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Functional Assessment & Behavior Intervention
Planning
Elizabeth M. Boggs CenterUMDNJ-RWJMS-Pediatrics
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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
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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.
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Introduction to Positive Behavior Support
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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)
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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!
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Universal
Secondary
Individualized C
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Individual and small group interventions
Individualized assessment and intervention
Source: Walker, Horner, Sugai, Bullis, Sprague, & Bricker (1996)
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Individualized
Individualized assessment and intervention
Focus of this training
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Guiding Principles of PBS
• The student exists within layers of multiple systems
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The Student Within Systems
Family
The Student
Activity Setting/ Routine
School
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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
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Coordination and Management of the PBS Team
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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
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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
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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
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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
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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
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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
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Overview of the PBS Process
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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
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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.
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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.
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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
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What is a Functional Behavioral Assessment?
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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
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An FBA is Not:
• A particular tool or assessment instrument
• A one shot meeting or observation
• Intended to be conducted by a single person
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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”
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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
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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?
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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?
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Facilitation Step 1Setting Up and Preparing for the Initial FBA Meeting
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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.
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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
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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
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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
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Facilitation Step 1 Setting Up and Preparing for
the Initial FBA Meeting
Step 1bConfirm the Meeting
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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
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FAIT Staff Version
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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:
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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
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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
Redirectable Repeated Unmanageable
Redirectable Repeated Unmanageable
Redirectable Repeated Unmanageable
Redirectable Repeated Unmanageable
FAIT – Staff Version Page 3
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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
FAIT – Staff Version Page 4
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FAIT Parent Version
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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
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What Behaviors are a Concern for You?
List any behaviors that occur at home or school that you are concerned about:
FAIT Parent Version Page 2
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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
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 Parent Version Page 3
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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
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 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
FAIT Parent Version Page 4
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Facilitation Step 1 Setting Up and Preparing for
the Initial FBA Meeting
Step 1cPrepare for the Meeting
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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
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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
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Summarizing the FAIT
• Behaviors of Concern– Review the behaviors reported by team
members– Look for similar types of behaviors and group
them together
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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
Redirectable Repeated Unmanageable
Redirectable Repeated Unmanageable
Redirectable Repeated Unmanageable
Redirectable Repeated Unmanageable
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Summarizing the FAIT
• 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
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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
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
• Arts and Crafts • Funny TV and Movies • Pop Music • Being with people • Dressing up and having her
hair done
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: work with a partner
Other: present one step at a time
Other: use real life materials
Other: tasks under 20 minutes
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Summarizing the FAIT
• Antecedents, Consequences, and Reasons– For each item write in the total number of
team members that reported the item occurs
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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
______ ______
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:
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:
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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:___________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
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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
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Facilitation Step 2Facilitate a Productive FBA
Team Meeting
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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.
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Facilitation Step 2Facilitate a Productive FBA
PBS Team Meeting
Step 2a Guide the PBS Team Discussion
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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
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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
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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
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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….)
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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
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PBS Problem Solving Framework:
8 Pivotal Questions to Always Ask
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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
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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
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:
Page 2 of the FBA Worksheet
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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.
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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
Q2 Facilitation Tips
• 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
Q2 Questions or Scenarios to Anticipate
• 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
Page 3 of the FBA Worksheet
77
Q3 Facilitation Tips
• Question 2 and 3 might be combined, depending on the behaviors and the information generated from the FAIT
78
Q3 Questions or Scenarios to Anticipate
• 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
Q4 Questions or Scenarios to Anticipate
• 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
Page 3 of the FBA Worksheet
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
Q5 Questions or Scenarios to Anticipate
• 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
Page 4 of the FBA Worksheet
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
Sensory Integration Dysfunction
• 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
Sensory Integration Dysfunction
• 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
Sensory Integration Dysfunction
• 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
Sensory Integration Dysfunction
• 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
Q6 Facilitation Tips
• Review the student’s academic and health records and evaluation reports prior to the meeting, to glean existing information about possible setting events
93
Q6 Questions or Scenarios to Anticipate
• 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
Q7 Facilitation Tips
• 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
Q7 Questions or Scenarios to Anticipate
• “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
Q8 Facilitation Tips
• 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
Q8 Questions or Scenarios to Anticipate
• “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
Facilitation Step 2Facilitate a Productive FBA
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
Planning for Direct Occurrence Data
• Consider the type of behavior being observed:
– High frequency behaviors• Classroom disruption
– Low frequency behaviors• Fighting
122
Planning for Direct Occurrence Data
• 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
Planning for Direct Occurrence Data
• 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
Planning for Direct Occurrence Data
• 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
Planning for Direct Occurrence Data
• 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
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.
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: 55 minutes
Total time: 46 minutes
Total time:
142
Group Activity
• Practice using the Duration Recording Form with video samples
143
Collect Supportive Latency Data
Recording Method
Information it Provides
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
Information it Provides
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
Information it Provides
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:
Classroom Disruption
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
Classes, Routines, or
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:
Classroom Disruption
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
Average occurrence across observations
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
3 minutes, 7 minutes, 5 minutes 15 minutes
Science
2 minutes, 4 minutes 6 minutes
Social Studies
4 minutes, 3 minutes, 8 minutes 15 minutes
Average occurrence across observations
5 minutes per incident 13.5 minutes per class period
Comments:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
5A
Page 5B of the FBA Worksheet
165
Classes, Routines, or
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
4 minutes, 8 minutes, 6 minutes 18 minutes
Language Arts
3 minutes, 7 minutes, 5 minutes 15 minutes
Science
2 minutes, 4 minutes 6 minutes
Social Studies
4 minutes, 3 minutes, 8 minutes 15 minutes
Average occurrence across observations
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 10 / 60
# of intervals / total possible intervals 22 / 60
# of intervals / total possible intervals 20 / 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 intervals 28 / 60
# of intervals / total possible intervals10 / 60
# of intervals / total possible intervals 22 / 60
# of intervals / total possible intervals 20 / 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
Response time for opportunity 2
Response time for opportunity 3
Response time for opportunity 4
Response time for opportunity 5
Average Response Time
Preferred Task
3 Seconds 2 Seconds 4 Seconds 3 Seconds 2 Seconds 3 Seconds
Non Preferred Task
49 Seconds 38 Seconds 41 Seconds 39 Seconds 42 Seconds 42 Seconds
Easy Task
12 Seconds 14 Seconds 13 Seconds 12 Seconds 14 Seconds 13 Seconds
Hard Task
52 Seconds 49 Seconds 60 Seconds 52 Seconds 55 Seconds 54 Seconds
Comments:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Page 5D of the FBA Worksheet
174
Latency Data Assessment Report Summary
Type of Request Response time for opportunity 1
Response time for opportunity 2
Response time for opportunity 3
Response time for opportunity 4
Response time for opportunity 5
Average Response Time
Preferred Task
3 seconds 2 seconds 4 seconds 3 seconds 2 seconds 3 seconds
Non Preferred Task
49 seconds 38 seconds 41 seconds 39 seconds 42 seconds 42 seconds
Easy Task
12 seconds 14 seconds 13 seconds 12 seconds 14 seconds 13 seconds
Hard Task
52 seconds 49 seconds 60 seconds 52 seconds 55 seconds 54 seconds
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)
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 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
Physical assistance to clean up the materials, took about 7 minutes
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)
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)
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 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
Physical assistance to clean up the materials, took about 7 minutes
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
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