Functional Assessment & Behavior Intervention Planning

1

Functional Assessment & Behavior Intervention

Planning

Elizabeth M. Boggs CenterUMDNJ-RWJMS-Pediatrics

[email protected]

2

Overview of the Day

• Underlying assumptions of individual student planning for behavioral support

• Step by step systematized process to conduct a functional assessment and design behavior intervention plans– Methods of information gathering and data

collection– Interpreting data– Designing function based support plans

3

Training Objectives

Participants will become familiar with:

• the PBS problem solving process for arriving at effective behavior support plans;

• the PBS 2 day training curriculum; and

• the training activities and practices for delivering the 2 day training.

4

Introduction to Positive Behavior Support

5

What is Positive Behavior Support?

• An approach to behavioral support that fuses multiple theoretical orientations including:– Applied Behavior Analysis– Ecological Psychology– Systems Change– Positive Psychology– Cultural Psychology

Source: Carr (2006)

6

What is SWPBS?

• A research based multi-tiered intervention– Universal interventions for all students, staff,

and settings – Let’s get consistent!– Secondary interventions for students with

repeated behavior problems – Let’s catch them before they fail!

– Individualized interventions for students with the most intensive needs – Let’s promote successful outcomes for all students!

7

Universal

Secondary

Individualized C

on

sis

ten

t S

ch

oo

l W

ide

Ex

pe

cta

tio

ns

, R

ec

og

nit

ion

, an

d P

roce

du

res

Individual and small group interventions

Individualized assessment and intervention

Source: Walker, Horner, Sugai, Bullis, Sprague, & Bricker (1996)

8

Individualized

Individualized assessment and intervention

Focus of this training

9

Guiding Principles of PBS

• The student exists within layers of multiple systems

10

The Student Within Systems

Family

The Student

Activity Setting/ Routine

School

11

Guiding Principles

• The environment, including adult behavior, is expected to change

• To understand and effectively intervene on behavior we have to apply a consistent PBS problem solving process

• Successful outcomes will depend on the fidelity of the process and the persistence with which it is applied

12

Coordination and Management of the PBS Team

13

Who Makes up the PBS Team?

• Facilitator: Special Services Staff (e.g., School Psychologist)

• Team Members:– IEP team– People outside of the IEP team who work with

the student and are responsible for implementing intervention strategies

14

How Does the PBS Team Function?

• The team is led by a facilitator using a PBS problem solving framework

• The team should follow Federal/State procedural safeguards as appropriate

• The team should meet on an ongoing basis:– Initial meeting to clarify the problem– A summary meeting to develop a hypothesis

statement and to develop the behavior intervention plan

– Ongoing (brief) monitoring meetings

15

Why Use a PBS Team Approach?

• Share the workload

• To understand function through multiple perspectives

• Support one another through difficult times

• Encourage ownership and buy in from staff

16

Who Facilitates the PBS Team?

• Anyone who is trained and skilled in the principles of behavioral assessment and intervention including– Data collection and interpretation– Operant learning model– Team facilitation– Antecedent interventions– Alternative skill instruction– Development of incentive systems– Response weakening interventions

17

A PBS Team Facilitator……

• Coordinates the meeting logistics

• Leads team discussions

• Coordinates the assessment and intervention practices

• Provides the team with technical expertise

• Acts as a liaison to administrators and other resources

18

PBS Team Members…..

• Are ACTIVE in the PBS process including:– Attending meetings– Providing and collecting information– Participating in discussions to understand the

function of behavior– Participating in the design of the behavior intervention

plan– Carrying out intervention strategies– Participating in/delivering training on the intervention

plan– Communicating issues in a timely manner

19

Overview of the PBS Process

20

Overview of the Positive Behavior Support Process

Functional Behavioral Assessment Process 1. Setting up and Preparing for the Initial FBA Meeting

A. Identify people to be included on the team and schedule the team meeting.

B. Send team members a letter confirming the meeting time and provide directions for completing and returning the Functional Assessment Interview Tool (FAIT). C. Prepare for the meeting including summarizing the information obtained from the completed FAITs.

2. Facilitating a Productive FBA Meeting

A. Guide the team through a group discussion to define and clarify information.

B. Develop a plan for collecting data.

3. Gathering and Summarizing Assessment Data

A. Collect direct occurrence data and gather additional information from people and records as needed.

Facili

tatio

n S

teps

B. Summarize the data collected.

Behavior Intervention Plan Process

4. Developing an Intervention Plan

A. Reconvene the team meeting. Using the data summaries develop hypothesis statements. Begin to develop support strategies. If the support plan is not completed at this meeting an additional meeting might be necessary. B. Using the hypothesis statement(s) develop the behavior intervention plan.

5. Implement, Monitor, and Adjust Intervention Strategies

A. Develop a monitoring plan that is implemented within two weeks of the intervention being implemented.

Fa

cili

tatio

n S

teps

B. Meet on a periodic but regularly scheduled basis to monitor the plan and work through emerging issues. If meetings are suspended because goals have been attained, have a plan for reconvening in the event that behavior patterns begin to remerge.

21

Products the PBS Team Generates

• Functional Assessment Report– The facilitator can use the FBA Assessment

Report Worksheet to prepare for the assessment report

• Behavior Intervention Plan– The behavior intervention plan is included as

part of the IEP

22

What is a Functional Behavioral Assessment?

23

An FBA is…

a problem solving process that uses information from a variety of sources collected over time that identifies variables contributing to occurrences of problem behavior and helps us to understand the reasons why problem behavior is occurring

24

An FBA is Not:

• A particular tool or assessment instrument

• A one shot meeting or observation

• Intended to be conducted by a single person

25

Operant Learning Model

Setting Events

Antecedent Triggers

Behavioral Response

Maintaining Consequence

Confrontation earlier in the day

T.K. bumped into Kevin in the hallway causing his books and papers to scatter

Kevin began threatening T.K. and pushing him in the chest

•A crowd of students gathered around• Kevin was sent to the office and suspended•School chatter “don’t mess with Kevin”

26

Consider….

• Not all behaviors need a Functional Behavioral Assessment– An FBA will be most effective in environments

that are well managed; and – probably not be effective in environments that

are poorly managed; thus – address classroom/setting management

issues then determine the need for an FBA

27

Beyond Legal Mandates:Best Practice Guidance for an FBA

1. Is the behavior persistent over time and across environments? If yes, then

2. Are the environments where behaviors occurring effectively managed?

If yes, then

3. Is the student responsive to the environmental management strategies?

If not, then

a. Does the behavior interfere with the student’s or others’ learning? OR

b. Does the behavior place the student or others at risk of harm? OR

c. Does the behavior place the student at risk of being placedin a self contained or out of district placement?

28

Group Discussion

• When are FBA’s being conducted?

• What works about your FBA process?

• What does not work about your FBA process?

• What obstacles or challenges do you encounter?

29

Facilitation Step 1Setting Up and Preparing for the Initial FBA Meeting

30










Facili

tatio

n S

teps







Fa

cili

tatio

n S

teps


31

Facilitation Step 1 Setting Up and Preparing for

the Initial FBA Meeting

Step 1a Identify People to Include on the Team

and Schedule the Team Meeting

32

Identify People to Include on the Team and Schedule the Team Meeting

Begin with the IEP team and then expand to people who are:• Familiar with the student and the situations in

which behavior occurs• Responsible for implementing behavior plan

strategies• Needed in order for resources to be allocated

33

Identify People to Include on the Team and Schedule the Team Meeting

Schedule a time for the team to meet.

