Functional Behavior Assessment And Behavior … Behavior Assessment And Behavior Intervention Plans...

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FunctionalBehaviorAssessment

AndBehavior

InterventionPlans

TheSchoolDistrictofPalmBeachCounty

BoardMembers

MonroeBenaim,M.D.,ChairmanDr.SandraRichmond,Vice‐Chair

Mrs.PauletteBurdickMr.BillGrahamMrs.CarrieHill

FrankA.Barbiere,Jr.Esq.DebraRobinson,M.D.

ArthurC.Johnson,Ph.D.,Superintendent

DepartmentofExceptionalStudentEducationLauraPincus,Director

Acknowledgments

ThismanualwasoriginallypreparedbyRitaCastor,

CastorBehavioralConsulting,Inc.in1999andrevisedin2003&2010

By

PamelaTepsic,ProgramPlannerfor

Emotionally/BehaviorallyDisabled,AutismSpectrumDisorder,TraumaticBrainInjury

ChristyBarnes,BehaviorResourceTeacherSheenaBlue,AutismSpectrumDisorderResourceTeacherDarrinMoshe,AutismSpectrumDisorderResourceTeacher

NancyPallowick,BehaviorResourceTeacherLindaCody‐Solomon,BehaviorResourceTeacherCarmenSusman,BehaviorResourceTeacher

JoanneThornton,SEDNET

January2010

TableofContents

I. About this Manual 1 II. Section 1 – What is a Functional Behavior Assessment? A. What is a Functional Behavior Assessment? 3 B. The Process of Conducting a FBA 4 C. Who Conducts a FBA? 5 III. Section 2 – When is a FBA Required? A. When is a FBA Required? 7 B. Continuum of Effective Behavior Support 10 C. Response to Intervention 11 IV. Section 3 – Steps for Conducting a FBA A. FBA Process Flowchart 13 B. Planning Process 14 C. Defining the Target Behavior 18 D. Indentifying Goals of Intervention 20 E. Gathering Broad Information 21 1. Record Reviews 22 2. Interviews 28 V. Section 4 ‐ Data Collection A. Gathering Specific Information 47 1. Scatter Plot 50 2. ABC 52 3. Frequency 57 4. Duration 61 5. Latency 63 B. Synthesis Information and Generate Hypothesis 65 VI. Section 5 – Developing a Behavior Intervention Plan A. BIP Flowcharts 71 B. Developing Effective Interventions 73 C. BIP Strategies 75 D. Hypothesis and Antecedent Modifications 78 E. Behavior Intervention Plan Forms 80 F. Reinforcer Surveys 91 VII. Section 6 ‐Monitoring and Evaluating BIPs A. Implement, Monitor and Evaluate BIP 94 B .Post Implementation 96 VIII. Section 7 – References 97 IX. Section 8 – Forms 99

AboutThisManual

The purpose of this manual is to guide you through the process of conducting Functional Behavior Assessments (FBA), and developing Behavior Intervention Plans (BIP). It will also answer questions you may have, such as:

How do our school wide, classroom behavior management systems, and Positive Behavior Supports relate to a FBA?

When is a FBA required by IDEA, FLDOE, and the School District of Palm Beach County?

Why do you need to collect data?

How do I know if the FBA and/or BIP are working?

What information should be included in a Behavior Intervention Plan (BIP)?

This manual is organized into sections to assist you in conducting a Functional Behavior Assessment and developing a Behavior Intervention Plan. Each section includes a brief description of the part of the process addressed in that section, and a variety of forms from which the FBA team can choose to use. This manual is not intended to be a substitute for training, but is meant to supplement training that you have received in how to conduct Functional Behavior Assessments and develop hypothesis based Behavior Intervention Plans.

Page 1

Section1:Whatisa

FunctionalBehaviorAssessment(FBA)?

WhatisaFunctionalBehaviorAssessment?

Functional Behavior Assessments (FBA) and effective Behavior Intervention Plans (BIP) rest upon several strong assumptions about behavior. Assumption 1: The first important underlying assumption of a FBA is that challenging behavior serves a function for the student. A FBA requires that you view the world through the student’s eyes. In other words, the reason that challenging behavior exists is because it serves a useful purpose (i.e., produces a desired outcome) for the student. This means that the behavior has “worked” in some way for the student in the past, and the student will continue to engage in the behavior because it has worked. Many students with significant skill deficits use challenging behaviors because they have no other means to successfully influence their environment or communicate their needs. For other more socially skilled students, challenging behaviors are used because they are the most efficient or effective way for the student to achieve a desired outcome. Assumption 2: The second important assumption is that behavior is related to the context in which it occurs. We all know that a behavior occurs because of what precedes or follows it. There are several general classes of context variables that influence behaviors:

a) The immediate antecedents which “trigger” the behavior; (i.e., a teacher direction, a reprimand, or peer teasing). b) Setting events that occur concurrently or at an earlier time. Setting events “set the stage” for the target behavior to occur; (i.e., seating arrangements, schedule of activities, prior social interactions such as a fight on the bus on the way to school, physical conditions such as illnesses, fatigue, or allergies). c) The broader class of context variables is called “lifestyle factors”. The presence or absence of such factors, such as participation in personally meaningful activities, the opportunity for choice and control, friendships, good relationships with family members and school staff can have a profound influence on the behaviors we see day to day.

