Second meeting: Descriptive Functional AssessmentCody was observed on September 14, 2016. Cody, his mother, his brother, as well as the BAT clinical team were present to perform a descriptive functional assessment, which consisted of direct observation of behavior and an Antecedent-Behavior-Consequence (ABC) narrative recording in the family home. Upon arrival, the BAT clinical team greeted Ms. Hoogerwerf and Cody at the door. Cody responded "Hi" in a high-pitched voice, which sounded like Mickey Mouse. Mom reported that Cody's high-pitched Mickey Mouse voice occurred daily, the clinical team suggested that this behavior had a verbal root. Cody's older brother was also present during the visit and greeted the clinical team. Mrs. Hoogerwerf directed the team to the family room. Then Cody went to his movement room. Cody's movement room is in what was once the family garage. It includes a ball pit, sofa, TV, hundreds of Disney movies and a hammock-shaped swing. Ms. Hoogerwerf added that Cody goes to his movement room after school to relax. Cody sat in the movement room with mom and the clinical team for about 20 minutes. During this time we completed Cody's Thomas the Train puzzle and watched Cody's extensive collection of videos. Hoogerwerf reported that Cody takes down all of his videos every night and re-stacks them, it's a ritual for him. Soon, Cody covered his ears then twirled his red scarf in his view and he stared at it with his eyes (visual rod). Mom then suggested that Cody become overstimulated by too many people talking and cover his ears. Long story short, Cody was able to sit and deal with the puzzle for five minutes and was compliant with cleaning the puzzle pieces. Apparently, Cody likes to clean. Then C...... middle of paper ...... distracted five times by his mother and/or the clinical team, Keisha did a great job redirecting him to his task. Keisha told the clinical team that Cody was improving by working independently. Cody was observed working independently on three professional task boxes. Professional task boxes help prepare students for a professional task after school. Keisha rewarded Cody with videos of her singing, which he enjoyed. When Keisha asked Cody to wait, he obeyed without displaying any disruptive behaviors. At the end of class, Keisha told Cody to clean up and wipe down the table, which he did. Keisha said he cleaned the table every day after school. Mom and Keisha added that Cody perseveres on the same topics every day. The clinical team discussed some observed behaviors and then concluded the observation. The duration of this observation was approximately one hour and five minutes.