+1 862 207 3288 Final Case Study – Worksheet
Instructions:
1. Use the document titled Final Case Study – Mary for this assignment
2. Please ensure that all answers are complete on this worksheet and submitted in D2L – Dropbox. This assignment is due no later than April 18th at 11:59pm
4. Read the case study and complete the 7 sections below. Read the instructions under each section carefully.
5. Point form is fine for format
Final Case Study Worksheet
1. ABC Event Recording: Record each behaviour incident from the case study below. Each row represents a new behaviour incident.
Setting Condition Antecedent Behaviour Consequence
Routines
Triggers
And the result is
Therefore the function is
Setting Condition Antecedent Behaviour Consequence
Routines
Triggers
And the result is
Therefore the function is
Setting Condition Antecedent Behaviour Consequence
Routines
Triggers
And the result is
Therefore the function is
Setting Condition Antecedent Behaviour Consequence
Routines
Triggers
And the result is
Therefore the function is
Setting Condition Antecedent Behaviour Consequence
Routines
Triggers
And the result is
Therefore the function is
Operational Definition: Define one (1) of the behaviour incidents from the chart above in terms that are observable and measureable.
2. Risk Assessment: Review the case study and the behaviour incidents and identify the risks. What puts Mary success at school and home at risk?
Risk to Self:
Risk to Staff:
Risk to Others:
Risk to Environment:
3. Functional Assessment: Based on the information in the case study fill out the sections of the functional assessment below.
a) History of the Individual
b) Current Lifestyle
c) Daily Schedule or Routine (Consider the schedule from the Functional Assessment Checklist for Teachers and Staff -FACTS). Which routine would you focus on?
d) Strengths of the Individual
e) Communication Skills
f) Physiological (Medical)
g) Summary of the challenging behaviour
h) History of the behaviour
i) What information is missing from the case study for a complete functional assessment?
j) How would you access this information?
k) Who will you interview (indirect assessment) to gather the information for the functional assessment?
4. Function Based Interventions: Develop the replacement behaviour and a desired behaviour for one of the behaviour incidents in the ABC event recording chart. Click on each box to start typing. When you are moving to the next box you need to click on it.
Does the replacement behaviour serve the same function? Remember that the replacement behaviour needs to focus on the function.
5. Task Analysis: Write a task analysis for the replacement behaviour
Task Analysis of:
• Identify the task that you will be teaching
Steps of ________________________________________________:
Identify the teaching method that you would use for this task analysis and why?
• How will you incorporate the prompt hierarchy?
• What criterion will you set to ensure that the person is ready to move onto the next step (when the Sally completes each step 5 times independently she will be prompted to try the next step independently)
How would you generalise the replacement behaviour to other environments?
6. Intervention Strategies
a) Identify setting event strategies (positive strategies) for Mary. Keep in mind the physical environment, the social environment and reinforcement as guides for the strategies.
b) Identifyantecedent strategies(positive strategies) for Mary. Keep in mind the physical environment, the social environment and reinforcement as guides for the strategies.
7. Emergency Response Protocol
a) Identify how you would respond to Mary in a crisis situation.
b) What is the important techniques to focus on when de-escalating a crisis situation?
Final Case Study – Mary
Mary is a 22 year old with a developmental disability, uses a wheelchair and communicates
using sign language and her tablet. Mary enjoys doing puzzles, painting and Sudoku games in
her spare time. She works part time at the library checking books in and out and has started to
help the IT department with access to the libraries website for people with physical and
communication difficulties. Mary uses simple sign and her tablet with a text to speech app to
communicate. She is from a large family in which there was always a great deal of commotion
and interesting activities.
When she moved to a small group home in which the other residents were nonverbal, Mary
began to have serious mood swings, depression and even for the first time, physically
aggressive behaviour. Mary is having no concerns at work or when she is visiting her family at
home. On days that one of her friends, or family come visit her she has a really great day
however when she hasn’t had someone come see her in a couple of days or she is on her days
off from work her behavior has shown an increase.
