under the “ Target Behavior/Skill ,” write down what behavior you recorded data for. Examples: self-injurious behavior, aggressive behavior, eye contact, manding, etc.
3. Under the “ Target Behavior/Skill ” column, record the total for the target behavior/skill that day.
4. The “ Cumulative Data Total ” column adds together the previous column’s data. If the data remains the same, that means there has been little to no progress on the behavior/skill. To gather this total, add the data from the “ Target Behavior/Skill Total ” column to the previous day’s cumulative total. That will provide the updated and current cumulative data total. See the example below for more details.
5. Write down, using observable and measurable terms, the target behavior/skill. This should be clear, like an operational definition.
6. Circle, underline, or highlight the data collection method for the target behavior/skill.
7. Record what the target behavior/skill mastery criterion is, using clear and concise language.
Target Behavior/Skill:
· Independently emitting a vocal mand for macaroni and cheese; staff should not present a verbal prompt of “What do you want?”.
Target Behavior/Skill recorded using (Circle One): Frequency Rate Duration
Target Behavior/Skill Mastery Criterion:
· 10 Independent mands for macaroni and cheese
Cumulative Data Total Example
|
Date |
Target Behavior/Skill |
Target Behavior/ Skill Total |
Cumulative Data Total |
|
2/28/24 |
Manding for Macaroni and Cheese |
3 |
3 (No existing information, so the first number is the target/skill total.) |
| <p
Collepals.com Plagiarism Free Papers Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers. Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS Why Hire Collepals.com writers to do your paper? Quality- We are experienced and have access to ample research materials. We write plagiarism Free Content Confidential- We never share or sell your personal information to third parties. Support-Chat with us today! We are always waiting to answer all your questions.  All Rights Reserved Terms and Conditions |