Assignment Prompt & Instructions
– ## ABA503Assignments-CaseStudy.pdf
– ## ABA503Assignment1GradingRubric-StudentVersion.pdf
– ## 503Assignment1Instructions.docx
**## ABA503Assignments-CaseStudy.pdf**
ABA 503 Assignments – Case Study
Justin is a 13-year-old boy diagnosed with autism. He has an effective, but below average, use
of spoken language but is able to communicate his emotions using picture cards that have a sad
face, a neutral face and a smiley face. He is able to communicate effectively enough to make his
requests understood, although he can be reluctant to do so.
Justin lives with his mother and stepfather in a small 2-bedroom house which is also shared
with a three year old female sibling who does not have any known disabilities or challenges
beyond what would be considered normal for a child of her age. There is also an uncle and his
girlfriend who live in the house and sleep in the living area of the home. Justin's mother, father,
and his uncle all primarily speak Spanish and consider it to be their first language.
Justin attends school daily and is accommodated in a “special education” classroom along with
27 other children who have a variety of disabilities both physical and intellectual. The classroom
is managed by a dedicated teacher and, most days, teaching assistants.
Justin can become very agitated and can exhibit aggressive behaviors when he is in
environments that he cannot control and are noisy and/or crowded. Aggression takes the form
of hitting others with a closed fist which is sometimes accompanied by kicking. When Justin
becomes agitated, he tends to rock back and forth on the balls of his feet which is typically
followed by the hitting and kicking behavior. He will also run away if he is in an open area or is
otherwise able to leave the situation.
Recently, Justin’s mother took him to a nearby shopping mall for a “treat” because it was
approaching the holiday season and she wanted him to see Santa Claus. When they arrived, the
mall was playing festive Christmas music and it was busier than normal due to the approaching
holidays.
Justin and his mother arrived at the mall, parked the car, and entered the mall. Within a minute
or so, Justin began rocking back and forth. His mother then attempted to grab his arm and
Justin proceeded to hit her. He broke away and ran further into the mall, knocking an elderly
lady down along the way. A mall security person witnessed the event and called the police and
reported that a young man had assaulted an elderly lady and was running around hitting and
kicking people while screaming.
Additional Information
Descriptive Assessment
Descriptive assessment requires beginning with indirect methods and then including direct
assessment methods as indicated below.
Indirect
– 2nd party report about student’s behavior.
• Interviews – teacher, parent, student
Example: Functional Assessment Interview (FAI, O’Neill, Horner et. al.,
1997)
• Records review such as school reports, medical reports, other therapy notes as
available, etc.
• Behavior Situation Rating Scales examples:
– MAS, Durand & Crimmins, 1988; FAST, Iwata 1995; Q-FAST,
Vollmer & Matson, 1995; QABF, Matson et. al., 1999; Aid to
Functional Analysis, Willis & LaVigna, 1987; etc.
Direct
– On-site observation or permanent product assessment of student behavior.
– Examples:
• Scatterplot (Pattern Analysis) Touchette et. al., 1985
• A-B-C recording (Sequence Analysis) Bijou et. al., 1968
• Functional Assessment Observation Form (FAOF, O’Neill Et. al., 1997,
Brookes)
**## ABA503Assignment1GradingRubric-StudentVersion.pdf**
ABA503 Assignment 1 Rubric
Grading item
Completely accurate
in content and
clearly articulated
Partially inaccurate
in content OR
somewhat unclear in
articulation
Partially inaccurate
in content AND
unclear in
articulation
Item is missing or
completely
inaccurate in content
Total
Case Summary,
including person
whose behavior will
be targeted
5 3 1 0
Target Behaviors
5 3 1 0
Operational
Definitions of Target
Behaviors
5 3 1 0
Rationale for
changing behaviors
5 3 1 0
Choice of indirect
assessment tool
(MAS, QABF, or
FAI)
4 3 1 0
Identification of 2
people to complete
the assessment and
why
6
(3 points each)
4 2 0
Completed
assessment for 1st
person
15
10 5 0
Completed
assessment for 2nd
person
15
10 5 0
Data analysis: scored
assessment (for MAS
or QABF) plus
written summary of
results (for MAS,
QABF, or FAI) for
1st person
completing
assessment
15
10 5 0
Data analysis: scored
assessment (for MAS
or QABF) plus
written summary of
results (for MAS,
QABF, or FAI) for
2nd person
completing
assessment
15 10 5 0
Overall Writing
(clarity, APA style
formatting, proper
citations)
10 7 3 0
Final Grade
Additional Comments:
APA Style Links:
1) Sample student paper using APA style: https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf
2) Student Paper Setup Guide: https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf
3) Heading Levels Template for a Student Paper: https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf
4) Student Title Page Guide: https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf
5) Reference Examples: https://apastyle.apa.org/style-grammar-guidelines/references/examples
[https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf](https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf)
[https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf](https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf)
[https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)
[https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)
[https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf](https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf)
[https://apastyle.apa.org/style-grammar-guidelines/references/examples](https://apastyle.apa.org/style-grammar-guidelines/references/examples)
**## 503Assignment1Instructions.docx**
**Assignment 1**
For Assignments 1 and 2 in this course, you will be conducting a hypothetical Functional Behavior Assessment (FBA) based on the
[**Case Study**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/ABA%20503%20Assignments%20-%20Case%20Study.pdf).