Mary is on few medications for thyroid and low blood pressure and has recently has had a full
medical checkup. The results from her checkup did not show any concerns or new health issues.
The house team leader was wondering if Mary should have a medication for times when she is
upset to control the behaviour however her parents do not feel that it is needed right now. Her
Dad has been talking with Mary and has said that she has expressed that she is lonely. The team
leader really feels that the behaviours are round her menstrual cycle but there is not enough
data to support this theory. Mary, her parents and the staff team have decided to complete a
person centered plan and a functional behavior assessment.
The initial assessment of the situation showed that the young staff were overwhelmed with
start-up tasks, and unwittingly were ignoring Mary and the other residents, except when
instructing them or managing a problem. It appears to Mary’s Dad that staff interactions are
limited for Mary. For example, when Mary comes into the kitchen or the common living area
and asks for help with a puzzle or wants to have her painting set up the staff will do as she
requests and then leave her to do her activity alone. During the person centered planning
phase using MAPS, Mary identified that one of her dreams is to go to school at the local
community college in the library science program however she also identified that she is scared
that the college will not have the support that she needs to do the classes. The functional
behaviour assessment has identified that her behaviours of concern are mainly at the house
and has started to spill over into community outings with her roommates and staff.
Additionally, Mary’s behaviours were noted as the following; physical aggression (bumping her
wheelchair into staff, hitting staff on the hand or arm), crying, refusal to come sit in the
common living area, throwing objects, and hitting her tray or the arm of her chair. Mary’s
parents noted in the assessment that in the past she has struggled with transitions but never to
this extent.
Incident Reporting
The following incidents occurred throughout February. It is important to note that for the first
incident Mary was menstruating however the last 4 incidents no setting events were noted.
Additionally, from February 19 – February 27 Mary had two additional shifts at the library and
she went home for two days for a family gathering.
February 1, 2016:
Mary came out of her room and asked the staff to set up her painting in the front room by the
window. The staff got Mary all set up to do her painting and left her alone. Mary asked the staff
if one of her roommates would like to paint with her or if the staff would like to paint with her.
The staff responded by saying no the other individuals were busy and the staff needed to write
the grocery list. Mary threw her paint brush at the staff and hit the staff on the arm when they
came back over to talk to Mary. The staff sat with Mary while she cried and got her reset to do
her painting again once she calmed down.
February 4, 2016:
Mary was sitting in the food court at the Chinook mall and waiting for staff to bring her lunch
over from Taco Time. The staff gave Mary her lunch and went to sit with the other staff at the
next table. Mary slapped the arm of her chair until the staff came back over and asked Mary
what she needed. Mary asked the staff to sit and eat with her.
February 5, 2016:
Mary arrived home after a long day at work and expressed to staff that she was very tired.
Mary went to her room and refused offers of a snack or supper later on. When the staff when
to check on Mary and help her with her night time routine Mary screamed at the staff, hit their
hands away and pushed the door closed with her wheelchair when they backed out of the
room. The staff told the team leader that they think that Mary was sleeping in her chair and she
was startled when they walked in.
February 15, 2016:
Mary came into the kitchen from watching a movie by herself. The staff and team leader were
visiting at the kitchen table and did not acknowledge Mary as soon as she came into the room.
Mary slammed her hands on her tray, typed on her tablet “You don’t want me here” and left
the kitchen. The staff got up from the table and followed Mary to her room. The staff told Mary
that of course they wanted her there, it is her house and everyone enjoyed her company. Mary
nodded, calmed down and agreed to come back to the kitchen for a visit.
February 18, 2016:
Mary arrived home from a doctor’s appointment with her mom. Her mom helps Mary get
settled into the common living area before leaving. When Mary’s mom starts to leave the
house Mary starts to cry quietly and head to her room. Mary’s mom and the staff encourage
Mary to stay in the common living area and sit with her. While sitting together Mary calms
down and tells the staff about her doctor’s appointment.
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