Consider:• A time that allows the greatest number of people

to attend• That the team will need an hour for their

discussion• A location that will allow you to post flip chart

paper

34



Step 1bConfirm the Meeting

35

Confirm the Meeting

• A confirmation letter should include:– Date, time, and location of the meeting– Directions to complete the Functional

Assessment Interview Tool (FAIT)– Directions for where to return the FAIT and by

when– An advanced organizer of how the meeting

will run

36

FAIT Staff Version

37

Functional Assessment Interview Tool: Staff Version (FAIT)

Student: _____________________________ Date Completed: _____________ Staff Person: _______________________________ One of your students, ________________________, has been having behavior difficulties at school. _____________________’s IEP team has met and determined that it will be helpful to complete a functional behavioral assessment. This process involves getting information from staff and conducting observations of the student in classroom and nonclassroom settings. We know that everyone cannot be at the IEP meetings, but your opinions and observations about the student are important and we want to make sure we are taking your information into consideration as a plan is developed. The purpose of this tool is to get information from you about four key things: 1) what behaviors are a problem in your classroom, 2) what are the student’s strengths/preferences and the effective strategies for the student, 3) what happens right before the behavior, and 4) how do you and peers respond when the behavior occurs. Any information you can provide will be extremely helpful in this process. We know you are extremely busy and appreciate the time you are taking to complete this assessment tool. Please return this tool to:

38

What Works Well for the Student? What have you observed are the student’s strengths or preferences? Positive Things About the Student Student’s Preferences or Interests Successful Learning Conditions

Friendly Helpful Sociable Organized Natural leader Liked by peers Has lots of friends Self starter Socially aware Follows directions Honest Easygoing Attentive to instruction Kind to adults Kind to other students Good sense of humor Has a positive

attitude/outlook Good communication

skills Hard worker Other: Other: Other: Other:

List known or suspected preferences:

Lessons/activities that:

Encourage reflective thinking Use analytical skills Involve building/constructing Involve applying concepts or

formulas Involve experiments or testing Use creative writing Utilize the computer Allow for artistic expression of

concepts

Other:

Other:

Other:

Other:

FAIT – Staff Version Page 2

39

What Behaviors are a Concern for You? In the blank space provided, please list behaviors that are a concern for you in your classroom or area. Please be specific and provide examples of behaviors you have observed. Please check whether the student behavior in your class is: redirectable (i.e., occurs once or twice and then not again after redirections), repeated (i.e., occurs on and off throughout class, typically stops after a redirection but then occurs again a short time later), or unmanageable (i.e., the behavior is too disruptive for the student to remain in class). Finally, list any strategies you have tried to deal with this behavior.

Problem Behavior and Definition

How would you describe this

behavior

Redirectable Repeated Unmanageable






40

What Contributes to Occurrences of Problem Behavior? Thinking about the problem behaviors you identified that occurred in your classroom, please review the following list and check off any conditions that serve as triggers for the student’s problem behavior (i.e. set the student off):

When asked to do a chore or helping task When it is time to do academic work When told to do something non preferred When held to a time limit (e.g., curfew or time for class Tasks that are difficult or confuse the student When working/playing/entertaining independently When working in group activities Not prepared with materials Multi-step work or projects Lecture: with note taking OR without note taking Public response required (e.g., read aloud) Being teased or being joked around with

Transition at the beginning of a class/routine/activity Unstructured situations or settings When given a direction to follow When corrected When he/she can not have something they want Preferred peer group present When given an ultimatum When he or she is told “no” or stop When there is a change in routine When adult attention is on others When there are visitors to the setting Other:

When problem behavior occurs, how do you (or students in the class) typically respond?

Give a non verbal cue (e.g., look at student) Verbally correct the student privately Verbally correct the student publicly Help the student to get on task Speak to the student after class Call the student’s parents Take away recess or other free time Moved seat Student – teacher conference Take a privilege away Let the student have what they are asking for

Deduct points from an assignment Send the student to an administrator Other students laugh or “egg” the student on Give the student a pass to guidance or CST Have the student take a break (e.g., go to the bathroom) Teacher assigned detention Student gets out of or delays doing work Provide a reminder of what is and isn’t appropriate in class Try to explain and discuss the issue Other:

What is your best guess as to why the problem behavior is occurring?

Get out of situations/work that is too hard Get out of situations/work that is perceived as boring Get out of work/class to avoid being embarrassed Save face in front of friends To be left alone To get something he/she wants Student wants more of OR less stimulation/excitement

Get out of the situation because they are not sure of what to do or what is expected

Student shows off to win the validation of peers To get control over the situation To get adults to pay attention to him/her (even if it is negative) To get peers to pay attention to him/her Have predictability to know what comes next


41

FAIT Parent Version

42

Functional Assessment Interview Tool: Parent/Guardian Version (FAIT)

Student: _____________________________ Date Completed: _____________ Parent/Guardian: _______________________________ Recently, your child has been having behavior difficulties at school. To better understand how we can support ______________________ at school, we are conducting a functional behavioral assessment. Your opinion is one important part of this assessment. The functional behavioral assessment involves getting information from staff, the parent/guardian, and the student. Additionally, observations of your child in classroom and non classroom settings are conducted. The purpose of this tool is to get information from you about four key things: 1) What are your child’s strengths/preferences, 2) What behaviors you are concerned about, 3) Situations where you have observed the behavior, and 4) How you and other family members respond when the behavior occurs. Any information you can provide will be extremely helpful in this process. We know you are extremely busy and appreciate the time you are taking to complete this assessment tool. Please return this tool to: by: ________________________

FAIT Parent Version Page 1

43

What Behaviors are a Concern for You?

List any behaviors that occur at home or school that you are concerned about:


44

What Works Well for Your Child? What have you observed are your strengths or preferences?

Positive Things About my Child My Child’s Preferences or Interests Learning Conditions that Work Well for My Child








concepts

Other:

Other:

Other:

Other:


45

What Contributes to Occurrences of Problem Behavior? Thinking about the problem behaviors you are concerned about, when do behaviors typically occur:

When asked to do a chore or helping task When it is time to do homework When told to do something non preferred When held to a time limit (e.g., curfew or time for class) Tasks that are difficult or confusing to my child When working/playing/entertaining independently When working in group activities Not prepared with materials Multi-step work or projects Lecture: with note taking OR without note taking Public response required (e.g., read aloud) Being teased or being joked around with


When problem behavior occurs, how do you (or other family members) typically respond?

Give a non verbal cue (e.g., give look) Verbally correct or prompt Help my child to get on task Speak to my child afterward Take away an activity or free time Take a privilege away

Let him/her have what they are asking for He/she gets out of or delays doing the task Provide a reminder of what is and isn’t appropriate Try to explain and discuss the issue Other:

What is your best guess as to why the problem behavior is occurring?

Get out of situations that are too hard Get out of situations that are perceived as boring Get out situations to avoid being embarrassed Save face in front of friends To be left alone To get something he/she wants To get more of OR less stimulation/excitement

Get out of the situation because they are not sure of what to do or what is expected

To win the validation of peers To get control over the situation To get adults to pay attention to him/her (even if it is negative) To get peers to pay attention to him/her Have predictability to know what comes next


46



Step 1cPrepare for the Meeting

47

Prepare for the Meeting

• What to bring:– Flip chart with plenty of paper– Colored markers– A summary of the completed FAIT’s– Copies of existing data or discipline referrals– A copy of the FBA Assessment Report

Worksheet

48

Prepare for the Meeting

• To make the initial meeting as efficient as possible, summarize the FAIT and bring that information to the meeting

• Use a blank copy of the staff FAIT to collapse all information into one place

• Bring copies of the summarized FAIT for all team members

49

Summarizing the FAIT

• Behaviors of Concern– Review the behaviors reported by team

members– Look for similar types of behaviors and group

them together

50

Functional Assessment Interview Tool: Summary Version

Student: Cassie Date Completed: November 2005

Problem Behavior and Definition List all of the behaviors team members reported. To the greatest extent possible try to group

behaviors by common topography (e.g., hitting, punching, pushing are all examples of physical aggression)

Check off the level of intensity team

members reported the behaviors occur

Drops to floor, rolls around on floor, refuses to get off the floor, goes limp Redirectable Repeated Unmanageable

Disruptive in class, pushes work away, pushes work on the floor, refuses to do work, leaves work away, slides out of chair, doesn’t look at the teacher when receiving direction, rips at papers, drops work materials on the floor





51


• Strengths, Preferences, and Learning Conditions– Check off strengths that were reported– Write in team members’ comments about

preferences– Check off all of the learning conditions

reported by team members

52

What Works Well for the Student? Check off all the positives and successful learning conditions reported by team members. Write in reported preferences.

