Clinical Observation: Synopsis of FEAS results, Part 2

Paper instructions

The child of ASD observation. Post a short summary (maximum 1-2 pages) of your findings.
Describe the implication on the child’s education
Which strategy would you employ

THE FUNCTIONAL EMOTIONAL ASSESSMENT SCALE1
For ages 3 and above
Student’s name: __________________________________
Date of observation: _______________________________
Age of student: ___________________________________
Therapist’s name:__________________________________
SCORING INSTRUCTIONS
Scoring is on a two-point scale for most items, except where indicated, as follows:
0 = not at all or very brief
1 = present some of time. observed several times
2 = consistently present, observed many times
Indicate N/O for behaviors that are not observed.
Where indicated to convert a score. transform the scoring as follows:
0 becomes a 2
1 = 1
2 becomes a 0
FOR EDUCATIONAL/TRAINING PURPOSES ONLY. DO NOT DUPLICATE.
1Greenspan, S.I, Wieder, S., DeGangi, G.A. (2001), The Functional Emotional Assessment Scale (FEAS) for Infancy and Early
Childhood: Clinical and Research Applications. ICDL Publications.
Section I
SELF REGULATION AND INTEREST IN THE WORLD
1. Is interested and attentive to play with toys.
2. Explores objects freely without caution.
3. Remains calm for play period with no signs of distress (crying, whining). Shows
appropriate frustration
4. Is comfortable touching textured toys and in being touched by caregiver.
5. Shows happy, content affect.
Scoring:
0 = flat, somber, or depressed affect.
1 = content but neutral.
2 = happy and content, robust smiles, warm and engaging affect.
6. Remains focused on objects or caregiver without being distracted by sights or sounds.
Scoring:
0 = distracted frequently; no focused play for more than a few seconds at a time
1 = distracted some of the time with brief periods of focused play.
2 = remains focused in play most of the time with only brief distractibility.
NOTE: SCORE ONLY ITEM 7 OR 8, WHICHEVER APPLIES.
7. Under reactivity: Appears sluggish or withdrawn.
Scoring:
0= withdrawn, difficult to engage.
1= sluggish or slow-paced in actions but can eventually be aroused or engaged.
2= shows a bright, alert state with focused play throughout.
8. Over reactivity: Appears over aroused by toys and environment.
Scoring :
0 = very active, moves quickly from one toy to the next or wanders away from
caregiver and toys constantly.
1 = moderately active, occasionally bursts of changing activity quickly or
wandering away, then settles into play with one toy for a short period.
2 = well-modulated in pace and activity level, focusing on a toy or caregiver for
long periods before changing activity.
Total For Self-Regulation and Interest in the World
Additional Observations:
Normal At Risk Deficient
12 – 14 11 0 – 10
Section II
FORMING RELATIONSHIPS, ATTACHMENT, AND ENGAGEMENT
9. Shows emotional interest and connection with caregiver by vocalizing and smiling at her.
10. Evidences a relaxed sense of security and/or comfort when near caregiver. Child is active
and moves away from caregiver, he references her from across space and shows relaxed
security in distal space.
11. Anticipates with security or excitement when caregiver presents an interesting object or
game.
12. Displays signs of discomfort, displeasure or sadness during interactive play if caregiver
should become unresponsive or engage in anti contingent behaviors.
(If caregiver is responsive or contingent, note that this was not observed with
“N/O”, then assign 2 points.)
13. Initiates physical closeness to caregiver but is not clingy; if child is active and moves away
from caregiver, child maintains a visual or verbal connection with caregiver.
14. Turns head away, averts gaze, moves away, or sits facing away from caregiver without
social referencing caregiver. Appears indifferent, aloof, withdrawn, or avoidant of
caregiver.
Converted Score* Score of 0 converts to 2
15. Social references caregiver while playing with toys.
16. After moving away, communicates to caregiver from across space by looking, gestures, or
vocalization.
Total for Forming Relationships, Attachment and Engagement
Additional Observations:
Normal At Risk Deficient
14 – 16 13 0 – 12
Section III
TWO-WAY, PURPOSEFUL COMMUNICATION
17. Opens circles of communication: Initiates international actions with objects while also
engaged in interactions with caregiver (i.e. manipulates object then look at mother and
smiles or vocalizes.)
18. Gives signals: Initiates purposeful and intentional actions in play with objects.
Scoring :
0 = needs considerable help to get started in play or to engage in purposeful
actions; no clear gestures or organized intent.
1 = initiates play but engaged in stereotypic actions; i.e. lining toys up, mouthing
toys for long periods of time, banging toys without engaging in any other actions
with the same toy OR initiates play but actions appear aimless or disorganized.
2 = play shows intentionality and variety, engaging in two or more different
behaviors with a given toy or activity. Gestures are specific and activity is
functionally tied to objects.
19. Closes circles: Responds to caregiver cues in contingent manner (i.e. mother offers toy,
baby takes it and puts it in a container).
Scoring :
0 = does not notice caregiver’s response.
1 = notice caregiver’s response and looks, but does not respond contingently
through actions; instead does something that has nothing to do with what
caregiver did (i.e mother holds out toy for child; child looks at mother and toy;
then returns to what he was doing before).
2 = notices caregiver’s response, then responds contingently by elaborating on
what caregiver did, by taking toy held by caregiver and examining it, by imitating
her, or some other response that is clearly linked to what caregiver did.
20. Uses language (e.g. sounds, gestures, OR words) during interactions. Indicate which ones
were used.
Total for Forming Relationships, Attachment and Engagement
Additional Observations:
Normal At Risk Deficient
8 – 10 7 0 – 6
Section IV
Behavioral Organization, Problem Solving, Sense of Self
21. Engages in complex patterns of communication stringing together several circles of communication
with caregiver (initiated and elaborated on by child) using gestures, vocalizations, and/or words.
Scoring :
0 = 0 to 2 circles.
1 = 3 to 5 circles.
2 = 6 or more circles.
22. Imitates or copies something new that the caregiver introduces, then incorporates idea into play (i.e.
caregiver feeds doll; child copies this).
Total for Forming Relationships, Attachment and Engagement
Additional Observations:
Normal At Risk Deficient
3 – 4 2 0 – 1

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