FBA Interviewing for the new Milennium: A presentation prepared by Mike Cummings & Eileen Lyons...
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Transcript of FBA Interviewing for the new Milennium: A presentation prepared by Mike Cummings & Eileen Lyons...
![Page 1: FBA Interviewing for the new Milennium: A presentation prepared by Mike Cummings & Eileen Lyons August 13, 2008.](https://reader030.fdocuments.in/reader030/viewer/2022032516/56649c745503460f94926cfb/html5/thumbnails/1.jpg)
FBA Interviewing for the new Milennium:
A presentation prepared by Mike Cummings & Eileen Lyons
August 13, 2008
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Learning Objectives for the Session Explain the benefits of the school psychologist as the
primary consultant on the FBA/BIP team and the common barriers attributed to this role.
Best practice procedures to set-up and conduct FBA interviews.
Explain the purpose/ importance of the functional assessment interview. (More than establishing function.)
Become familiar with a variety of FBA interviews to use with students, parents, and teachers.
Identify and link critical interview information to the intervention plan. (intervention process, since the BIP is done collaboratively)
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ACTIVITY:
Turn to a friend and discuss the question that best applies to you:
What is the primary reason you resist or fear becoming involved in the FBA/BIP process?
Or, if you have engaged in the FBA/BIP process, how did you overcome your fear or resistance and get started?
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Moving On…… Let’s talk about the consultant and the interview process…
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Interviewing: Best Practice Procedures
Small group activity: Establish a group with two other people. Assign one person to the responsibility of “recorder.”
Given 5 minutes, all group members brainstorm effective interviewing characteristics skills of a consultant (e.g., listening) The recorder will write these down on the “Think Sheet.”
PRIZES WILL BE AWARDED TO THE TWO GROUPS WITH THE MOST COMPREHENSIVE LISTS. GOOD LUCK!
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Characteristics of an Effective Interviewer/Consultant Establish Rapport Ability to Accurately Receive Information Ability to Facilitate Communication Ability to Critically Analyze and
Synthesize the Information Received Ability to Regulate one’s own verbal and
nonverbal behavior Basics
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Rapport
Eye Contact Attentive Posture Non-Judgmental Don’t Interrupt Speak Slowly and Calmly
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Techniques
Use Appropriate Vocabulary Distinguish Between Acceptance &
Endorsement Use Reflection and Feedback Clarify Interviewee’s Terms
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Questions
Avoid Yes/No Questions Avoid Long Multiple Questions Broad Questions Discover: “Tell me
about your family.” Values Perspectives Perception of Facts
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Narrow Questions
“What subject does your son like in School?”
Elicit Specific Information
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Discussion Questions
Does anyone have another “best practice” interviewing behavior that was not listed?
Why are interviewing skills so important?
What could happen if you did not engage in one or more of these behaviors?
How can you remind yourself to adhere to these best practice procedures?
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General Information Regarding the Functional Behavior Interview
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The Components of a Functional Assessment
Indirect AssessmentR: Record ReviewsI: Interviews of Parents, Teachers,
Support Personnel and Students Direct Assessment
O: ObservationsT: Test for cause-effect relationships
using experimental procedures to modify the environment and investigate outcomes
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The Inverse Relationship between the Frequency of an Interview Strategies Use and its Reliability
0
20
40
60
80
100
120
Re
co
rdR
ev
iew
Inte
rvie
ws
Ob
se
rva
tio
ns
Te
st
(Ex
pM
an
ipu
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on
)
Frequency
Reliability
(data are fabricated for illustration purposes)
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FBA Interviews: The Pros Involves minimal to no risk for the client/student
It is a structured method for gathering needed information and the interview can guide the assessment process.
Allows you to generate a hypothesis(es) for the function(s) of the behavior
It is an opportunity to assess/learn about:: The context in which the behavior occurs Existing classroom management strategies Interventions in place and/or attempted Level of frustration and/or resistance (from teacher(s), parent(s), and/or student)
Level of receptiveness to the intervention process Support plans for persons with limited receptiveness to FBA/BIP
process Relevant home/community history and current functioning when
interviewing parents The student’s perception of the problem(s)
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FBA Interviews: The Pros (cont.)
It is an opportunity to start formulating suggestions for the Behavior Intervention Plan (BIP)
Some perceive interviews as “easier” to implement than other components of the FBA.
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FBA Interviews: The Cons
Data are highly subjective
The strategy has limited reliability
Insufficient information for intervention development
Recency effects, Perception Errors, Response bias / Faking “good”
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The Student Interview
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Desired Outcomes of a Student FBA Interview The consultant will have a good understanding
of the student’s perceived: Areas of strength Behavior challenges (from own or other’s
perspective) Academic functioning Common triggers for the problem behavior(s). Consequences for the problem behavior(s). Social activities and community functioning Ideas for changes needed (e.g., intervention
suggestions) Understanding of the cause-effect relationship for
his/her behavior.
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Tips for the Student FBA Interview Selecting the interviewer Setting up a time / location Initially engage in friendly dialogue Establish purpose of the interview Duration of the interview Responding to noncompliance Diffusing externalizing comments Preparing for difficult disclosures
(consultant role vs. counselor role).
