Reference no: EM133876791

Question 

Create a genuine response fo this discussion post,

The client I previously mentioned was 3 years old. Initially, this client did not initiate social interactions with peers or adults within the environment. However, the client did demonstrate some interest in adult movements and visually tracked items the adult was engaging with. After 6 months, the client demonstrated some joint attention and would joint attend when engaging in social songs, story time, or gross motor movement. In addition, the client has demonstrated approaching known/familiar adults, responding to social interactions with prompting, and coordinated play up to 2 minutes so far. The client has also shown an increase in imitating the actions of peers, such as jumping, clapping, or laughing.

This client has the target behaviors of vocal disruption. Vocal disruption was hypothesized to be maintained by automatic reinforcement and social negative reinforcement (escape).Antecedent and prevention strategies implemented for this client heavily focus on Functional Communication Training (FCT) and development of expressive language, such as expressing emotions via echoics to mand. By developing communication and expressive language, the learner will be able to request cessation, escape, and help instead of engaging in challenging behaviors. This specific client currently sees an Occupational Therapist at the clinic, in addition to the BCBA and clinical team. Our BCBA is in constant communication with OT and they collaborate when making adaptive routine goals for the client. When in OT sessions, I always ask lots of questions and ask the "why" behind some of the tasks being implemented and the OT is always happy to explain. It definitely helps with goal writing if we are on the same page and understand the rationale.