Positive Things About the Student Student’s Preferences or Interests Successful Learning Conditions




List known or suspected preferences

• Arts and Crafts • Funny TV and Movies • Pop Music • Being with people • Dressing up and having her

hair done




concepts

Other: work with a partner

Other: present one step at a time

Other: use real life materials

Other: tasks under 20 minutes

53


• Antecedents, Consequences, and Reasons– For each item write in the total number of

team members that reported the item occurs

54

What Contributes to Occurrences of Problem Behavior? Summary of antecedent triggers Number of Responses

Antecedents Number of Responses

Antecedents

______ 5 5

______ 4 3

______ ______

5 ______ ______ ______

When asked to do a chore or helping task When it is time to do academic work When told to do something non preferred When held to a time limit (e.g. curfew or time for class) Tasks that are difficult or confuse the student When working/playing/entertaining independently When working in group activities Not prepared with materials Multi-step work or projects Lecture: with note taking OR without note taking Public response required (e.g., read aloud) Being teased or being joked around with

4 ______

3 1 5

______ ______

4 4 5

______ ______


Summary of consequences/responses/strategies tried Number of Responses

Consequences/Responses Number of Responses

Consequences/Responses

5 5 2 4

______ ______

4 2

______ 3 1

Give a non verbal cue (e.g., look at student) Verbally correct the student privately Verbally correct the student publicly Help the student to get on task Speak to the student after class Call the student’s parents Take away recess or other free time Moved seat Student – teacher conference Take a privilege away Let the student have what they are asking for

______ ______ ______ ______

3 ______

5 ______

4

______

Deduct points from an assignment Send the student to an administrator Other students laugh or “egg” the student on Give the student a pass to guidance or CST Have the student take a break Teacher assigned detention Student gets out of or delays doing work Provide a reminder of what is and isn’t appropriate in class Try to explain and discuss the issue Other:

55

Summary of reasons why people think behavior is occurring Number of Responses

Reasons Why Behavior Occurs Number of Responses

Reasons Why Behavior Occurs

5 4

______

______ ______

4 ______

Get out of situations/work that is too hard Get out of situations/work that is perceived as boring Get out work/class to avoid being embarrassed because he/she is behind peers “Save face” in front of friends To be left alone To get something he/she wants Student wants more of OR less stimulation/excitement

______

3 4

______

______ 3

Get out of the situation because they are not sure of what to do or what is expected Student shows off to win the validation of peers To get control over the situation To get the teacher to pay attention to him/her (even if this is negative attention) To get peers to pay attention to him/her Have predictability to know what comes next

Comments:___________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

___________________________________________________________________________

56

Group Activity

• Develop a summary of the FAITs completed for Kevin using the FAIT Summary Tool

• Completed FAITs include:– Parent FAIT– Student FAIT– Teachers in Computer, Science, Social

Studies, Gym, Math/Language Arts

57

Facilitation Step 2Facilitate a Productive FBA

Team Meeting

58










Facili

tatio

n S

teps







Fa

cili

tatio

n S

teps


59


PBS Team Meeting

Step 2a Guide the PBS Team Discussion

60

Guide the PBS Team Discussion

• Meeting Introduction– Introductions– Orientation to PBS– Advanced organizer of the meeting– Reassurance of team work– Key team norms to guide meeting

discussions

61

Today we are meeting to begin conducting a functional behavioral assessment (FBA). For students who engage in problem behavior, FBAs are a standard of practice that help us to understand the reason or explanation for why the behavior is occurring. Functional assessment is a process. This means that over the next couple of weeks we will be gathering information that will help us to develop a behavior intervention plan. This process will include our discussion today, gathering information from people who are not here today, and conducting observations of the student in school settings that are problematic. Research has shown that when we use this process, the intervention plans have a better chance of being successful and having long term effects. This is an overview of the sequence of steps we will be following over the next couple of weeks:

In today’s meeting I will ask you a series of questions about the behavior and the difficult conditions under which

behavior occurs. We will also develop a plan for collecting additional information. We will have a second meeting where I will bring a summary of all the information we have gathered. As a team

we will look at that summary use that information to develop a behavior intervention plan. We will implement the plan, making sure that all relevant people are familiar with the plan. We will meet again about 2 weeks later to determine how the plan is doing and to make adjustments as need.

This process of monitoring and making adjustments will continue until we see an acceptable improvement in behavior.

We should expect that we will encounter some challenges and frustrations along the way. What is important is that we think of ourselves as a team who supports one another to get through the difficult periods. By the end of the meeting, if you think you need specific supports to help you get through the next couple of weeks please raise them for discussion. As a team we want to make sure all of our members have what they need to be successful with this student. We do not have a lot of time in today’s meeting, so I am going to ask that we follow three team norms:

1. Stay on topic – we have to answer the questions directly. Use the post it notes to jot down other things you want to

mention that may not be directly relevant to the topic being discussed. If we don’t get to them by the end of the meeting, make sure you give me the post it notes to use in follow up.

2. Speak respectfully about one another, the student, and the student’s family – sometimes our emotions get the best of us, in this meeting we want to make sure that we are treating one another and referring to one another in collaborative and respectful ways.

3. Have one conversation at a time: please reframe from having side bar conversations. Our attention needs to be focused and unified so we all stay on the same page.

Sample Introduction Script

62

Guide Team Discussion

• During the team meeting the facilitator:

– Poses pivotal questions to the team– Records responses on flip chart– Manages discussion and group dynamics– Attends to pace of discussion– Keeps the team focused and on topic

63

General Question Asking Strategies

• Funnel approach – broad to specific questions

• Ask for specific examples and concrete details (could you describe a situation…..)

• Clarify abstract (e.g., disrespectful) or broad terms (e.g., happens all the time) (about how many times in a given class….)

64

General Question Asking Strategies

• Listen more, talk less– Silence is okay – let them think

• Ask pivotal questions– Most likely/least likely situation– One thing you could do to guarantee…

• If you don’t have a picture of what is happening, keep asking questions

• Take notes or tape record

65

PBS Problem Solving Framework:

8 Pivotal Questions to Always Ask

66

Q1: What are the student’s strengths, preferences, and learning style?

For example:• Things the student is

good at• Things the student likes

to talk about• Learning or social

conditions in which the student excels

• Strategies that seem to work well

Strengths Preferences Learning Style

Friendly

Helpf ul

Athletic

Football

NASCAR

geography

Class outline

Bulleted directions

Record this information On page 2 of the

Assessment Report Worksheet

67

Indicate all of the strengths, preferences, and learning style conditions suggested by team members

Positive Things About the Student Student’s Preferences or Interests Successful Learning Conditions








concepts

Other:

Other:

Other:

Other:

Page 2 of the FBA Worksheet

68

Q1 Facilitation Tips

• Discussion of student strengths should last approximately 5 minutes.

• To improve the efficiency of this discussion refer team members to the summary FAIT, and ask if there is anything else they want to add. Then move to the next question.

