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

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.

Choose and define two target behaviors for acquisition with this client, provide a rationale for why you chose each behavior.
Develop at least two clear and measurable treatment goals for the target behaviors for acquisition.
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.

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