In Assignment 1, you will conduct the indirect assessment portion of the FBA.
In Assignment 2, you will conduct a direct assessment and write a hypothesis statement.
**Be sure to watch the lecture by Dr. Michael Weinberg on “** [**How to Use Common Functional Assessment Tools: the MAS, QABF, FAI, and FAOF**](https://mwp.onlineclasslogin.com/mod/page/view.php?id=46816) **” before completing this assignment.**
**Specific directions for Assignment 1**:
**(1) Review the** [**Case Study**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/ABA%20503%20Assignments%20-%20Case%20Study.pdf) **. Then write 2 paragraphs that discuss the following**:
a) A brief
**case summary**, starting with a description of the
**person** whose behavior is to be addressed.
b) List the
**behavior(s)** to be targeted for change.
**Note**: Avoid the use of generic terms (such as “inappropriate behavior”) or references to functions (such as “escape behavior”) because you have not yet identified the function of the target behavior.
c) Provide an
**operational definition** (including situational context if relevant) of each behavior to be changed, using observable, measurable terms.
d) Provide a
**rationale** for changing the behavior(s). (Why is it important? What is the social significance of the behavior(s)?)
**(2) Administer an indirect assessment using a standardized functional assessment tool.**
a) Choose
**one** from the following standardized assessments:
| | |
| — | — |
| **Standardized Assessments Tools** |
| **Assessment Tool** | **Instructions** |
| 1. <br>[**Motivation Assessment Scale (MAS II)**](https://autisminternetmodules.org/storage/ocali-ims-sites/ocali-ims-aim/documents/Motivation-Assessment-Scale-II.pdf) | [**Link to video**](https://youtu.be/xHeS_LUTij0?si=TSwAgbOYVT3tgqTS) explaining how to score |
| 2. <br>[**Question About Behavioral Function (QABF)**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/QABF%20form.docx) **Note**: this is a Word document that will be downloaded when you click the link. | [**Description and Instructions**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/QABF%20Overview_Description_Publication%202000.pdf) |
| 3. <br>[**Functional Assessment Interview (FAI)**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAI%20Form.docx) **Note**: this is a Word document that will be downloaded when you click the link. | [**Description**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAI%20Overview.pdf) |
b)
**Identify 2 people** involved with the child to complete the assessment tool (e.g., family members, teachers, paraprofessionals, etc.) and
**explain why** you selected them.
c) Pretend that you administer the standardized assessment to each of the people you selected and
**fill out the forms with hypothetical data**.
d)
**Analyze your hypothetical data** by following the instructions on how to score the data for the assessment you selected (for the MAS or QABF) and then writing a detailed summary of the findings (for the MAS, QABF, or FAI). (Note: You do NOT have to come up with an actual hypothesized function of the behavior yet because you will do that in
Assignment 2 **after** you complete the direct descriptive assessment. Only summarize your findings so far for this assignment.)
