Functional Behavioural Assessment in Autism a Parental Guide

By: Dr. Vishal A Ganar

By: Dr. Priyadharshini G R

Autism is a developmental, social communication and social interaction
disorder across multiple contexts and manifest as behavioural changes
that impairsregular day to day functioning.

India being a densely populated country there is relatively scarce reporting of prevalence of autism,in comparison to the developed countries. However, the prevalence rate rangi ng from 0.09% to 1.07% is been reported among children in the age group of 0–17 years in the south Asian countries. Autism demonstrates a lifelong disabilitywith promising developments in the curative medicine.The condition demands eciency in parenting skills, for coping with the children or adults with autism, whereby, apparently ending up inparental suering, terming as a burden.

This article has a focal point to deliver guidance or a framework for working with child or adult with autism in a more ecient and a purposeful way. Due to lack of availability of time, reluctance, negligence, avoidance, easier or better availability of options, a parent shouldn’t miss on the key observation that could possibly be reported only by observing them round the clock (24hrs) and consistently. The thought of being with your child 24*7 for consecutive days may be taken as a nightmare, but, this could rather be considered as an opportunity to identify the key failures into generalisation of skills from therapy to outdoor performances.

Here we provide a basic observation formand a rating scale.The form is based on a schedule usually followed by a student through the day. The formis the basic guide, and can be customized based on the age and the current functional level of the student. The form performs like an observational rating scale (score 0 to 5). The description of the scores are the most often used expression by aparent while explaining the students’ performance.

Scale: The scale has be divided into 5 subdivision to ease and appreciate the observer’s ability to quantify the domain. Domains is the activity under observation. The domains vary

through the day and can be changed as per relevancy. Better score comparison can be achievable if same observer/parent rells the form. Discussion are appreciated for rating a score, creating steps for an activity and scheduling. Observation: The domains (activity)observational rating are based on the insight ability of the observer that can be improved as in when the form is lled and/or relled. The form will enhance the observational skills of the observer/parent,assist in objectifying the plan, improvise the problem solving ability and improve description ability of the problem behaviour. Rating: /5 The rating is out of 5, wherein 0 is the least and 5 is the maximum attainable score (except behaviour tantrums). The rating is subjective and there is use of casual language description most used by parents. 0: The student does not perform the activity at all and never even considers it
1: The students appreciates it, but does not perform after repeated coaxing or performs unpredictably
2: The student gives a midway performance or incomplete performance of the activity

3. The student performs the activity but not well enough 4: The student performs the activity well but could have done better for that little perfection 5: There activity is performed with perfection For Behaviour Tantrum Rating: (Negative scoring) 0: The student does not perform any behaviour tantrums during the activity 1: The students performs behaviour tantrums unpredictably but performs the activity with completion 2: The student behaviour tantrums is present through out the activity but completes the activity 3: The student behaviour tantrums prevents him from completion of the activity midway 4: The student behaviour tantrums allows him to initiate the activity 5: The students performs behaviour tantrums and fails to participate in the activity

Activity Observation: The activity is divided into ve subdivisions that are described by the observer / parent. 1: Quality of movement: A: This describes the eectiveness of the body to move, to be able to complete the activity. The focus is on, the strength, endurance, coordination of the movement throughout the activity. 2: Completion of activity: B: The activity is divided into many steps by the observer / parent and the total number of steps equals 100%, which estimate the prerequisites for the rating. The activity of face wash is divided in 5 steps…. Each steps counts to 20% of completion. 3: Environmental awareness: C: This gives an opportunity for the observer/ parent to dierentiate distractions vs. responsible behaviour, e.g., turning of a owing tap, running to see a cricket score during an important learning task, gazing at the fan or hand through the activity, shacking the leg or rocking the body during an activity or when no activity is given. This varies and are subjected to social cultural and family upbringing. Basically, how good a person manages self and interacts with the environment during the activity and how rational is the student’s decision. The nal call of the rating Is done by the observer/ parent. 4: Duration of Activity: D: The time taken to complete the activity is decided by the observer / parent which can be rather forgiving sometimes. To create a challenge, the observer/parent can monitor the duration during rush hours or urgency that can stress the A, B, C and E. 5: Behaviour tantrums: E: The behaviour tantrums can range from self-hurt, yelling, getting up frequently, escaping the activity, looking into palm, smelling the ngers. Any behaviour that tampers A, B, C and D will be considered behavioural tantrums for independent living. The behaviour scores will be subtracted to generate the total score. Conclusion: The functional assessment form is constructed to make possible, to document, the daily chores and further enhance the ability to identify the problem areas. This can also supress the stress cultivated, due to the unfavourable expectation on the student to perform as said by the observer/parent. This assist in identication of the mood, interest and other personality traits that could possibly be hidden because of the decit

Dr. Vishal A Ganar

HOD; Dept. of Psychology; Neurogen Brain and Spine Institute Navi Mumbai
Director of Bhumika Foundation, Vocational Training and Adult Independent Living Center, Navi Mumbai

Dr. Priyadharshini G R

HOD; Clinical and Research; Bhumika Foundation Vocational
Training and Adult Independent Living Center, Mumbai