Post on 02-Jan-2016
Three components of FBA:
Descriptive Assessment (Indirect and Direct Assessment)
Data Analysis
Hypothesis Development
Activity 1
On your response form, list 5 problem behaviors that occur in your school(s):
1.1.__________________________________
2.2.__________________________________
3.3.__________________________________
4.4.__________________________________
5.5.__________________________________
Defining & Understanding Behavior
Definitions of Behavior need to be:
•Observable: The behavior is an action that can be seen.
•Measurable: The behavior can be counted (frequency or rate) or timed (duration).
•Pass the "Stranger Test": Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts or disagreements.
•Name it and describe what it looks/sounds like; may include non-examples if it helps.
Operational Definition Examples
• On-task: Jenny sits quietly during classroom discussions without raising her hand or adding comments for the group.
• Disruption: John makes noises with his mouth, limbs, or utensils during silent seatwork time; is NOT speaking after being called on.
• Aggression: Jada strikes other children with her hands; is NOT touching others with soft pats or brushing motions.
Activity 1 - continued
Are the behaviors you listed:
(a)observable,
(b)measurable, and
(c)defined clearly enough to pass the stranger test?
1._________________
2._________________
3._________________
4._________________
5._________________
Activity 2
On your response form, write out the behavior and provide an observable & measurable definition for one (1) of the behaviors below:
1.Jeff is always disruptive in class.
2.Hailey is constantly off-task during math.
3.Chris is defiant.
4.Brandon is angry and hostile.
5.Alexis uses inappropriate language.
A person may use many different behaviors that are maintained by the same function. Similarly, a person may use different behaviors for different reason (function). When the different behaviors have the same function, they are referred to as a ‘class’ of behaviors.
Smile
Yell
Passivly Refuse
Spit
Slap
Adult attentio
n
Escape
writing
tasks
Three components of FBA:
Descriptive Assessment (Indirect and Direct Assessment)
Data Analysis
Hypothesis Development
Continuum of FBA- From Sean Casey's Presentation, "Advanced Assessments and Intervention Planning", 2012
Descriptive Assessment - Indirect Assessment
Information is gathered about the target behavior indirectly via:
Record Reviews;• Record review of existing documents• Cumulative file,• Special education file,• Special education teacher working file,
and• General education teacher working file.Semi-standardized checklists; and
Descriptive Assessment - Indirect Assessment
Interviews
• Structured interviews for Teacher, Parent, and Student.
• Student-Assisted Functional Assessment Interview (Kern, Dunlap, Clarke, & Childs, 1994)
• Motivation Assessment Scale (Dunlap & Crimmins, 1996-
2001)
• Problem Behavior Questionnaire (Lewis, Scott, & Sugai,
1994)
• Functional Analysis Screening Tool (Iwata, 1996)