Assignment Directions For this assignment, you will provide a response to one of the case studies below for one of the client scenarios. Use the ABLLS (Case 1) or AFLS (Case 2) assessment materials pr

Assignment Directions

For this assignment, you will provide a response to one of the case studies below for one of the client scenarios. Use the ABLLS (Case 1) or AFLS (Case 2) assessment materials provided in the learning activity and peer-reviewed resources from the university library to support your responses. Please do not copy and paste the whole question into your document. Rather, provide only the question number and your response.

Scenario 1

Case Study 1 – Mike Crafone

• 4-year-old boy
• Lives with mother, grandmother, older sister
• Identified by his school district as having a developmental delay
• Qualified for and enrolled in early intervention program in school district at age 2.5 years
• Attendance at the early intervention program has been sporadic due to transportation difficulties the family has been experiencing
• Early intervention program has one BCBA on staff, but the program is not behavior analytic in nature and the BCBA has never met or assessed Mike’s behavior
• Diagnosed by a developmental pediatrician at age 3.5 years with autism spectrum disorder. According to the developmental pediatrician, he is physically healthy.
• Recommended for ABA services by the social worker at the developmental pediatrician’s clinic
• Mother is not certain about what ABA is, but she has heard from other parents on the internet that she can get help at home
• School district still is trying to determine what special education services, if any, will be needed when he enters kindergarten in approximately one year from now
• Mother reports that he:
  • Flaps his hands and squeals quite often.
  • Hits his head with his fists and bangs his head on surfaces. He has broken a tooth from this.
  • Runs away from her in public places.
  • Can repeat words that people say to him, but he does not always do it. He does not spontaneously produce words.
  • Is a picky eater. She often cannot figure out what he wants to eat.
  • Cannot complete any self-help routines that commonly can be completed by 4-year-olds (e.g., putting on slip-on shoes).
  • Requests items or activities by leading her by the hand to certain locations.
  • Is not toilet-trained.

1. Choose and define two target behaviors for acquisition with this client, provide a rationale for why you chose each behavior.
2. Develop at least two clear and measurable treatment goals for the target behaviors for acquisition.
3. Choose and technologically outline one teaching strategy for skill acquisition for each of the target behaviors. Provide a rationale for the chosen intervention of the target behaviors chosen for acquisition which includes social validity considerations and how the intervention is supported by the evidence base.

Scenario 2

Case Study 2 – Ella Vader

• 19-year old girl
• Diagnosed with an intellectual disability in elementary school
• Received special education services throughout school and graduated with a certificate of completion from high school
• Lives in a group home
• Works in a supervised program through Vocational Rehabilitation
• Family is involved and she has visits with them once a week and spends holidays with them
• Has received ABA services in the past
• Family physician states that she is healthy and has no current medical issues
• Is currently prescribed Risperidone
• Is having an increase in behavioral issues on the job:
  • Frequently late to work
  • Noncompliant with supervisor requests
  • Walks away in the middle of work tasks
  • Can become verbally aggressive toward supervisor and coworkers
  • Personal hygiene issues and showing up for work in dirty clothes, with body odor, and unkempt appearance
  • Makes inappropriate overtures to coworkers in an attempt to make friends

1. Choose and define two target behaviors for acquisition intervention with this client, provide a rationale for why you chose each behavior.
2. Develop at least two clear and measurable treatment goals for the target behaviors for acquisition.
3. Choose and technologically outline one teaching strategy for skill acquisition for each of the target behaviors. Provide a rationale for the chosen intervention of the target behaviors chosen for acquisition which includes social validity considerations and how the intervention is supported by the evidence base.