69

Q1 Questions or Scenarios to Anticipate

• Team Member Frustration:

“I’ve had enough!”– Try:

• Unifying statements• Perspective taking• Reframing negative statements• Reminding team members to stay focused on what

they have control over

70

Q2: What are the behaviors?

• List all behaviors – but make sure they are in observable and measurable terms:– Verbs (hits)

versus

adjectives (aggressive)

Problem Behaviors debate over

assignment or activity choices

arguing getting out of his seat pushing

making noises with objects

kicking hitting other students

either once or repeatedly

talking back to the teacher

71

Behaviors/Not Behaviors?

• Unhappy• Aggressive• Disrespectful• Hits classmates with

objects

• Truant• Verbally abusive• Runs around the

room

72


• Use the FAIT summary to guide this discussion

• Focus on behaviors that need to be operationalized

• Have an idea ahead of the meeting for ways to group behaviors

73


• Vague or subjective terminology:

“She’s always disrespectful”• Student and behavior are described as one

“He’s so lazy”– For either of these, try:

• Probe for clarification• Ask to use a verb or action statements• Dead man test: a dead man could do it• Stranger test: a stranger could point it out

74

Q3: Can you group behaviors?

• Group behaviors that occur together as a group or all represent the same kind of issues.

• Assign the group a short name

Problem Behaviors debate over

assignment or activity choices

arguing getting out of his

seat pushing

making noises kicking hitting other

students either once or repeatedly

talking back to the teacher

Record the final behavior group definitions on page 3 of

the Assessment Report Worksheet

75

Behavior Group Definition Example

Classroom Disruption

Unprepared for class, not following directions, making noises with objects, talking to other students, debates over assignment or activity choices with teacher, not initiating work, getting out of his seat, engaging in activities other than what he is suppose to be doing, yelling out.

76

Operational Definition of Problem Behavior

Behavior Definition List specific behaviors that comprise this behavior group

Provide the group of behaviors a label for easy

reference later

Priority Level for Intervention

Planning

High

Medium

Low

High

Medium

Low

High

Medium

Low


77


• Question 2 and 3 might be combined, depending on the behaviors and the information generated from the FAIT

78


• Behaviors do not fall into groups– Try defining the behavior individually

• The team cannot agree on how to group behaviors– Try tableing the discussion until after

observations have been conducted and then revisit with more information

79

Q4: Which Groups are the Top Priorities?

• Apply “mini tests”:– Disrupt the entire class?– Interfere with access to meaningful

instructional time?– Place people at risk of harm?– Interfere with the teacher’s ability to manage

the area or activity?Record priorities on page 3

of the Assessment Report Worksheet

80


• Team members are unable to agree on priorities. – Try:

• Asking questions about the behavior's intensity and frequency

• Develop a timeline to address all concerns• Reflect on behavior group definitions and redefine if

necessary• Select behaviors that will have the most impact first

• Team members want to address everything at once. – Try discussing implication for people’s workloads

81

Operational Definition of Problem Behavior

Behavior Definition List specific behaviors that comprise this behavior group

Provide the group of behaviors a label for easy

reference later

Priority Level for Intervention

Planning

High

Medium

Low

High

Medium

Low

High

Medium

Low


82

•Group Activity

• Using the FAIT summary you developed earlier, what questions would you have for the team about behaviors they reported?

83

Q5: What is the Escalation Sequence?

For each behavior group define how the behavior looks at each phase of

escalation

• Calm and on task• Precursor• Peak state• Calming down

Behavior Group: Classroom Disruption Calm and on Task

Engaging in task

Precursor or Signal Behaviors

Not initiating work, looking around

Peak State Yells out or talking very loudly

Calming down Quiets down, Sits down

Record the escalation sequence on page 4 of the

Assessment Report Worksheet

84


• A safety plan is needed. – Include in a safety plan:

• An operational description of what constitutes a situation that requires safety strategies

• A detailed plan for how staff are to respond to the student• A detailed plan for how staff can access help/assistance

• Staff need support– Emotional support (e.g., someone to talk to)– Resource support (e.g., materials)– Technical support (e.g., someone to give

suggestions)

85

Define the Behavior Escalation Sequence

Directions: For each of the behavior groups identified as a priority, define in sequence what the student/behavior looks like at each stage of the escalation cycle.

Sequence of Escalation

Behavior Group 1:

________________

Behavior Group 2:

________________

Calm and On Task

Precursor

Behaviors that signal a problem is about to happen

Agitated or Peak State (Problem Behavior)

Calming Down


86

Q6: What setting events are influential?

• Setting events are global influences on our behavior such as:– Medical issues– Sensory issues– Sleeping/eating

patterns– Interaction histories– Major life events

Possible Setting Events

Fight earlier in the day

Male teachers

Not enough sleep the night before

87

Sensory Integration Dysfunction

Is an irregularity or disorder in brain function that makes it difficult to process and use sensory information for functional purposes:

88


• Visual Motor System– Ability to smoothly coordinate the movement

of the eyes with each other, the head, neck, hands, and body

• Easily distracted by sights around them• Difficulty with handwriting and reading • Hard to focus on specific items on a page • Hesitates going up or down curbs or steps • Difficulty finding objects in cluttered drawer • Bumps into things when walking • Too much information on a page

89


• Visual Spatial Perception – How one perceives objects in relationship to

space and to one’s self • Letter or number reversals, • inability to align numbers in columns• Loose objects or images against a background• Difficulty following directions that relate to spatial

words (e.g., underneath, before, after)

90


• Somatosensory (Touch) System – Relies on sensations from the muscles and joints to let us know

how and when muscles are contracting and stretching. Allows us to know where the parts of the body are and how they are moving. Contributes to motor planning, maintenance of posture, and enable us to perform resistive types of activities such as pushing open a heavy door

• Hangs on to other people • Gets tired doing heavy types of work or plays • Enjoys falling for the sake of falling Bumps into

people, walls, or others

91


• Vestibular (Movement) System – Gives us information about head and eye movements, posture and

balance, and the security we feel about moving off the ground against gravity. It has a role in planning and coordinating movement of both sides of the body and executing it smoothly an din the development of

visual spatial abilities • Car sickness • Gets out of seat and walks around Takes excessive risks

when playing Physical with others • Grabs, wrestles • Difficulty sitting still • Clumsiness – trips over their own feet Appears restless

Fidgets, rocks chair

92


• Review the student’s academic and health records and evaluation reports prior to the meeting, to glean existing information about possible setting events

93


• The blame game

• “There’s nothing we can do”

– For both of these, try:• Acknowledging challenges and reshape

statements

94

Q7: What conditions trigger behavior?

Behavior Group: Classroom Disruption Antecedents Consequences

Less structured to more structured situations

Lecture where he has to take notes

Multi component/ step tasks/projects

Lots of materials or items to keep track of

Work he does not know how to do

• For each behavior group, ask team members to list environmental conditions present just before behavior occurs

95

Antecedents are…..

• Events or triggers in the environment that immediately precede the problem behavior– May be inconsistent– May be unique to a situation– May build upon one another

96

Defining Antecedents

• For each group of behaviors defined list possible antecedents. Consider:– Environmental conditions– Curricular/instructional conditions– Social interaction conditions– Personal and control conditions

97

Common Prompting Problems

• Ambiguous request• Distracting stimuli• Too much information• Re-prompt too quickly• Too many steps required• Unfamiliar request

98

Common Task-Related Problems

• Too complex• Too much information on one page• Handwriting required• Too long• Requires independent initiation and follow

through• Do not understand or are too many directions• Too many materials to organize

99

Common Instruction Problems

• Oral directions

• Have notes off the board

• Have to listen to lecture for too long

• Pacing too fast, too slow

• Disorganized presentation

• Mismatch between instructional style and learning style

100

Common Transition Problems

• Physical transitions

• Stationary activity transitions

• Preference transitions

• Teacher/staff transitions

• Procedure or routine transitions

101


• Review the information generated from the FAIT as a starting point

• The facilitator may need to ask team members to add further clarification to items that were checked on FAIT (e.g., what does independent work look like)

• The more varied the FAIT responses are, the greater the need for discussion and clarification

102


• “It happens out of the blue”

• “Nothing was happening before”– For both of these try:

• Pick through problem scenarios in sequence• Use pivotal questions such as:

– If you had to guarantee that the behavior did or did not occur what would you do?

