Describe how applied behavior analysis strategies can be implemented in the school setting.

Title Your Name Subject and Section Professor’s Name Date Section 1: Background & Purpose NAME: Misha Parker DATE OF BIRTH: September 2, 2014 COMPLETED BY: REPORT DATE: TEAM MEMBERS INVOLVED IN FBA PLANNING (Teacher, Caregiver, etc.): Mr. Stanza, Misha’s mother, BCaBA Background Information Misha is a 3rd-grade learner, who loves school and is always enthusiastic to learn more; he has ASD as his diagnosis. She goes to Parkville Elementary School and has both speech and occupational therapies in school to help with development twice a week. Misha shows specific skills, for example, in matching and sorting colors she does it perfectly, observation during the play, she shares toys and plays friendly with her mates. She particularly enjoys playing with bubbles, handling iPad games, and watching programs like Bubble Guppies. These preferred activities betrays her interest hence they are tools of reinforcement. Nonetheless, the child – Misha – displays some peculiar forms of disruptive behaviors, such as tossing objects and running away from everyone when the child is expected to perform tasks that she does not fancy performing as is shown below. These behaviors limit her involvement in classroom practices and therefore called for a specific intervention. Purpose The main idea for carrying out this FBA is to identify the antecedents and consequences of Misha's disruptive behaviors. Thus, by placing these antecedents and consequents that lead to these actions, the present FBA will furnish a scientific basis for creating a Behavior Intervention Plan (BIP). It is, therefore, the aim of this intervention to increase Misha's on-tasks and learning, as well as facilitate the teaching team to determine more appropriate behaviors for her to demonstrate in lesson. Target Behaviors of Concern The target behaviors of concern have been clearly defined to ensure consistency and measurability. These behaviors include throwing things like shoving things on her desk and throwing, leaving her designated area to avoid instructional tasks. It is also relevant to consider non-examples of these behaviors to know what kind of behavior is acceptable in class. For instance, Misha quietly sat at her desk doing her work without asking to go to the washroom or something like that is approved behavior. Defining these behaviors operationally meant that every action was in a way that could be monitored and evaluated to capture improvement. Section 2: Indirect & Direct Assessments Indirect Assessments Despite an inability to directly observe the behaviors during the baseline, indirect ratings were made using data from sources such as her teacher Mr. Stanza, and her parent. These assessments involved administering the Questions About Behavioral Function form to her teacher and the intake form to her mother. The QABF data which generated an understanding of what Misha's disruptive behaviors are expected to be functioning for, revealed that of all the categories, she was mostly working towards escapes from difficult tasks. The escape function was supported by a total rating of 14 in the escape use category, which is higher in comparison with the use of other categories. Moreover, an attention subcategory score of 9 was derived which provided another secondary function associated with attention-seeking behavior. These results fit with the teacher's self-report that Misha gets disruptive when instructional activities are initiated like math or coloring. The parental intake form also was supportive of Misha's behavioral demonstration and the defiance she exhibits when asked to finish homework or other chores that she does not like or those that are difficult for her to do. From this indirect data one can as a basis, have an understanding of those possible reasons that may be ca...