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Parent and Teacher Interviews
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Desired Outcomes of a Teacher and Parent FBA Interview1. Identify and define target behaviors (FDI,
OM)2. Identify potential setting events.3. Define immediate antecedent events
(predictors) for occurrences and nonoccurrences of the problem behavior.
4. Identify the consequences or outcomes of the undesirable behaviors that may be maintaining them.
5. Define the efficiency of the undesirable behavior
6. Identify functional alternative behaviors the person already knows.
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Desired Outcomes of a parent / teacher FBA Interview (cont.)
7. Identify primary communication strategies.
8. List things that help prevent problems and things that “set-off” problems.
9. Establish a list of things the person likes (tangible, social, edible, independent activities, etc.)
10. Review previous and/or ongoing interventions
11. Develop summary statements for each major predictor and/or consequence.
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Example Interview Tools Student-Assisted Functional Assessment Interview
(Heartland AEA 11 Program Manual, 1998) – Handout B Student-Directed Functional Assessment Interview Form
(O’Neill et. al., 1997) Brief Functional Assessment Interview (Heartland AEA 11
Program Manual, 1998) – Handout C Functional Assessment Interview Form (Heartland AEA 11,
1998) – Handout D Functional Assessment Screening Tool (FAST, Iwata, ____)
Test: Retest Reliability was 66.9 - Handout E Functional Assessment Interview (FAI,O’Neill et. al., 1997) Functional Assessment Informant Record-Teachers
(Edwards, 2002) – Also See BPV Consequence Variables Assessment Form (Watson &
Steege, 2003) – Also See BPV
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BUT – MUST ALSO CONDUCT DIRECT ASSESSMENTS – INTERVIEWS ALONE ARE NOT ENOUGH AND DO NOT MEET THE REQUIREMENTS OF THE LAW
Fantastic FBA Team Assessment Tool - Best Practices 5, Volume 2, p. 347 Rating Scale (with no name yet) – created
by Steege and Watson (in press)
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Putting the Interview into Action!! Mike and Eileen will now perform for
you! Directions for Activity
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Activity: Let’s Practice
Select a partner and identify a recorder.
STUDENT INTERVIEW: ACT ONE Quietly observe the role-play down front (Mike and Eileen) Activity: Identify at least 3 ways the consultant compromised
the interview process
STUDENT INTERVIEW: ACT TWO Quietly observe the role-play down front (Mike and Eileen) Activity: Identify at least 5 ways the consultant engaged in best
practices during the interview process Brainstorm at least 3 areas you want to gather additional data
to validate the consultee’s statements Brainstorm at least 2 ideas for the FBA/BIP team to consider as
intervention possibilities.
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Activity: Let’s Practice
Select a partner and identify a recorder.
TEACHER INTERVIEW: ACT ONE Quietly observe the role-play Activity: Identify at least 3 ways the consultant compromised
the interview process
TEACHER INTERVIEW: ACT TWO Quietly observe the role-play Activity: Identify at least 3 ways the consultant engaged in best
practices during the interview process Brainstorm at least 3 areas you want to gather additional data
to validate the consultee’s statements Brainstorm at least 2 ideas for the FBA/BIP team to consider as
intervention possibilities.
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Activity: Let’s Practice
Select a partner and identify a recorder.
PARENT INTERVIEW: ACT ONE Quietly observe the role-play Activity: Identify at least 5 ways the consultant compromised
the interview process
PARENT INTERVIEW: ACT TWO Quietly observe the role-play Activity: Identify at least 5 ways the consultant engaged in best
practices during the interview process Brainstorm at least 3 areas you want to gather additional data
to validate the consultee’s statements Brainstorm at least 2 ideas for the FBA/BIP team to consider as
intervention possibilities.
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Competing Behavior Pathway
Setting Event(s)
ADHD
Low Rdg Ability
Consequences/Function
Escape
Triggering Antecedents
Give nonpreferred task
Problem Behavior(s)
Noncompliance / Disruption
Alternative Behavior(s)
Ask for a Break
Desired Behavior(s)
Completes Assignment
Maintaining Consequences
Obtain a “desirable” event
(e.g, receive praise and good grade
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Competing Behavior Pathway
Setting Events Triggering Antecedents
Desired Behavior(s)
Problem Behavior(s)
Alternative Behavior(s)
Maintaining Consequences
Consequences/Function
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Competing Behavior Pathway for Mike C., 5th Grader
Setting Event(s)
Low Academic Performance
Limited parent contact
Consequences/Function
Adult Attention
Triggering Antecedents
Verbal Redirection /
Requests
Teacher complimenting
peers
Problem Behavior(s)
Noncompliance / Verbal Aggression
Alternative Behavior(s)
Follow direction with two or fewer prompts.
Express feelings of anger using “I feel” messages
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Behavior Support Planning
Setting Events / Manipulations
Antecedent Manipulations / Proactive Strategies
Behavior Teaching / Educational Strategies
Consequence Modifications / Strategies
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Final Activity
As a team, complete the Competing Pathways and Behavior Support Planning Sheet in your handout given the information from the “model” interviews.
After 10 minutes, volunteers will be selected to share information for each category. Teams will be awarded…..
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Questions Possibly some accurate answers Definitely an opportunity to investigate
this topic further. Thank you for your time and attention!!