Grand Canyon Functional Behavioral Assessment Case Study Discussion Read the two attached case studies to inform this assignment. Select the most appropria

Grand Canyon Functional Behavioral Assessment Case Study Discussion Read the two attached case studies to inform this assignment. Select the most appropriate observation method (duration recording, event recording, interval recording) to measure the behavior.

Analyze the provided case studies in order to prepare a 1-page analysis for each case study. In each analysis, address the following:

Operationally define the problem behavior;
Explain why you chose the observation method; and
Explain how you would use this method to measure the problem behavior.

Cite a minimum of two scholarly resources within your analyses. Prepare this assignment according to the APA guidelines.

Case Study One: Johnny, Age: 6 -Grade: Kindergarten

Johnny is a young boy with an emotional disability who receives most of his education in an inclusive classroom. He speaks in one- and two-word utterances and can say, “book,” “food,” “more,” “hi,” and “drink.” However, his main mode of communication is a picture-exchange system.

Although Johnny has demonstrated that he really enjoys group activities, he has lately begun biting his fel­low students. He seems to pick on Stephen the most. As if this were not enough, Johnny has begun pinching his teacher during one-on-one instruction. After he engages in one of these behaviors, he yells, “It hurts!” and starts laughing.

A behavior analyst has conducted a structured interview as part of a functional behavior assessment. The teacher and parents’ responses indicate that the function of Johnny’s aggressive behaviors is to seek attention. However, the analyst needs to directly assess the behavior.

Case Study Two: Alex, Age: 16 -Grade: 10th

Alex has been diagnosed with a learning disability. He reads at an eighth-grade level. Although he is a star ath­lete, he is not very popular with his classmates. He does not cause much trouble in class, but he rarely finishes his work or turns in homework. He seems to have the capacity to do the work, but gets by with C’s. Mr. Cash­man, Alex’s math teacher, spoke to Alex one day about these concerns, to which Alex responded, “I don’t need to work hard. In a few years, I’ll be set because I’m going to be a pro baseball or basketball player.”

Mr. Cashman often lets students work together to finish assignments. During math instruction, Alex works with another student on independent seat-work. One day, Alex looked at Sports Illustrated for thirteen minutes instead of helping with the assignment. When his partner asked him to lend a hand, Alex said, “Man, I don’t get this stuff. Just help me out.” The student continued working. When Mr. Cashman noticed what was going on, he told Alex to put the magazine away and to get to work. Alex complied, but five minutes later he got out the magazine again. On another day, Alex fell asleep and had to be woken up by his partner. Alex frequently asks to go to the bathroom. Each time Mr. Cashman lets him go. Mr. Cashman needs to determine the amount of time that Alex spends off-task during class.


"Order a similar paper and get 100% plagiarism free, professional written paper now!"

Order Now