Personal Case Study of a Child with Frequent Physical and Verbal Agression

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An ASQ:SE was provided for Mao (Father) and Kim (Mother) to fill out so that the main concerning issues can be established. The score was 120 with a cutoff of 58. A score at this point would indicate that Quan is at risk. When a child is found to be at risk, they are typically referred to Child Find so that the appropriate resources can be provided. When the parents filled out the ASQ:SE they had indicated specific behavior that they found was concerning. These included how he destroys objects and he exhibits physical and verbal aggression frequently. These are also concerns that the pre-school teacher had for Quan. The mother also has concerns pertaining to home routines. She has a difficult time getting Quan into his crib at bedtime when he is asked to. He still sleeps in a crib and refuses to get in the crib when asked. Quan’s mother also stated that he will not listen and sit still when they eat at restaurants. He will not stay in his high chair and is a finicky eater.

In addition, the classroom teacher, assistant, and Quan’s mother filled out a functional assessment interview form. As a result, specific behaviors were addressed that concerned all of the respondents.

Section A of the Functional Assessment Interview Form

Behavior How long is it performed? How often? How long? Intensity?

1 Verbal Aggression Threatens (“I’m gonna kill you” while pointing a finger gun, “Get away” and growls) 2-5x a day 5 sec.- 1 min. Low-High

2 Physical Aggression Hits, pushes, kicks, punches, rams with toys 2-3x a week 5 sec.-30 sec. High

3 Property destruction Throwing or banging toys 2-5x a week 5 sec.-30 sec. High

(O’Neill, R.E. Homer, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton, J.S., 1997)

All of these behaviors occurr...

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Developed by Lindsey T.Allard, Amy Hunter, and Kate Anderson Simons

Head Start Center For Inclusion. (n.d.) Retrieved from (http://depts.washington.edu/hscenter/

Hume, K., Boyd, B., McBee, M., Coman, D., Gutierrez, A. et al. (2011). Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures. Research in Autism Spectrum Disorders, 11, 1430-1440. Retrieved from http://www.journals.elsevier.com/research-in-autism-spectrum-disorders

O’Neill, R.E. Homer, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton, J.S. (1997). Functional Assessment and Program Development for Problem Behavior. Pacific Grove, CA: Brooks/Cole Publishing.

Strain, P.S. & Bovey, E. (2008). LEAP Preschool. In J. Handleman and S. Harris (Eds). Preschool education programs for children with autism. Austin, TX: Pro Ed.

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