**Be sure to turn in your completed assessments**.
**Please note:** Your assignment should be submitted in a
**Word Document** format
**using Times New Roman 12.** The assignment must use APA format (see link to APA publication style in the course site resources.) Please include an appropriate heading on your paper and references (at least 3 references) to support methods or procedures used.
**Please be sure to save your work using the naming convention:**
Student last name, first name, ABA 503 Assignment 1
**## 503Assignment1Instructions.docx**
**Assignment 1**
For Assignments 1 and 2 in this course, you will be conducting a hypothetical Functional Behavior Assessment (FBA) based on the
[**Case Study**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/ABA%20503%20Assignments%20-%20Case%20Study.pdf).
In Assignment 1, you will conduct the indirect assessment portion of the FBA.
In Assignment 2, you will conduct a direct assessment and write a hypothesis statement.
**Be sure to watch the lecture by Dr. Michael Weinberg on “** [**How to Use Common Functional Assessment Tools: the MAS, QABF, FAI, and FAOF**](https://mwp.onlineclasslogin.com/mod/page/view.php?id=46816) **” before completing this assignment.**
**Specific directions for Assignment 1**:
**(1) Review the** [**Case Study**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/ABA%20503%20Assignments%20-%20Case%20Study.pdf) **. Then write 2 paragraphs that discuss the following**:
a) A brief
**case summary**, starting with a description of the
**person** whose behavior is to be addressed.
b) List the
**behavior(s)** to be targeted for change.
**Note**: Avoid the use of generic terms (such as “inappropriate behavior”) or references to functions (such as “escape behavior”) because you have not yet identified the function of the target behavior.
c) Provide an
**operational definition** (including situational context if relevant) of each behavior to be changed, using observable, measurable terms.
d) Provide a
**rationale** for changing the behavior(s). (Why is it important? What is the social significance of the behavior(s)?)
**(2) Administer an indirect assessment using a standardized functional assessment tool.**
a) Choose
**one** from the following standardized assessments:
| | |
| — | — |
| **Standardized Assessments Tools** |
| **Assessment Tool** | **Instructions** |
| 1. <br>[**Motivation Assessment Scale (MAS II)**](https://autisminternetmodules.org/storage/ocali-ims-sites/ocali-ims-aim/documents/Motivation-Assessment-Scale-II.pdf) | [**Link to video**](https://youtu.be/xHeS_LUTij0?si=TSwAgbOYVT3tgqTS) explaining how to score |
| 2. <br>[**Question About Behavioral Function (QABF)**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/QABF%20form.docx) **Note**: this is a Word document that will be downloaded when you click the link. | [**Description and Instructions**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/QABF%20Overview_Description_Publication%202000.pdf) |
| 3. <br>[**Functional Assessment Interview (FAI)**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAI%20Form.docx) **Note**: this is a Word document that will be downloaded when you click the link. | [**Description**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAI%20Overview.pdf) |
b)
**Identify 2 people** involved with the child to complete the assessment tool (e.g., family members, teachers, paraprofessionals, etc.) and
**explain why** you selected them.
c) Pretend that you administer the standardized assessment to each of the people you selected and
**fill out the forms with hypothetical data**.
d)
**Analyze your hypothetical data** by following the instructions on how to score the data for the assessment you selected (for the MAS or QABF) and then writing a detailed summary of the findings (for the MAS, QABF, or FAI). (Note: You do NOT have to come up with an actual hypothesized function of the behavior yet because you will do that in
Assignment 2 **after** you complete the direct descriptive assessment. Only summarize your findings so far for this assignment.)
**Be sure to turn in your completed assessments**.
**Please note:** Your assignment should be submitted in a
**Word Document** format
**using Times New Roman 12.** The assignment must use APA format (see link to APA publication style in the course site resources.) Please include an appropriate heading on your paper and references (at least 3 references) to support methods or procedures used.
**Please be sure to save your work using the naming convention:**
Student last name, first name, ABA 503 Assignment 1
**## ABA503Assignments-CaseStudy.pdf**
ABA 503 Assignments – Case Study
Justin is a 13-year-old boy diagnosed with autism. He has an effective, but below average, use
of spoken language but is able to communicate his emotions using picture cards that have a sad
face, a neutral face and a smiley face. He is able to communicate effectively enough to make his
requests understood, although he can be reluctant to do so.
