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Group Project Check-In: Assessment Report

Written Summary

Current Behavior, Target Behavior & Hypothesized Function

The underlying purpose of this group project is to validate and understand a specific target behavior (i.e., nail-biting) with direct and indirect assessment tools. This is an all-inclusive approach that entails obtaining baseline data to see what the current level of frequency and intensity of nail-biting is, ascertain the hypothesized function of the behavior, and design a structured intervention framework as per the assessment results. In essence, analyses of the current behavior are systematically performed by the group in order to develop an effective intervention strategy targeted at eliminating the underlying causes and supporting positive behavioral changes.

· The current behavior under observation is nail-biting — a repetitive, compulsive behavior mostly observed among primary schoolers and teenagers but can extend well into adulthood if not treated. Nail-biting is associated with an array of complications, such as rough cuticles, susceptibility to get infected, and reduced self-esteem. The target behavior is operationally defined as placing the nails or cuticles of one of the hands into the mouth and using teeth to chew on the nails or cuticles. This behavior is observed when the individual performs the behavior for at least 2 seconds within a 5-minute observation period. Some examples include placing fingers in mouth and biting fingernails, chewing on nails until bleeding occurs, and biting cuticles or skin around nails. Some non-examples include trimming nails with nail clipper, fidgeting with fingers without biting the nails, and filing nails with nail file.

To measure the behavior, the frequency count method is used, whereby every nail-biting incident is recorded in a given observation period of time in both academic and non-academic settings, using a tally system to quantify occurrences. Our group hypothesizes that nail-biting’s function is automatic reinforcement for all the participants based on the FAST results. We also hypothesize that the function of nail-biting behavior is escape for participants Onisley and Gabriela. As such, development of the intervention plan will be guided by the behavior’s function, and our understanding of the specific needs of the participants.

· Mastery Criteria: Success will be measured by a reduction in nail-biting incidents or behavior by a significant 25% compared to baseline levels within the first two weeks of intervention.

Name of Assessment: Functional Analysis Screening Tool & Direct Observation Assessment

Date of Assessment: October 7th, 2024

Assessor: Onisley Gonzalez Camacho, Barbara Gonzalez Hernandez, Gabriela Torres Chiong

Participant: Onisley Gonzalez Camacho, Barbara Gonzalez Hernandez, Gabriela Torres Chiong

Assessment Tool(s):

· Functional Analysis Screening Tool (FAST)

· Direct Observation

Rationale

The FAST assessment was chosen because it allows for the identification of the possible function(s) of the target behavior. This assessment is also non-intrusive and can guide further observations by focusing on environmental triggers or reinforcements maintaining the behavior. Additionally, direct observation was used to collect real-time data on the occurrence of the behavior, aiding in the identification of patterns. Ideally, this provides insight into the context and triggers of the behavior.

Assessment Utilization

The FAST assessment was used by having each participant complete a questionnaire regarding the occurrence of nail-biting behavior in different settings and under varying conditions. Direct observation was conducted in a controlled setting, with distractions minimized and the environment set up to observe behavior naturally and frequency data was collected. The assessment took place in a quiet room where each participant was given tasks that may elicit the behavior (e.g., a mildly challenging puzzle or waiting period).

Baseline Data Summary

During our initial 5-day baseline observation period, we recorded the frequency of nail-biting incidents for each group member. The behavior was noticed in different circumstances, such as studying, free time, and critical conditions like exams or presentations.

Here's a summary of our findings for each participant:

5-day baseline observation period:

Participant 1

Participant 2

Participant 3

FAST results:

Participant 1-Automatic reinforcement and escape.

Participant 2- Automatic reinforcement.

Participant 3-Automatic reinforcement and escape

Additional Observations:

1. Patterns observed-Participant 1-

Participant 1 presented more occurrences of nail-biting behavior during study sessions and exam preparations tasks. One potential trigger identified for this participant was stress related to academic performance.

Patterns observed -Participant 2

Participant 2 presented a higher frequency of nail-biting behavior while watching TV or using smartphones. One potential trigger identified for this participant was boredom during passive activities.

Patterns observed-Participant 3

Participant 3’s frequency of nail-biting behavior increased before and after class presentation. One potential trigger identified for this participant was stress related to social circumstances.

Recap of Group Project Check-In: Assessment Part 1

Research on the Topic

We were able to successfully find conducted research on our topic for our research summary. We found one article that talks about the effectiveness of using a prevention program to decrease the occurrence of nail-biting behavior in primary school students. We also found an article related to a study conducted on undergraduate students using electronic bracelet and reversal procedures. The third article we found was research conducted on the effectiveness of nonpharmacological interventions to decrease nail-biting.

The Type of, and Reason for the Selected Assessment

We are considering conducting a functional analysis screening tool (FAST) assessment. We chose this assessment because it will help us identify what is causing the behavior, guide future observation, and help to develop interventions that are shaped to our needs and circumstances. We will also conduct direct observation assessment because it will allow us to collect information about the target behavior, help us identify patterns and understand the function or functions of the behavior.

Environmental Setup for Successful Assessment

We will set-up our environment to conduct our assessment successfully by having a clear definition of the target behavior. We will also prepare the setting where the assessment will be conducted by minimizing distractions, and removing anything that may interfere with the assessment. We will be aware of the resources that are available and use evident-based interventions.

Ethical Considerations to be Taken

We will preserve the rights and dignity of clients, in this case, ourselves by maintaining privacy and confidentiality, and communicating effectively and professionally. This will be done by ensuring the information we collect remains private and confidential, and nobody outside of the group will have access to it. We will take into consideration our opinion and point of view when conducting the assessment. In addition, we will only assess and intervene the target behavior. We will also make sure to do not cause physical or psychological harm during this process.