103

Group Activity

• Using the FAIT summary you developed earlier, what questions would you have for the team about setting events and antecedents they reported?

104

Q8: What Consequences Follow Behavior?

• For each behavior group have team members list consequences and responses that follow behavior.– Be operational– Note sequence and

intensity where appropriate

Behavior Group: Classroom Disruption Antecedents Consequences

Less structured to more structured situations

Lecture where he has to take notes

Multi component or step tasks/projects

Lots of materials or items to keep track of

Work he does not know how to do

Verbal redirection Verbal reprimands Move seat Made to stay after school

(5 minutes)

105

Consequences and Responses

• Consider:– What do people say and do?– What is the chronological order of how people

respond?– What outcomes occur?

• Punitive, academic, social, tangible

106


• Review the information generated from the FAIT as a starting point

• The facilitator may need to ask team members to add further clarification to items that were checked on FAIT (e.g., what does verbal redirection look like)

• The more varied the FAIT responses are, the greater the need for discussion and clarification

107


• “I ignore it”:– Probe this response, often staff are not really

ignoring behavior

• “I won’t tolerate it in my classroom”– Probe to find out the underlying motivation for

this statement

108

Group Activity

• Using the FAIT summary you developed earlier, what questions would you have for the team about setting events and antecedents they reported?

109


Team Meeting

Step 2BDevelop a Plan for Collecting Data

110

Develop a Plan for Collecting Data

• Identify and collect information from people not at the meeting– Use the Functional Assessment Interview

Tool (FAIT)• Staff version• Student version• Parent version

111

Sample Plan for Completing the FAIT

People Who need to Complete the FAIT

Person(s) Responsible for Disseminating

and Collecting the FAIT?

Target Date for Completion?

FAIT: Student

FAIT: Parent/Guardian Interview Parent/Guardian Name: __________________________

FAIT: Staff Name: _________________________________

112

Functional Assessment Interview Tool – Student Version Interview Guide

Student: _____________________________ Date Completed: ________________________

Interviewer: _____________________________ How would you describe yourself? Allow for the student to generate his/her own ideas. If he/she is having a hard time, offer some examples of positive qualities. Write down all the student’s statements What are some of you interests or favorite things? Give examples of hobbies, interests, activities to help the student think of things they like and like to do. I’m going to show/read you a list of typical school activities. Which ones best answer the question: “I like school when…”?

I can work by myself I can think creatively I get involved in an activity I can work with other kids I am interested in what I am

learning There are activities or games

I understand and can do the work I get to write I’m learning new things that

interest me

I get to see and talk with friends I get to work with other students

List any other things you like

about your school day:

113

Now we are going to talk about times when you get in trouble. What are some things you do that typically gets you in trouble with school staff? If the student is having difficulty coming up with examples, talk about a recent situation where he/she got into trouble and have them talk about what happened. I would like to talk about each of the behaviors you listed. For each one, I am going to ask you some questions. There is no right or wrong answers. I want to know your opinion about what is happening. To complete this section with the student, the interviewer will need to fill in the blank with examples of behaviors listed by the student. If more detailed information is needed, use probing questions. Some examples of probes are provided below. In addition to the examples provided, the interviewer will likely need to come up with “on the spot” probes to get at the information. Before you told me about (recall a situation where the student got in trouble). Right before you (give an example of a behavior) what was happening in the class (or other setting)? Refer to the antecedents on the next page if the student is unable to come up with a description Examples of probes: Were you doing or asked to

do class work? Tell me about the work? Was it easy/hard? Did you understand the directions?

What was the other student doing? Did they say something to you? Did someone upset you?

Tell me in order what happened first, next, finally.

When you (give an example of a behavior) what are you thinking about? How are you feeling? Examples of probes: Describe for me the thoughts

you are having when you (give an example of the behavior).

When you (give an example of the behavior) how do you feel? Are you angry? Frustrated? Scared?

Do you feel like you just want to get out of there?

Do you feel like nobody ever pays attention to you?

How do others (e.g., staff other students) react when you (give an example of a behavior)? You can refer to the examples of student/staff responses on the next page Examples of probes: When you (give an example

of a behavior) what do teachers/staff say to you? Do they walk over to you? Look at you? Do they seem mad?

When you (give an example of a behavior) what do other students say to you? Do they walk over to you? Look at you? Are they laughing or seem mad?

When staff (or students) (give an example of how they respond), how do you feel about their responses/what do you think about how others reacted? Examples of probes: Do you think the

teacher/staff/student was fair in how they responded?

How did it make you feel when the student/staff/teacher (give an example of how they responded)?

FAIT Student VersionPage 2

114

Antecedent Examples:

Hard class material Easy class material Have to work alone Group work Not being prepared for class Multi-step work or projects Lecture: note taking required Lecture: listening only Have to read aloud or answer a question in front of class Peers teasing

Beginning of class Changing activities Not knowing what to do Teacher gives a direction to class Teacher gives a direction to me Being corrected in front of class Not allowed to do something I want My friends are around Given an ultimatum When work feels long

Teacher/Staff/Other Student Response Examples:

Teacher gives me a look Teacher talks to me privately Teacher corrects me in front of others Teacher helps me with work Teacher speaks to me after class Teacher calls my parents Teacher takes away recess or other free time

Teacher takes a privilege away Teacher deducts points from an assignment I get sent to an administrator Other students laugh or “egg” me on I go to guidance or CST Teacher has me take a break (e.g., go to the bathroom) Teacher assigns me detention

FAIT Student Version page 3

115

Functional Assessment Interview Tool – Student Version Response Form

Student: _____________________________ Date Completed: ________________________

Interviewer: _____________________________ How would you describe yourself? What are some of you interests or favorite things?

116

I’m going to show/read you a list of typical school activities. Which ones best answer the question: “I like school when…”?

I can work by myself I can think creatively I get involved in an activity I can work with other kids I am interested in what I am

learning There are activities or games

I understand and can do the work I get to write I’m learning new things that

interest me

I get to see and talk with friends I get to work with other students

List any other things you like

about your school day:

Now we are going to talk about times when you get in trouble. What are some things you do that typically gets you in trouble with school staff?

FAIT Student Response Form Page 2

117

There is no right or wrong answers. I want to know your opinion about what is happening. Behavior: ____________________________________________________________________ What was happening before the behavior

Student’s Thoughts and Feelings While Engaging in the Behavior

The student’s perceptions about staff and other student responses to the behavior

The student’s thoughts and feelings about how people responded to the behavior

FAIT Student Response VersionPage 3

118

Gathering Direct Occurrence Data

119

Why Collect Direct Occurrence Data?

1. To collect sufficient information to make objective and factual decisions about the function of behavior

2. Establish a baseline of performance to use as comparison to evaluate progress.

3. To develop reasonable incremental criteria for improvement

4. To make decisions about interventions and intervention schedules

120

Planning for Direct Occurrence Data

• When making decisions about who, when, and how much direct occurrence data is needed consider: – The type of behavior being observed– The age of the student– The setting in which the behavior occurs – Reactivity

• Find the right balance…..

