Second Meeting: Descriptive Functional Assessment Cody was observed on September 14, 2016. Cody, his mother, his brother, and the BAT clinical team were present to conduct a descriptive functional assessment, which consisted of direct observation of behavior and in the narrative recording of Antecedent-Behavior-Consequence (ABC) in the family home. Upon arrival, the BAT clinical team greeted Ms. Hoogerwerf and Cody at the door. Cody replied "Hi" in a high-pitched voice, which sounded similar to Mickey Mouse's. Mom reported that Cody's high-pitched Mickey Mouse voice occurs on a daily basis, the clinical team suggested that this behavior was a verbal root. Cody's older brother was also present during the visit and greeted the clinical team. Mrs. Hoogerwerf led the team into the living room. Then Cody went to his movement room. Cody's movement room is located in what was once the family garage, in the room there is a ball pit, a sofa, a TV, hundreds of Disney movies and a hammock like swing. Ms. Hoogerwerf added that Cody goes to his exercise room after school to relax. Cody sat in the movement room with his mom and the clinical team for about 20 minutes. During this time, we did Cody's Thomas the Train puzzle and watched Cody's large collection of videos. Hoogerwerf reported that Cody takes all of his videos and re-edits them every night, it's a ritual for him. Soon Cody covered his ears and then twirled his red scarf into his view and stared at her with his eyes (visual stalk). The mom then suggested that Cody gets overstimulated by too many people talking and covers his ears. In summary, Cody was able to sit and deal with the puzzle for five minutes and respected the cleanliness of the puzzle pieces. Cody reportedly enjoys cleaning up. Then, C...... middle of paper ...... and distracted five times by mom and/or the clinical team, Keisha did a great job redirecting him to his task. Keisha told the clinical team that Cody is improving while working independently. Cody was observed working independently on three frames of professional tasks. Professional homework boxes help prepare students for professional homework after school. Keisha rewarded Cody with videos of her singing, which he liked. When Cody was asked to wait by Keisha, he complied without displaying destructive behavior. At the end of class, Keisha told Cody to clear and clean the table, which he did. Keisha said she cleans the table every day at the end of class. The 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.