Justin lives with his mother and stepfather in a small 2-bedroom house which is also shared
with a three year old female sibling who does not have any known disabilities or challenges
beyond what would be considered normal for a child of her age. There is also an uncle and his
girlfriend who live in the house and sleep in the living area of the home. Justin's mother, father,
and his uncle all primarily speak Spanish and consider it to be their first language.
Justin attends school daily and is accommodated in a “special education” classroom along with
27 other children who have a variety of disabilities both physical and intellectual. The classroom
is managed by a dedicated teacher and, most days, teaching assistants.
Justin can become very agitated and can exhibit aggressive behaviors when he is in
environments that he cannot control and are noisy and/or crowded. Aggression takes the form
of hitting others with a closed fist which is sometimes accompanied by kicking. When Justin
becomes agitated, he tends to rock back and forth on the balls of his feet which is typically
followed by the hitting and kicking behavior. He will also run away if he is in an open area or is
otherwise able to leave the situation.
Recently, Justin’s mother took him to a nearby shopping mall for a “treat” because it was
approaching the holiday season and she wanted him to see Santa Claus. When they arrived, the
mall was playing festive Christmas music and it was busier than normal due to the approaching
holidays.
Justin and his mother arrived at the mall, parked the car, and entered the mall. Within a minute
or so, Justin began rocking back and forth. His mother then attempted to grab his arm and
Justin proceeded to hit her. He broke away and ran further into the mall, knocking an elderly
lady down along the way. A mall security person witnessed the event and called the police and
reported that a young man had assaulted an elderly lady and was running around hitting and
kicking people while screaming.
Additional Information
Descriptive Assessment
Descriptive assessment requires beginning with indirect methods and then including direct
assessment methods as indicated below.
Indirect
– 2nd party report about student’s behavior.
• Interviews – teacher, parent, student
Example: Functional Assessment Interview (FAI, O’Neill, Horner et. al.,
1997)
• Records review such as school reports, medical reports, other therapy notes as
available, etc.
• Behavior Situation Rating Scales examples:
– MAS, Durand & Crimmins, 1988; FAST, Iwata 1995; Q-FAST,
Vollmer & Matson, 1995; QABF, Matson et. al., 1999; Aid to
Functional Analysis, Willis & LaVigna, 1987; etc.
Direct
– On-site observation or permanent product assessment of student behavior.
– Examples:
• Scatterplot (Pattern Analysis) Touchette et. al., 1985
• A-B-C recording (Sequence Analysis) Bijou et. al., 1968
• Functional Assessment Observation Form (FAOF, O’Neill Et. al., 1997,
Brookes)
**## ABA503Assignment1GradingRubric-StudentVersion.pdf**
ABA503 Assignment 1 Rubric
Grading item
Completely accurate
in content and
clearly articulated
Partially inaccurate
in content OR
somewhat unclear in
articulation
Partially inaccurate
in content AND
unclear in
articulation
Item is missing or
completely
inaccurate in content
Total
Case Summary,
including person
whose behavior will
be targeted
5 3 1 0
Target Behaviors
5 3 1 0
Operational
Definitions of Target
Behaviors
5 3 1 0
Rationale for
changing behaviors
5 3 1 0
Choice of indirect
assessment tool
(MAS, QABF, or
FAI)
4 3 1 0
Identification of 2
people to complete
the assessment and
why
6
(3 points each)
4 2 0
Completed
assessment for 1st
person
15
10 5 0
Completed
assessment for 2nd
person
15
10 5 0
Data analysis: scored
assessment (for MAS
or QABF) plus
written summary of
results (for MAS,
QABF, or FAI) for
1st person
completing
assessment
15
10 5 0
Data analysis: scored
assessment (for MAS
or QABF) plus
written summary of
results (for MAS,
QABF, or FAI) for
2nd person
completing
assessment
15 10 5 0
Overall Writing
(clarity, APA style
formatting, proper
citations)
10 7 3 0
Final Grade
Additional Comments:
APA Style Links:
1) Sample student paper using APA style: https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf
2) Student Paper Setup Guide: https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf
3) Heading Levels Template for a Student Paper: https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf
4) Student Title Page Guide: https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf
5) Reference Examples: https://apastyle.apa.org/style-grammar-guidelines/references/examples
[https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf](https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf)
[https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf](https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf)
[https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)
[https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)
[https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf](https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf)
[https://apastyle.apa.org/style-grammar-guidelines/references/examples](https://apastyle.apa.org/style-grammar-guidelines/references/examples)
**## 503Assignment1Instructions.docx**
**Assignment 1**
For Assignments 1 and 2 in this course, you will be conducting a hypothetical Functional Behavior Assessment (FBA) based on the
[**Case Study**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/ABA%20503%20Assignments%20-%20Case%20Study.pdf).
