please after reading the interview notes. Write a 3-4 paragraph narrative summarizes the client's strengths and skill delays, the target interfering behavior, and the environmental variables (context, antecedents, and consequences) associated with the target interfering behavior. A functional hypothesis statement describes the context in which the target behavior occurs, the antecedents that may motivate and occasion the target behavior, and the consequences that may maintain the target behavior. The summary and functional hypothesis statement are written objectively and accurately reflect the content of the FBA interview

IDENTIFY AND DESCRIBE PERSONAL STRENGTHS

1. What are [the student's] most significant strengths?

Her strengths are, having a bit more tendency to be relaxed when with people whom she can feel comfortable around and being more talkative towards them.

2. What behavior interferes most with [the student's] day-to-day functioning? What behavior is most concerning or problematic?

She can at times become destructive and even exhibit self harming behavior. What concerns me most is the fact that if she choses to become destructive, say we're in the public like the mall, she's noncompliant and at that point I must restraint her and take her outside so she can calm down

3. Describe the interfering behavior. What does it look like?

Violent when it occurs, throwing objects, hurting herself but never others.

4. How does an "episode" of the interfering behavior typically unfold? Are there early signs or predictable sequences of behavior during an episode?

She's easy to read when she's about to go into a behavior, she'll have a poker face, non-responsive to questions or while having a conversation in general, fidgeting with her clothing, and frequent deep sighing.

5. When is the interfering behavior most likely to occur? Are there particular locations, settings, or activities when the interfering behavior is most probable?

Yes, places with more people than she's normally use to such as park with other people, beac

6. What seems to trigger the interfering behavior? What could I do right now to make the interfering behavior happen?

She isn't the most patient girl, also has low self-esteem, her not being used to being around you and asking her questions well make her feel confined due to her speech delay and starts getting really anxious quickly and will result in a behavior.

7. Who is typically present when the interfering behavior occurs? Is the interfering behavior more or less likely to occur when certain people are present?

The family consisting of my wife, 3 other kids besides her, and being the youngest can't deal with her siblings at times and will get upset at them rather than us (her parents).

9. Are there specific items or places that seem to "trigger" the [interfering behavior]?

She loves the mall but sometimes its too much for her, it overstimulates her too much and can result in a behavior.

10. how do you and others typically respond to the interfering behavior?

We've tried a few tactics, planned ignore as we take our to a spot less populated, talking to her slow and calmly so she knows she's safe, we're usually honest with her about what we're gonna do if she doesn't try and calming down, such as: leaving the mall, not going to stores she likes if the behavior continues, no ice cream treat for her like we always get whenever we go to the mall and she's on good behavior.

11. What seems to work to distract or de-escalate [the student] when the interfering behavior occurs?

When we the parents speak to her slowly and calmly in a space where its not so loud or populated. She doesn't get along with her siblings as much as we'd like her to so them trying to talk things out with her to de-escalate her doesn't work as efficiently.

12. Does [the student] ever gain access to items, activities or locations he/she wants by engaging in the interfering behavior?

No. She doesn't, we try not to re-enforce the behavior.

13. Does [the student] ever escape from items, activities, or locations he/she does not like by engaging in the interfering behavior?

No, if we allow her to do she then she will continue to try and escape by going into a behavior

14. Does the interfering behavior ever occur when [the student] is alone?

No, she tends to be more relaxed when alone. She doesn't require as much attention

15. Does the interfering behavior appear to result in sensory consequences that [the student] enjoys?

No, the behaviors occur mainly if she wants to address something she wants to but can't.

16. Does the interfering behavior seem to provide a "release" or sense of relief for [the student]?

Yes, when she's anxiousness, frustration, angry.

17. What personal characteristics make it difficult for [the student] to be successful in [the specific context(s) associated with interfering behaviors]?

Her speech delay, being noncompliant when she's in a full blown behavior......

18. What skills does [the student] need to learn to be more successful in [specific context associated with interfering behavior]?

Social skills, she needs to learn to communicate more and better so we can help her better.