121


• Consider the type of behavior being observed:

– High frequency behaviors• Classroom disruption

– Low frequency behaviors• Fighting

122


• Age of the student– Elementary students

• Easier to blend in to the class

– Middle School students• Ease of blending will vary

– High School students• Difficult to blend into the class

123


• Classroom setting– Easy to observe the student– More difficult to blend into the class– Classes where behavior is or is not occurring

for contrast

• Non Classroom settings– Can be difficult to observe the student– Easier to blend into the setting

124


• Reactivity – The extent to which the student “reacts” to a

novel person being in the setting• If reactivity is an issue try:

– Spending time in the classroom prior to collecting data– Having someone typical to the setting conduct the

observation» Move paperclips from pocket to pocket» Tally on a post it note» Stick a post it on the desk for each occurrence

125


• The amount of direct occurrence data needed will vary depending on each individual situation

• Consider :– Behavior is context related so different settings may

have different sets of variables– Behavior, much like academic performance can vary

day to day– Time of day may be an influential factor– Reactivity may require desensitization to an observer– A brief snapshot may be misleading and guide the

team to make inaccurate decisions

126

Direct Occurrence Data Collection Plan

Period/Class Time

Monday

Tuesday Wednesday Thursday Friday

Science

Date: March 8 Observer: Mrs. Smith

Date: Observer:

Date: Observer:

Date: Observer:

Date: Observer:

Lunch

Date: Observer:

Date: Observer:

Date: March 10 Observer: Mr. Pickle

Date: Observer:

Date: Observer:

Math

Date: Observer:

Date: Observer:

Date: Observer:

Date: Observer:

Date: March 12 Observer: Mrs. Smith

127

Facilitation Step 3Gather and Summarize the

FBA Data

128










Facili

tatio

n S

teps







Fa

cili

tatio

n S

teps


129

Facilitation Step 3Gather and Summarize the FBA

Data

Step 3aCollect Direct Occurrence Data and Gather Additional Information from

People and Records

130

Conducting a Records Review

• Existing data from current reports and evaluations

• Look for possible explanations or connections between the instructional environment and occurrences of problem behavior

• Look for and document prior interventions used

131

Report Report Highlights

Insights into

Function

Strategies Tried

Occupational Therapy Report

Vestibular System problems (squirmy, sliding in chair, pulling materials onto her self, getting out of her seat)

Maybe Ellie has a hard time sitting and working for sustained periods?

None so far

Vision Specialist Report

Impaired vision in upper right and left quadrants

Can Ellie work presented from the side or in standard font?

Enlarged text for some materials

132

Collect Direct Occurrence Data

• Gather information about specific accounts of behavioral occurrence

• Determine a baseline of occurrence

• Obtain another perspective about what is happening

133

Collect Essential Direct Occurrence Data

• Essential Data: The team will almost always need to collect this type of data

Recording Method

Information it Provides Why Select?

Frequency

How many times did the behavior/behavior group occur during the observation period

Essential to establishing a baseline, can provide a scatterplot across routines, days, or weeks

134

ABC FrequencyRecording Form

135

Antecedent-Behavior-Consequence Frequency Count Date: 3/22 Observer(s):

Mrs.McCarthy Period: PE – Mrs. Snyder Activity: Kickball

Antecedents For the Entire Activity Keep a Tally

Behaviors

Consequences

And Responses

Negative Comments

Positive Comments

Aca

dem

ic W

ork

Tas

k

Dem

and

to c

ompl

y

Tra

nsit

ion

Req

uest

ing

Act

ivit

y

Inde

pend

ent W

ork

Coo

pera

tive

Gro

up

Tea

cher

Ins

truc

tion

Lev

el 1

C

lass

room

D

isru

ptio

n

Lev

el 2

C

lass

room

D

isru

ptio

n

Lev

el 3

C

lass

room

D

isru

ptio

n

Ver

bal

Red

irec

tion

Ver

bal

Rep

rim

and

Sen

t to

BM

R

Mov

ed s

eat

Pee

r R

espo

nse

X

X

X

X

X

X

X

X

X

//////

**Write comments on the back

X X X

136

Key: 1 Level 1 Classroom Disruption 2 Level 2 Classroom Disruption

3 Level 3 Classroom Disruption 4 Fighting -- no class

Dates MARCH Time 21 22 23 24 25 28 29

1 LA

1 1 2

1 2

1

1 2

1 1

2 SS

1 1 2

1 1 2 3

1 1 1

3 ES

1 1 1 2

1

1 1 1

4 Lunch

4

5 Special

1 1

6 Math

1 1 1 2 3

1

1 2

1 1

7 PE

-- 1

-- 1

7 Study Hall

1 -- -- --

--

7 Health

-- -- -- --

1

137

Group Activity

• Practice using the ABC Frequency Recording Form with video samples

138

Collect Direct Occurrence Data

• Supportive Data: Goes beyond a frequency count to provide important descriptive information about the occurrences of behavior.

• When a behavior occurs at a very low frequency it should always be accompanied by some form of supportive data

139

Collect Supportive Duration Data

Recording Method

Information it Provides

Why Select?

Duration How long does a behavior last?

Helps to qualify intensity

140

Duration Recording Form

141

10/15 10/17 10/22

Start time: 11:03

Start time: 9:14

Start time: 1:22

Start time:

Stop time: 11:50

Stop time: 10:09

Stop time:

2:08

Stop time:

Total time: 47 minutes



Total time:

142

Group Activity

• Practice using the Duration Recording Form with video samples

143

Collect Supportive Latency Data

Recording Method


Why Select?

Latency

How long does it take a behavior to start following a given cue

To get information about the amount of time needed to process a request or tolerate a condition

144

Latency Recording Form

145

12 12 12 12 12 12 12 12 12 12 12 12 12

11 11 11 11 11 11 11 11 11 11 11 11 11

10 10 10 10 10 10 10 10 10 10 10 10 10

9 9 9 9 9 9 9 9 9 9 9 9 9

8 8 8 8 8 8 8 8 8 8 8 8 8

7 7 7 7 7 7 7 7 7 7 7 7 7

6 6 6 6 6 6 6 6 6 6 6 6 6

5 5 5 5 5 5 5 5 5 5 5 5 5

4 4 4 4 4 4 4 4 4 4 4 4 4

3 3 3 3 3 3 3 3 3 3 3 3 3

2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1

10/12

10/13

10/16

10/17

10/18

10/19

10/19

146

Group Activity

• Practice using the Latency Recording Form with video samples

147

Collect Percentage of Intervals Data

Recording Method


Why Select?

Percentage of Intervals

What period of time was the behavior present?

Report a percentage of time behavior was present during a given routine or activity

148

Interval Recording Form

149

Interval Recording Form Name Kevin

Date January 12

Class Math

Target Behavior Classroom Disruption

Observer Sharon Lohrmann

Minute Behavior Present? Minute Behavior Present? Minute Behavior Present? Minut

e Behavior Present?

1:00 + 24:00 - 47:00 - 70:00 + 2:00 + 25:00 - 48:00 - 71:00 - 3:00 + 26:00 - 49:00 + 72:00 - 4:00 + 27:00 - 50:00 + 73:00 - 5:00 - 28:00 - 51:00 + 74:00 - 6:00 - 29:00 - 52:00 + 75:00 - 7:00 - 30:00 - 53:00 + 76:00 + 8:00 + 31:00 + 54:00 - 77:00 + 9:00 + 32:00 + 55:00 - 78:00 -

10:00 - 33:00 + 56:00 - 79:00 + 11:00 - 34:00 + 57:00 + 80:00 - 12:00 - 35:00 - 58:00 - 81:00 - 13:00 - 36:00 - 59:00 + 82:00 - 14:00 - 37:00 - 60:00 + 83:00 - 15:00 + 38:00 + 61:00 + 84:00 - 16:00 + 39:00 + 62:00 + 85:00 - 17:00 + 40:00 - 63:00 - 86:00 - 18:00 - 41:00 - 64:00 - 87:00 - 19:00 - 42:00 + 65:00 - 88:00 - 20:00 - 43:00 - 66:00 - 89:00 - 21:00 - 44:00 + 67:00 - 90:00 - 22:00 - 45:00 + 68:00 - 23:00 + 46:00 - 69:00 -

Column Total: 10 Column Total: 9 Column Total: 10 Column Total: 4

Total number of intervals behavior was present: 33 (37%)

150

Group Activity

• Practice using the Interval Recording Form with video samples

151

Collect Supportive Anecdotal Data

Recording Method


Why Select?