In Assignment 1, you will conduct the indirect assessment portion of the FBA.
In Assignment 2, you will conduct a direct assessment and write a hypothesis statement.
**Be sure to watch the lecture by Dr. Michael Weinberg on “** [**How to Use Common Functional Assessment Tools: the MAS, QABF, FAI, and FAOF**](https://mwp.onlineclasslogin.com/mod/page/view.php?id=46816) **” before completing this assignment.**
**Specific directions for Assignment 1**:
**(1) Review the** [**Case Study**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/ABA%20503%20Assignments%20-%20Case%20Study.pdf) **. Then write 2 paragraphs that discuss the following**:
a) A brief
**case summary**, starting with a description of the
**person** whose behavior is to be addressed.
b) List the
**behavior(s)** to be targeted for change.
**Note**: Avoid the use of generic terms (such as “inappropriate behavior”) or references to functions (such as “escape behavior”) because you have not yet identified the function of the target behavior.
c) Provide an
**operational definition** (including situational context if relevant) of each behavior to be changed, using observable, measurable terms.
d) Provide a
**rationale** for changing the behavior(s). (Why is it important? What is the social significance of the behavior(s)?)
**(2) Administer an indirect assessment using a standardized functional assessment tool.**
a) Choose
**one** from the following standardized assessments:
| | |
| — | — |
| **Standardized Assessments Tools** |
| **Assessment Tool** | **Instructions** |
| 1. <br>[**Motivation Assessment Scale (MAS II)**](https://autisminternetmodules.org/storage/ocali-ims-sites/ocali-ims-aim/documents/Motivation-Assessment-Scale-II.pdf) | [**Link to video**](https://youtu.be/xHeS_LUTij0?si=TSwAgbOYVT3tgqTS) explaining how to score |
| 2. <br>[**Question About Behavioral Function (QABF)**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/QABF%20form.docx) **Note**: this is a Word document that will be downloaded when you click the link. | [**Description and Instructions**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/QABF%20Overview_Description_Publication%202000.pdf) |
| 3. <br>[**Functional Assessment Interview (FAI)**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAI%20Form.docx) **Note**: this is a Word document that will be downloaded when you click the link. | [**Description**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAI%20Overview.pdf) |
b)
**Identify 2 people** involved with the child to complete the assessment tool (e.g., family members, teachers, paraprofessionals, etc.) and
**explain why** you selected them.
c) Pretend that you administer the standardized assessment to each of the people you selected and
**fill out the forms with hypothetical data**.
d)
**Analyze your hypothetical data** by following the instructions on how to score the data for the assessment you selected (for the MAS or QABF) and then writing a detailed summary of the findings (for the MAS, QABF, or FAI). (Note: You do NOT have to come up with an actual hypothesized function of the behavior yet because you will do that in
Assignment 2 **after** you complete the direct descriptive assessment. Only summarize your findings so far for this assignment.)
**Be sure to turn in your completed assessments**.
**Please note:** Your assignment should be submitted in a
**Word Document** format
**using Times New Roman 12.** The assignment must use APA format (see link to APA publication style in the course site resources.) Please include an appropriate heading on your paper and references (at least 3 references) to support methods or procedures used.
**Please be sure to save your work using the naming convention:**
Student last name, first name, ABA 503 Assignment 1
**## ABA503Assignments-CaseStudy.pdf**
ABA 503 Assignments – Case Study
Justin is a 13-year-old boy diagnosed with autism. He has an effective, but below average, use
of spoken language but is able to communicate his emotions using picture cards that have a sad
face, a neutral face and a smiley face. He is able to communicate effectively enough to make his
requests understood, although he can be reluctant to do so.
