Antecedents, Behavior, and Consequences
For this assignment, use the case study about James on page 263-276 in your Functional Assessment text. Create a blank Functional Analysis Observation Form (FAOF) using page 264-265 in your Functional Assessment text as a guide to document the behaviors of James.
The disruptive target behaviors for this analysis include James’:
Hits and kicks adults when confronted for inappropriate behavior.
Noncompliant behavior.
Off-task behavior.
Disruptive Behavior.
Property Destruction.
You will also target his cooperative behavior.
Use the table you have created to record:
The antecedents (A) that trigger the behavior.
The consequences (C) that follow the behavior.
The setting events (SE) that may be affecting behavior.
Remember that there may not be setting events for each instance of behavior, but they may be present throughout the activity. Antecedents and consequences may also occur across paragraphs.
Once you have completed the table:
Use the space below the table to list the patterns or consistencies in antecedents and consequences that appear to be related to the disruptive behaviors.
Develop a summary statement concerning antecedents, disruptive behaviors, and consequences. Then develop a summary statement concerning antecedents, cooperative behavior, and consequences.
Explain the importance of conducting assessments prior to the implementation of intervention. How does this ensure effective treatment?
Assignment Requirements
Your assignment should meet the following requirements:
Written communication: Should be free of errors that detract from the overall message.
APA formatting: References and citations are formatted according to current APA style guidelines.
Resources: A sufficient number of scholarly or professional resources.
Length: 23 double-spaced pages.
Font and font size: Times New Roman, 12-point.
Case Study Reference:
Dahlquist, L.K.C.C. M.(2014). Functional assessment: Strategies to prevent and remediate challenging behavior in school settings. Pearson Higher Ed.