Anecdotal May include: Office Discipline Referrals

Narrative description

When behavior happens at a low frequency, each incident should be thoroughly documented

152

Anecdotal Recording Form

153

Anecdotal Recording Form Date: March 8 Class/Location: Wing B hallway Routine: class change 4th to 5th period Staff Person: Mrs. Smith NOTE: Description should be an objective narration of the event

Known or Suspected Setting Events

Antecedent Trigger (what happened right before

the behavior)

Behavior (exactly what the student did)

Consequences/Responses (how adults and peers

responded) Fight with T.K. earlier in the school year

The bell had just rung and students were in the hall transitioning to their next class Kevin was walking down the hall talking with a friend when another boy (T.K.) bumped into him causing Kevin to drop his books and papers to scatter all over

Kevin started yelling and cursing at T.K. and then began pushing him in the upper chest/shoulder area with both open hands. T.K. yelled back at Kevin and returned his pushing. The boys exchanged pushes for about 1 minute “bumping chests” and continuing yelling and cursing

After about a 1 minute two male teachers pulled them apart and escorted the boys down to the office. Kevin and T.K. were separated in the office and each spoke with the Vice Principal privately. Kevin’s parents were called and he was sent home for the rest of the day and suspended for two days

154

Group Activity

• Practice using the Anecdotal Recording Form with video samples

155

Facilitation Step 3Gather and Summarize the

FBA Data

Step 3bSummarize Assessment Data

156

Summarizing Data from the ABC Recording Form

157

Summarizing ABC Recording Form Data

1. For each observation conducted, tally and sum each column on the data form

2. Go to the ABC Recording Form summary on page 5A of the FBA Assessment Report Worksheet

3. Each row represents an observation that was conducted. Write in the class, routine, or setting observed

4. Write in the antecedents, behavior group observed, and consequences. Note, complete a separate summary for each behavior group observed.

5. Write in the sum for each observation, then sum across observations

6. Calculate the average by summing the total number of incidents and then dividing by the total number of observations

158

Summarize Frequency FBA Data If you have more than one behavior group you will need to copy pages 5a-5e, and 6.

Directions: For each class, routine, or setting observed report the sum of how many times each antecedent, behavior, and consequence occurred during the observation time.

Antecedents Consequences

Classes, Routines, or

Settings Observed: A

cadem

ic

work

task

D

em

and to

com

ply

Tra

nsi

tion

Independent

work

Coopera

tive

gro

up

Teach

er

Inst

ruct

ion

Behavior Group Being Observed:


Verb

al

redirect

ion

Move

d s

eat

Peer

resp

onse

Sent

to

off

ice

Dela

yed

work

?

Math 1

1 1 1 1 1 3 4 1 0 0 Y

Language Arts 2

1 0 2 0 0 2 2 0 0 0 Y

Science 0

0 1 0 1 1 2 2 0 0 0 Y

Social Studies

1 1 0 0 0 2 4 4 1 0 0 Y

Gym

0 2 0 0 0 0 2 2 0 0 0 N

Summary across observations

4 5 2 3 2 4 13 14 2 0 0 3 Y 1 N

Average occurrence across observations

2-3 per class

Comments:

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

5

Page 5A FBA Worksheet

159

ABC Frequency DataAssessment Report Example

Using a frequency measure, occurrences of behavior

were recorded during five 45 minute class periods (math, language arts, science, social studies, and gym). On average behavior occurred 2-3 times per class with the greatest number of occurrences happening during social studies and math. Predominantly, occurrences of behavior were preceded by academic work tasks, demands to comply, independent work, teacher instruction, and note taking. Verbal redirection was the most often used adult responses followed by verbal reprimands. The following is a quantitative summary of the frequency data collected:

160

Antecedents Consequences


Settings Observed:

Acad

emic

work

task

De

man

d to

co

mpl

y

Tran

sitio

n

Requ

estin

g Ac

tivity

Inde

pend

ent

work

Coop

erat

ive

grou

p

Teac

her

inst

ruct

ion

Note

takin

g

Behavior Group Being Observed:


Verb

al

redi

rect

ion

Verb

al

repr

iman

d

Mov

ed S

eat

Peer

re

spon

se

Sent

to O

ffice

Dela

yed

Wor

k?

Math 1

1 1 0 1 0 1 1 3 3 1 1 0 0 Y

Language Arts 2

1 0 0 2 0 0 0 2 2 0 0 0 0 Y

Science 0

0 1 0 0 0 1 1 2 2 0 0 0 0 Y

Social Studies

1 1 0 1 0 0 2 2 4 2 2 1 0 1 Y

Gym

0 2 0 1 0 1 0 0 2 2 0 0 0 0 N

Summary across observations

4 5 2 2 3 1 3 4 13 11 3 2 0 1 Y


2-3

161

Group Activity

• Summarize the ABC Frequency data for Kevin, using page 5A of the FBA Report Worksheet

162

Summarizing Duration Data

163

Summarizing Duration Data

1. The Duration Data Summary is on page 5B of FBA Assessment Report Worksheet

2. Each row represents an observation that was conducted. Write in the class, routine, or setting

3. For each incident that occurred during that observation, list the corresponding number of minutes the incident lasted

4. Next, sum the total number of minutes (across incidents) for that observation

5. Finally, when all observations are recorded, calculate the average duration period across observations:

Sum of all minutes/the total number of incidents

164

Additional Supportive Data that Describes Behavior Group 1 Duration Data ___X__ Duration data was collected for this FBA _____ Duration data was not collected for this FBA (Complete summary below) (Go to next page) Directions: List the classes, routines, or settings observed in the first column. Then list the amount of time each incident lasted. For multiple incidents, separate the minutes by a comma. In the last column, sum across incidents for each routine. Finally, calculate an average duration across observations

Classes, Routines, or Settings Observed: Math

4 minutes, 8 minutes, 6 minutes 18 minutes

Language Arts


Science

2 minutes, 4 minutes 6 minutes

Social Studies



5 minutes per incident 13.5 minutes per class period

Comments:

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

5A

Page 5B of the FBA Worksheet

165


Settings Observed:

List the amount of time each incident of behavior occurred during this observation.

Separate occurrences with a comma

Sum the total time behavior occurred during this

observation session across individual incidents of

behavior Math


Language Arts


Science

2 minutes, 4 minutes 6 minutes

Social Studies



5 minutes per incident 13.5 minutes per class period

Duration Data Assessment Report Example

Summary Statement: The duration of behavioral incidents were recorded during five class periods (math, language arts, science, social studies, and gym). On average behavior lasted 13.5 minutes with the longest occurrences happening in math and social studies and the shortest occurrence happening in science. The following is a quantitative summary of the duration data collected.

