Analyzing the Function of Amanda’s Behavior

 

Analyzing the Function of Amanda’s Behavior

In the scenario provided, Amanda, a 14-year-old student, frequently visits the school nurse’s office complaining of headaches and nausea. These complaints have remained unchanged for several weeks, occurring only during the afternoon and resulting in her parents being called to take her home or to her physician. To understand the function of Amanda’s behavior, we can consider a hypothesis.

One possible hypothesis is that Amanda’s behavior serves as a way to escape or avoid certain aspects of her school environment. By experiencing physical symptoms and being sent home or to the doctor, Amanda may be able to avoid challenging academic tasks, social interactions, or other stressors in her school environment. This hypothesis suggests that Amanda’s behavior is maintained by the relief or escape it provides from unwanted situations.

To test this hypothesis, various strategies can be employed. First, it would be beneficial to gather more information about Amanda’s experiences at school. Interviews with teachers, peers, and Amanda herself can provide insights into possible triggers or stressors that may be leading to her symptoms. Observations of her behavior in different school settings can also help identify any patterns or specific triggers.

Another approach to testing this hypothesis is the use of functional analysis, which involves manipulating variables to determine if they influence the occurrence of the behavior. For example, by systematically altering the demands placed on Amanda during specific times of the day or modifying her access to preferred activities, it may be possible to observe changes in the frequency or intensity of her symptoms. This experimental approach can provide valuable information about the function of Amanda’s behavior.

Overall, the hypothesis that Amanda’s behavior serves as a means of escape or avoidance can be tested through gathering more information about her experiences at school and conducting functional analyses. These approaches can shed light on the underlying motivations behind her behavior and inform appropriate interventions.

Analyzing Behavior Rating Scales

Behavior rating scales are widely used tools in psychology for assessing problem behaviors and social skills. Two commonly used scales are the Behavioral Assessment System for Children (BASC-3) and the Achenbach System of Empirically Based Assessment (CBCL). These scales provide a standardized framework for quantitatively measuring and ranking behaviors.

The BASC-3 is a comprehensive system that assesses a wide range of behaviors in children and adolescents. It includes self-report forms, parent and teacher rating scales, and structured clinical interviews. The scale assesses various domains such as emotional and behavioral symptoms, adaptive skills, social skills, and academic functioning. The BASC-3 provides norm-referenced scores, allowing comparison to a representative sample of individuals in the same age range.

The CBCL, now part of the Achenbach System of Empirically Based Assessment, is a well-established behavior rating scale used to assess emotional and behavioral problems in children and adolescents. The CBCL consists of parent-report forms that evaluate various problem areas, including internalizing and externalizing behaviors. It provides standardized scores that can assist in identifying specific areas of concern and tracking changes over time.

In practice, these behavior rating scales can be applied by administering them to parents, teachers, or other individuals involved in a child’s life. The results can then be used to gain a comprehensive understanding of the child’s behavior across different settings. By comparing ratings from multiple sources, psychologists can obtain a more comprehensive picture and identify discrepancies or areas of concern that may require further assessment or intervention.

In conclusion, behavior rating scales such as the BASC-3 and CBCL are valuable tools for assessing behaviors in children and adolescents. They provide standardized measures that allow for comparison and tracking over time. By utilizing these scales in practice, psychologists can gain a deeper understanding of a child’s behavior and tailor interventions accordingly.