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Updated ABA Assessment Packet Aasiya Asfak Saleh

The document is a comprehensive ABA case history and assessment packet that includes sections on client case history, functional behavior assessment, and various assessment questions related to behavior and communication skills. It covers developmental, medical, educational, and family history, as well as behavioral concerns and strengths. Additionally, it includes assessments for problem behaviors, reinforcement preferences, and autism-related indicators.

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Aasiya
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4 views

Updated ABA Assessment Packet Aasiya Asfak Saleh

The document is a comprehensive ABA case history and assessment packet that includes sections on client case history, functional behavior assessment, and various assessment questions related to behavior and communication skills. It covers developmental, medical, educational, and family history, as well as behavioral concerns and strengths. Additionally, it includes assessments for problem behaviors, reinforcement preferences, and autism-related indicators.

Uploaded by

Aasiya
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Comprehensive ABA Case History &

Assessment Packet
1. Client Case History
Name:

Date of Birth:

Age:

Gender:

Address:

Parent/Guardian Name:

Referral Source:

Primary Concerns:

Developmental History:

Medical History:

Educational Background:

Previous Therapies/Interventions:

Family History:

Social History:

Communication Skills:

Play and Leisure Skills:

Daily Living Skills:

Behavioral Concerns:

Strengths and Interests:

2. Functional Behavior Assessment (FBA)


Describe the problem behavior(s) in detail.
When and where does the behavior typically occur?

What typically happens before (antecedent) the behavior?

What typically happens after (consequence) the behavior?

How often does the behavior occur (frequency)?

How long does the behavior last (duration)?

What is the intensity or severity of the behavior?

What function does the behavior serve (attention, escape, sensory, tangible)?

What is the individual's reinforcement history for this behavior?

What previous interventions have been used, and were they effective?

3. ABLLS-R Questions
Can the individual follow one-step and two-step directions?

Can the individual visually match identical and non-identical objects?

Can the individual imitate motor actions and sounds?

Can the individual request items using words or gestures (mands)?

Can the individual label common objects (tacts)?

Can the individual answer simple questions (intraverbals)?

Can the individual participate in group activities?

Can the individual perform daily living tasks independently?

4. VB-MAPP Questions
Can the child mand for missing or desired items?

Can the child tact (label) pictures and objects?

Does the child respond to their name?

Can the child echo simple words or sounds?

Does the child engage in independent play for at least 5 minutes?

Does the child initiate interactions with peers?


Does the child transition between activities without problem behaviors?

Can the child complete tasks with minimal prompts?

5. Problem Behavior Assessment


What does the problem behavior look like (topography)?

What are the antecedents and consequences maintaining the behavior?

How intense and frequent is the behavior?

Has the behavior caused injury or property destruction?

What settings or situations increase the likelihood of the behavior?

What function is hypothesized for the behavior?

What strategies have been attempted in the past?

6. Reinforcement Assessment
What items or activities does the child prefer?

Has a formal preference assessment been conducted?

How effective are different reinforcers in maintaining behavior?

Are there signs of satiation or deprivation that affect reinforcement?

What method was used (MSWO, Paired Choice, Free Operant)?

7. Autism Checklist

8. CAARS (Conners' Adult ADHD Rating Scales) Questions

7. ISAA (Indian Scale for Assessment of Autism) Questions


Does the child avoid eye contact?

Does the child have difficulty in social interaction with peers?

Does the child resist physical contact?

Does the child show repetitive behaviors like hand flapping or rocking?

Does the child have delayed or abnormal speech development?


Does the child use gestures to communicate?

Does the child echo words or phrases repeatedly (echolalia)?

Is the child overly attached to certain objects?

Does the child resist changes in routines or surroundings?

Does the child respond unusually to sounds, lights, or textures?

Does the child engage in self-injurious behaviors?

Does the child display difficulty in imaginative or pretend play?

Does the child lack interest in other people or events?

Does the child smile socially or show appropriate facial expressions?

Does the child demonstrate understanding of instructions or questions?

Does the child show abnormal responses to pain or discomfort?

Is there a noticeable delay in motor milestones (e.g., crawling, walking)?

Does the child show fixation on parts of objects (e.g., wheels, buttons)?

Does the child have unusual eating or sleeping patterns?

Does the child show signs of regression in skills already acquired?

Describe any complications during pregnancy or birth.

Was the child born full-term?

Any genetic testing done? If yes, what were the results?

Current medications and known allergies.

Describe the child’s temperament and typical mood.

Any notable achievements or talents?

Is the behavior more likely to occur at a specific time of day?

Are there specific people involved when the behavior occurs?

What are the child's reactions to typical corrections or discipline?

Has the child shown similar behaviors in different settings (generalization)?

Can the individual sort items by category, size, or color?


Can the individual follow classroom instructions?

How does the child respond to correction or feedback during tasks?

Can the child imitate peers during play or group tasks?

Does the child demonstrate spontaneous verbal behavior?

How frequently does the child engage in stereotypic behavior during structured tasks?

Describe any patterns in escalation or de-escalation of the behavior.

What are the perceived consequences the child achieves through this behavior?

How does the behavior affect learning, relationships, and daily functioning?

How frequently are reinforcers rotated or refreshed?

Does the individual initiate access to reinforcers independently?

Are tangible reinforcers more effective than social reinforcers?

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