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An ASQ:SE was provided for Mao (Father) and Kim (Mother) to fill out so that the main concerning issues can be established. The score was 120 with a cutoff of 58. A score at this point would indicate that Quan is at risk. When a child is found to be at risk, they are typically referred to Child Find so that the appropriate resources can be provided. When the parents filled out the ASQ:SE they had indicated specific behavior that they found was concerning. These included how he destroys objects and he exhibits physical and verbal aggression frequently. These are also concerns that the pre-school teacher had for Quan. The mother also has concerns pertaining to home routines. She has a difficult time getting Quan into his crib at bedtime when he is asked to. He still sleeps in a crib and refuses to get in the crib when asked. Quan’s mother also stated that he will not listen and sit still when they eat at restaurants. He will not stay in his high chair and is a finicky eater.
In addition, the classroom teacher, assistant, and Quan’s mother filled out a functional assessment interview form. As a result, specific behaviors were addressed that concerned all of the respondents.
Section A of the Functional Assessment Interview Form
Behavior How long is it performed? How often? How long? Intensity?
1 Verbal Aggression Threatens (“I’m gonna kill you” while pointing a finger gun, “Get away” and growls) 2-5x a day 5 sec.- 1 min. Low-High
2 Physical Aggression Hits, pushes, kicks, punches, rams with toys 2-3x a week 5 sec.-30 sec. High
3 Property destruction Throwing or banging toys 2-5x a week 5 sec.-30 sec. High
(O’Neill, R.E. Homer, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton, J.S., 1997)
All of these behaviors occurr...
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Developed by Lindsey T.Allard, Amy Hunter, and Kate Anderson Simons
Head Start Center For Inclusion. (n.d.) Retrieved from (http://depts.washington.edu/hscenter/
Hume, K., Boyd, B., McBee, M., Coman, D., Gutierrez, A. et al. (2011). Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures. Research in Autism Spectrum Disorders, 11, 1430-1440. Retrieved from http://www.journals.elsevier.com/research-in-autism-spectrum-disorders
O’Neill, R.E. Homer, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton, J.S. (1997). Functional Assessment and Program Development for Problem Behavior. Pacific Grove, CA: Brooks/Cole Publishing.
Strain, P.S. & Bovey, E. (2008). LEAP Preschool. In J. Handleman and S. Harris (Eds). Preschool education programs for children with autism. Austin, TX: Pro Ed.
As reported by the Centers for Disease Control and Prevention (CDC), the rate of children being diagnosed with autism spectrum disorders has risen drastically, to an estimated 1 in 68 children. (Centers for Disease Control and Prevention, 2014) In order to address this growing phenomenon, educators in the New York City Department of Education – the largest public school district in the country – conducted a study of the growing number of higher functioning children with ASD attending New York City public schools. “Led by District 15 Superintendent Carmen Farina, with support from Dorothy Siegel and Shirley Cohen, the group studied the research findings of the National Research Council’s rep...
Based on the information provided in case 8, Crashing Planes and Tranquil Dreams, Richard is a 4 years old boy, who is experiencing challenging behaviors at school, as well as at home. Richard lives with both parents, and two older brothers. Richard has been attending the YMCA’s full-day preschool program for the past 2 years. He is described as a “good kid” by parents and teacher, however, he is constantly active, impulsive, and frequently becoming involved in conflicts with adults. Parents are continuously working, and as mentioned in this case, they have to spend most of the time at home yelling at Richard or putting him in time-out as part of his consequences for not listening or misbehaving.
Tan, C.S. (2007). Test Review Behavior assessment system for children (2nd ed.). Assessment for Effective Intervention, 32, 121-124.
The assessment will include a discussion of the problem behavior, the social worker will am to gain a clear understanding of the context of the problem and how it is affecting Mrs. Kay. The social worker will ask Mrs.
The topic of assessment alone raises many debated discussions, among teachers, and to add Special Education students into the polemical dialogue intensifies the debate. As a result, there are several alternative methods in assessing Special Education students within the learning environment. Professionals have created specifically designated techniques in helping these and all students achieve academic success.
“Treatment of Autism in Young Children: Behavioral Intervention and Applied Behavior Analysis:Infants & Young Children, by Jensen, VK, and Sinclair LV, published in 2002, summarized Oct 19, 2006
Two-thirds of 4-year-old children in the United States attend preschool, as well as 40% of 3-year-olds (Tejada, 2010). Half of those are enrolled in a public program, such as state prekinde...
Providing additional follow-up activities and continuing to monitor the child every six-twelve months allows for further learning and growth, keeping in mind that completing all items in any area of the ASQ-3 indicates that the child is developing typically, not beyond his or her age range.
Grandpeesheh, D, Tarbox, J, & Dixon, D. (2009). Applied behavior analytic interventions for children with autism: a description and review of treatment research. Annals of Clinical Psychiatry, 21(3), 63-173.
Students who frequently engage in off-task and inappropriate behavior disrupt the classroom and hinder learning for other students (Riley, et.al, 2011). In order to reduce off-task behaviors exhibited by a particular student, it is crucial to determine the function of the behavior by conducting a functional behavioral assessment (FBA). Once the cause of the behavior is found, teachers can take steps to reduce the inappropriate behavior by implanting strategies to decrease their occurrence.
Autism is a neurodevelopmental disorder that effects the brains development. It is characterized by affecting communication, cognition and social interaction. The spectrum of the disorders ranges from a mild condition called Asperger’s syndrome to a more severe form, which severely impairer’s development. The Office of Communications and Public Liaison states that the disorder affects one and eighty-eight children, however ASD effects boys more frequently than girls (Office of Communications and Public Liaison, 2013). ASD emerges in all age, ethnic and socioeconomic groups. The significant varied character and severity of the disorder is why ASD is considered a spectrum that poses a broad range of symptoms.
It is rare to find one behavioral intervention that addresses the function of a problem behavior in each situation and setting. Positive behavioral support strategies should therefore include multicomponent intervention plans. Begin by developing a hypothesis regarding the undesirable behavior. The hypothesis statement is a summary of the evidence collected in the functional assessment.
A Functional Behavior Assessment is beneficial for the student, parents and teachers. As stated within the definition of FBA, it helps determine the purpose of the undesirable behavior. By knowing this, the parents and teachers can create strategies to use with the student or teach the student to help decrease and possibly fade away that undesirable behavior. The FBA also help determine the best educational placement for the student and other services that can be provided for him/her to help the behavioral issues that is displaying. Using a FBA can also help the student identify appropriate behavior to use within different situations as a substitute for the ones that caused him/her to get in trouble with.
Child A is a forty month old male pupil at this setting and attends regularly for five mornings a week since September 2011. He has two siblings and he is the middle child. He lives with his siblings and both parents. He is one of the younger children in his nursery year. He has not yet formed any friendships with his peers at the setting and children are wary of him due to his unpredictable volatility. His behaviour has also been ...
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.