Justin lives with his mother and stepfather in a small 2-bedroom house which is also shared
with a three year old female sibling who does not have any known disabilities or challenges
beyond what would be considered normal for a child of her age. There is also an uncle and his
girlfriend who live in the house and sleep in the living area of the home. Justin's mother, father,
and his uncle all primarily speak Spanish and consider it to be their first language.
Justin attends school daily and is accommodated in a “special education” classroom along with
27 other children who have a variety of disabilities both physical and intellectual. The classroom
is managed by a dedicated teacher and, most days, teaching assistants.
Justin can become very agitated and can exhibit aggressive behaviors when he is in
environments that he cannot control and are noisy and/or crowded. Aggression takes the form
of hitting others with a closed fist which is sometimes accompanied by kicking. When Justin
becomes agitated, he tends to rock back and forth on the balls of his feet which is typically
followed by the hitting and kicking behavior. He will also run away if he is in an open area or is
otherwise able to leave the situation.
Recently, Justin’s mother took him to a nearby shopping mall for a “treat” because it was
approaching the holiday season and she wanted him to see Santa Claus. When they arrived, the
mall was playing festive Christmas music and it was busier than normal due to the approaching
holidays.
Justin and his mother arrived at the mall, parked the car, and entered the mall. Within a minute
or so, Justin began rocking back and forth. His mother then attempted to grab his arm and
Justin proceeded to hit her. He broke away and ran further into the mall, knocking an elderly
lady down along the way. A mall security person witnessed the event and called the police and
reported that a young man had assaulted an elderly lady and was running around hitting and
kicking people while screaming.
Additional Information
Descriptive Assessment
Descriptive assessment requires beginning with indirect methods and then including direct
assessment methods as indicated below.
Indirect
– 2nd party report about student’s behavior.
• Interviews – teacher, parent, student
Example: Functional Assessment Interview (FAI, O’Neill, Horner et. al.,
1997)
• Records review such as school reports, medical reports, other therapy notes as
available, etc.
• Behavior Situation Rating Scales examples:
– MAS, Durand & Crimmins, 1988; FAST, Iwata 1995; Q-FAST,
Vollmer & Matson, 1995; QABF, Matson et. al., 1999; Aid to
Functional Analysis, Willis & LaVigna, 1987; etc.
Direct
– On-site observation or permanent product assessment of student behavior.
– Examples:
• Scatterplot (Pattern Analysis) Touchette et. al., 1985
• A-B-C recording (Sequence Analysis) Bijou et. al., 1968
• Functional Assessment Observation Form (FAOF, O’Neill Et. al., 1997,
Brookes)
**## ABA503Assignment1GradingRubric-StudentVersion.pdf**
ABA503 Assignment 1 Rubric
Grading item
Completely accurate
in content and
clearly articulated
Partially inaccurate
in content OR
somewhat unclear in
articulation
Partially inaccurate
in content AND
unclear in
articulation
Item is missing or
completely
inaccurate in content
Total
Case Summary,
including person
whose behavior will
be targeted
5 3 1 0
Target Behaviors
5 3 1 0
Operational
Definitions of Target
Behaviors
5 3 1 0
Rationale for
changing behaviors
5 3 1 0
Choice of indirect
assessment tool
(MAS, QABF, or
FAI)
4 3 1 0
Identification of 2
people to complete
the assessment and
why
6
(3 points each)
4 2 0
Completed
assessment for 1st
person
15
10 5 0
Completed
assessment for 2nd
person
15
10 5 0
Data analysis: scored
assessment (for MAS
or QABF) plus
written summary of
results (for MAS,
QABF, or FAI) for
1st person
completing
assessment
15
10 5 0
Data analysis: scored
assessment (for MAS
or QABF) plus
written summary of
results (for MAS,
QABF, or FAI) for
2nd person
completing
assessment
15 10 5 0
Overall Writing
(clarity, APA style
formatting, proper
citations)
10 7 3 0
Final Grade
Additional Comments:
APA Style Links:
1) Sample student paper using APA style: https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf
2) Student Paper Setup Guide: https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf
3) Heading Levels Template for a Student Paper: https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf
4) Student Title Page Guide: https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf
5) Reference Examples: https://apastyle.apa.org/style-grammar-guidelines/references/examples
[https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf](https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf)
[https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf](https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf)
[https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)
[https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf](https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf)
[https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf](https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf)
[https://apastyle.apa.org/style-grammar-guidelines/references/examples](https://apastyle.apa.org/style-grammar-guidelines/references/examples)
**## 503Assignment1Instructions.docx**
**Assignment 1**
For Assignments 1 and 2 in this course, you will be conducting a hypothetical Functional Behavior Assessment (FBA) based on the
[**Case Study**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/ABA%20503%20Assignments%20-%20Case%20Study.pdf).
