Determine the scope of behavior analytic services needed to treat socially-significant behavioral excesses and/or deficits.

This assignment assesses the following Course Outcomes: PS562-1: Determine the scope of behavior analytic services needed to treat socially-significant behavioral excesses and/or deficits. PS562-4: Differentiate types of assessment procedures that must be conducted to inform behavioral skill acquisition programs. For this assignment, you will write one initial assessment request. Use the information included in one of the two case studies (i.e., mock client scenarios) below as the foundation for your initial assessment requests. Using the case study that you select, provide a 1–2-page essay response to each of the required sections below. In addition to the information provided in the case studies, use the materials provided in previous units and peer-reviewed, behavior analytic resources from the Purdue University Global Library to demonstrate that your recommendations in each section are based on relevant research literature and best practice standards. These cases will also be used for the Unit 9 Assignment where you will be assigned to a case. It is possible that you will be assigned to a different case than you choose for your Unit 6 Assignment. Your instructor will assign you to teams for Unit 9 and depending on the number of people who pick a case and time zones of your classmates, you may be assigned to a different case. Required Sections Biopsychosocial History: Write a biopsychosocial history of the client and discuss the implications for behavior analytic services. Include a recommendation for the scope of behavior analytic services likely required for this client. Take care to include all of the information provided in the case study, but you do not need to add any other hypothetical information Prioritization of Target Behaviors: Describe how behaviors targeted for change have been prioritized for assessment. This section should include an actual list prioritizing the target behaviors from the behavior(s) that will be assessed first to the behavior(s) that will be assessed last. Discuss the social validity of the prioritized list of target behaviors. (This section may include hypothetical information that is outside the content provided in the case study. That is, you may write in the past tense and pretend that you have used specific procedures to prioritize the target behaviors and confirm the social validity of the list.) Proposed Assessment Sequence: Propose an assessment sequence for the client. Review safeguards that will be included to ensure that all assessments are conducted in an ethical manner.(Identify what components of a functional behavior assessment will be conducted, when, and why). Discuss how you will consider the dimensions of culturally responsive behavior analytic services within your proposed assessment practices. 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 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