166

Summarizing Interval Data

167

Summarizing Interval Data

1. The Interval Data summary is on page 5C of the FBA Assessment Report Worksheet.

2. For each observation count the total number of intervals for that observation period (e.g., 45-1 minute intervals in a 45 minute period)

3. Next sum the total number of intervals that were marked as having behavior present

4. Calculate the percentage of intervals behavior was present by dividing the # of intervals behavior was present by the total number of intervals

5. Sum across observations and then calculate the total percentage and the average percentage.

168

Additional Supportive Data that Describes Behavior Group 1 Interval Data __X__ Interval data was collected for this FBA _____ Interval data was not collected for this FBA (Complete summary below) (Go to next page) Directions: For each observation count the total number of intervals that behavior was present. Next count the total number of intervals for that observation period. Third, calculate the percentage of intervals behavior was present during the observation. Sum across the observations and then calculate the average percentage. Sampling procedure used: _____ Momentary time sampling _____ Whole interval _____ Partial interval

Report the number of intervals and percentage of time the behavior was present during each class, routine, or setting observed

Summary across

observations

Average Occurrence

Observation 1 Social Studies

Observation 2 Science

Observation 3 Math

Observation 4 Language Arts

Observation 5 N/A

# of intervals / total possible intervals 28 / 60




# of intervals / total possible intervals /

Across observations, the total # of intervals / total possible intervals 80 / 240

20 intervals per class

17% of intervals

17% of intervals

37% of intervals

33% of intervals

% of intervals

33% of intervals 33% of intervals

Comments:

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

Page 5C of the FBA Worksheet

169

Interval Data Assessment Report Example

Summary statement: Using a partial interval (1 minute) recording method, the presence of behaviors was recorded during four class periods (math, language arts, science, and social studies). On average behavior was present during 33% of intervals. The greatest number of intervals with behaviors present were recorded during social studies and math and the fewest percentage of intervals recorded was during science. The following is a quantitative summary of the duration data collected:

Report the number of intervals and percentage of time the behavior was present during each class, routine, or setting observed

Summary across

observations

Average Occurrence

Observation 1 Social Studies

Observation 2 Science

Observation 3 Math

Observation 4 Language Arts

Observation 5 N/A

Across observations, the total # of intervals / total possible intervals 80 / 240

20 intervals per class


# of intervals / total possible intervals10 / 60



# of intervals / total possible intervals /

17% of intervals 17% of intervals 37% of intervals 33% of intervals % of intervals 33% of intervals 33% of intervals

170

Group Activity

• Summarize the Interval data for Kevin, using page 5c of the FBA Report Worksheet

171

Latency Data Summary

172

Latency Data Summary

1. The Latency Data summary is on page 5D of the FBA Assessment Report Worksheet.

2. In the first column, fill in the type of request/cue assessed

3. For each type of request/cue record the lapse of time for each opportunity

4. Calculate the average response time

173

Additional Supportive Data that Describes Behavior Group 1 Latency Data ___X__ Latency data was collected for this FBA _____ Latency data was not collected for this FBA (Complete summary below) (Go to next page) Directions: For each type of request assessed, record the lapse of time for each opportunity and then calculate the average across opportunities.

Type of Request

Response time for opportunity 1





Average Response Time

Preferred Task

3 Seconds 2 Seconds 4 Seconds 3 Seconds 2 Seconds 3 Seconds

Non Preferred Task


Easy Task


Hard Task


Comments:

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

Page 5D of the FBA Worksheet

174

Latency Data Assessment Report Summary

Type of Request Response time for opportunity 1





Average Response Time

Preferred Task

3 seconds 2 seconds 4 seconds 3 seconds 2 seconds 3 seconds

Non Preferred Task


Easy Task


Hard Task


Summary statement: Using a latency measure the lapse of time from a given cue to a target behavioral response was recorded for task preference and task difficulty. For the task preference assessment, a cue to complete preferred or non preferred tasks was given. The number of seconds that lapsed were counted and recorded. On average Cassie began preferred tasks within 3 seconds of a cue to begin. In contrast, it took an average of 42 seconds for Cassie to begin a non preferred task. For the task difficulty assessment, Cassie was given a cue to begin an easy or a hard task. The number of seconds that lapsed were counted and recorded. On average, Cassie began easy tasks within 13 seconds of a cue and 54 seconds to begin difficult tasks. The following is a quantitative summary of the data collected:

175

Anecdotal Data Summary

176

Anecdotal Data Summary

1. Read through each recorded incident

2. List in the respective columns the date, location, time, antecedent, behavior, and consequence

3. Organize the list in chronological order

177

Additional Supportive Data that Describes Behavior Group 1 Anecdotal Data ___X_ Anecdotal data was collected for this FBA _____ Anecdotal data was not collected for this FBA (Complete summary below) (Go to next page)

Date

Location

Time/Period

Antecedent

Behavior/Offense

Consequence

1012 Hallway 5th (on the way to lunch)

Lots of students in the area, very noisy, and distracting

Leaned against the wall while walking, then slid down to the floor and laid on her back

Physical assistance to stand and keep walking took about 10 minutes

1013

Resource room

3rd Counting task that required writing

Knocked materials on the floor, put her head down

Physical assistance to clean up the materials, took about 10 minutes

10/13

Social Studies

6th Students were asked to complete a worksheet

Shook her head “no” tried to get out of seat, pushed worksheet away

Verbal prompts to be quiet and do the work, assistance to start the task, but did not finish

10/14

Hallway 5th (on the way to lunch)



Physical assistance to stand and keep walking a second person was needed to walk with us

1015

Resource Room

3rd Counting practice and writing numbers

Knocked materials on the floor, put her head down, crying


Page 5E of the FBA Worksheet

178

Anecdotal DataAssessment Report Summary

Summary statement example: From 10/13 to 10/20 each occurrence of behavior was documented by teaching staff using an anecdotal recording form. A review of the incidents suggests that transition in large areas with lots of students and noise (e.g., hallway, cafeteria, bus dismissal) triggers sliding to the floor resulting in physical assistance to get up and walk. Occupational therapy reports validate these observations and report that Ellie has hypersensitivity to visual and auditory stimulation. Other predictable antecedents include math and social studies classes particularly when tasks are difficult, rote, and/or require a writing component. The following is a summary of the data recorded:

179

Date

Location

Time/Period

Antecedent

Behavior/Offense

Consequence

1012 Hallway 5th (on the way to lunch)



Physical assistance to stand and keep walking took about 10 minutes

1013

Resource room

3rd Counting task that required writing

Knocked materials on the floor, put her head down


10/13

Social Studies

6th Students were asked to complete a worksheet

Shook her head “no” tried to get out of seat, pushed worksheet away

Verbal prompts to be quiet and do the work, assistance to start the task, but did not finish

10/14

Hallway 5th (on the way to lunch)



Physical assistance to stand and keep walking a second person was needed to walk with us

1015

Resource Room

3rd Counting practice and writing numbers

Knocked materials on the floor, put her head down, crying


180

Application Exercise

Following procedural safeguards select a classified student who is in need of a FBA

181

Application Exercises

1. Identify a student and follow procedural safeguards for setting up a meeting

2. Facilitate a team meeting using the 8 guiding questions presented

3. Gather data using the tools presented

4. Use the FBA Assessment Report Worksheet to summarize collected data

182

Main Points

• Build a team that includes a strong partnership with the family

• Behavior is not the problem; it is a symptom of a problem

• Only when we fully understand the student’s perspective, do we understand the motivation for problem behavior

• Interpretive statements offer us practical direction to plan for intervention

183

Next Steps

• Develop Hypothesis Statements

• Behavior Intervention Planning

– Antecedent interventions– Alternative skill instruction– Responding effectively to desired and

problem behavior

184

Want More PBS?

www.njpbs.org

Functional Assessment & Behavior Intervention Planning

Documents

pbs team function

pbs team approach

positive behavior support

adult behavior

frameworkthe team

appropriatethe team

consistent pbs problem

intervention strategies