In Assignment 1, you will conduct the indirect assessment portion of the FBA.
In Assignment 2, you will conduct a direct assessment and write a hypothesis statement.
**Be sure to watch the lecture by Dr. Michael Weinberg on “** [**How to Use Common Functional Assessment Tools: the MAS, QABF, FAI, and FAOF**](https://mwp.onlineclasslogin.com/mod/page/view.php?id=46816) **” before completing this assignment.**
**Specific directions for Assignment 1**:
**(1) Review the** [**Case Study**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/ABA%20503%20Assignments%20-%20Case%20Study.pdf) **. Then write 2 paragraphs that discuss the following**:
a) A brief
**case summary**, starting with a description of the
**person** whose behavior is to be addressed.
b) List the
**behavior(s)** to be targeted for change.
**Note**: Avoid the use of generic terms (such as “inappropriate behavior”) or references to functions (such as “escape behavior”) because you have not yet identified the function of the target behavior.
c) Provide an
**operational definition** (including situational context if relevant) of each behavior to be changed, using observable, measurable terms.
d) Provide a
**rationale** for changing the behavior(s). (Why is it important? What is the social significance of the behavior(s)?)
**(2) Administer an indirect assessment using a standardized functional assessment tool.**
a) Choose
**one** from the following standardized assessments:
| | |
| — | — |
| **Standardized Assessments Tools** |
| **Assessment Tool** | **Instructions** |
| 1. <br>[**Motivation Assessment Scale (MAS II)**](https://autisminternetmodules.org/storage/ocali-ims-sites/ocali-ims-aim/documents/Motivation-Assessment-Scale-II.pdf) | [**Link to video**](https://youtu.be/xHeS_LUTij0?si=TSwAgbOYVT3tgqTS) explaining how to score |
| 2. <br>[**Question About Behavioral Function (QABF)**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/QABF%20form.docx) **Note**: this is a Word document that will be downloaded when you click the link. | [**Description and Instructions**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/QABF%20Overview_Description_Publication%202000.pdf) |
| 3. <br>[**Functional Assessment Interview (FAI)**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAI%20Form.docx) **Note**: this is a Word document that will be downloaded when you click the link. | [**Description**](https://onlineclasslogin.s3.amazonaws.com/Martinsburg%20College/ABA503/0624/FAI%20Overview.pdf) |
b)
**Identify 2 people** involved with the child to complete the assessment tool (e.g., family members, teachers, paraprofessionals, etc.) and
**explain why** you selected them.
c) Pretend that you administer the standardized assessment to each of the people you selected and
**fill out the forms with hypothetical data**.
d)
**Analyze your hypothetical data** by following the instructions on how to score the data for the assessment you selected (for the MAS or QABF) and then writing a detailed summary of the findings (for the MAS, QABF, or FAI). (Note: You do NOT have to come up with an actual hypothesized function of the behavior yet because you will do that in
Assignment 2 **after** you complete the direct descriptive assessment. Only summarize your findings so far for this assignment.)
**Be sure to turn in your completed assessments**.
**Please note:** Your assignment should be submitted in a
**Word Document** format
**using Times New Roman 12.** The assignment must use APA format (see link to APA publication style in the course site resources.) Please include an appropriate heading on your paper and references (at least 3 references) to support methods or procedures used.
**Please be sure to save your work using the naming convention:**
Student last name, first name, ABA 503 Assignment 1
– 1
– 2
– 3