Page 3

Assumption 3: The third assumption is that effective interventions are based on a thorough understanding of the target behavior. Conducting a FBA is crucial to thoroughly understanding behavior. Additionally, the term “effective” means that interventions result in long‐term behavior change. The Process of Conducting a FBA Based on these assumptions, the process of conducting a FBA can be described by the following:

A FBA attempts to discover the purposes, goals, or functions of a student’s behavior.

A FBA attempts to identify the conditions under which the behavior is most likely and least likely to occur.

A FBA is a process for developing a useful understanding of how a student’s behavior is influenced by or relates to the environment.

A FBA identifies clear, predictive relationships between events in the student’s environment and occurrences of the target behavior.

In other words, when a FBA is conducted, an attempt is made to ascertain or hypothesize why a student engages in problem behavior, and under what conditions the behavior is most likely and least likely to occur. Functions of Behavior In general, students engage in problem behavior for one of three reasons:

a) Positive Reinforcement – to get something (i.e., adult and/or peer attention or to access a tangible object) b) Negative Reinforcement – to avoid something (i.e., difficult tasks or adult and/or peer attention) c) Self‐stimulation – to get some form of sensory stimulation

Page 4

WhoconductstheFBA?

In a school setting, a FBA is best accomplished by the FBA team members; which is not the same as an IEP team. Possible members could include, but are not be limited to: Student’s teacher (General Education, ESE teacher and elective) ESE Contact School Psychologist Area, Behavior, or Autism Spectrum Disorder Resource Teacher Parent Bus Personnel Administration Paraprofessionals Guidance Counselor Family Counselor

How do we know when we are ready to develop the BIP? Once a hypothesis is formulated regarding the possible function of the target behavior, interventions can be developed to provide students with pro‐social behavior that will meet the student’s needs (i.e., serve the same function as the problem behavior). Effective behavior intervention plans are hypothesis driven or, in other words, they address the causes of the student’s behavior.

Page 5

Section2:WhenisaFBArequired?

WhenisaFBArequired?WhenisaFunctionalBehaviorAssessmentrequiredbyIDEA?

The 1997 Amendments to IDEA included a Functional Behavior Assessment as mandatory under certain circumstances. Since that time, more changes have occurred with other IDEA Amendments. The following is what IDEA 2004 requires. A. Emotionally/Behaviorally Disabled Eligibility

If a formal FBA has not been completed, one must be completed as part of the evaluation. If one has previously been completed the team must meet and review/revise the FBA/BIP. The FBA must identify the conditions under which the behavior is most and least likely to occur, the functions of the student’s behavior, and document the student’s response to implemented interventions.

B. Discipline 1. If disciplinary action is being considered for a student with a disability that

results in a change of placement for more than a total of 10 days in a given school year, one of the following must be completed by the team either before or not later than 10 days after taking the disciplinary action: A Functional Behavior Assessment and Behavior Intervention Plan to

include services and modifications that are designed to address the behavior violation so that it does not happen again, or

Review and revise the student’s current FBA and BIP to address the student’s behavior

2. If the school district, the parent, and relevant members of the IEP Team determine that the behavior was a manifestation of the student’s disability, the team must either:

a. Conduct a functional behavioral assessment, unless the school district had conducted a functional behavioral assessment before the behavior that resulted in the change of placement occurred, and implement a behavioral intervention plan for the student; or

b. If a behavioral intervention plan already has been developed, review the behavioral intervention plan and modify it, as necessary, to address the behavior.

Page 7

SpecialCircumstances

Under special circumstances, the school principal may remove a student to an interim alternative educational setting (determined by the student’s IEP Team) for up to 45 school days, if the student: 1. Carries a weapon (see the definition below) to school or has a weapon at school, on school premises, or at a school function under the jurisdiction of the Department of Education or a school district; or 2. Knowingly has or uses illegal drugs (see the definition below), or sells or solicits the sale of a controlled substance (see the definition below), while at school, on school premises, or at a school function under the jurisdiction of the Department of Education or a school district; or 3. Has inflicted serious bodily injury (see the definition below) upon another person while at school, on school premises, or at a school function under the jurisdiction of the Department of Education or a school district. Definitions 1. Interim alternative educational setting (IAES) means a different location where educational services are provided for a specific time period due to disciplinary reasons and that meets the requirements of State Board of Education Rule 6A‐6.03312. 2. Weapon means a weapon, device, instrument, material, or substance, animate or inanimate, that is used for, or is readily capable of causing death or serious bodily injury, except that such term does not include a pocket knife with a blade that is less than two and one half inches in length. 3. Illegal drug means a controlled substance but does not include a substance that is legally possessed or used under the supervision of a licensed health‐care professional or that is legally possessed or used under any other authority under the Controlled Substance Act, 21 U.S.C. 812(c) or under any other provision of federal law. 4. Controlled substance means a drug or other substance identified under schedules I, II, III, IV, or V in Section 202(c) of the Controlled Substances Act, 21 U.S.C. 812(c) and Section 893.02(4), Florida Statutes. 5. Serious bodily injury means bodily injury that involves a substantial risk of death, extreme physical pain, protracted and obvious disfigurement, or protracted loss or impairment of the function of a bodily member, organ, or mental faculty.

Page 8

WhenisaFBArequiredbytheFloridaDepartmentofEducation?

The Florida DOE requires the completion of an FBA if items addressing Domain B (Social/Emotional Behavior) are checked as a Level 4 under “Highly structured behavior management plan infused throughout the school day,” or Level 5 “Intensive, individualized behavior management plan that requires a very small group or one‐on‐one intervention.” These levels require documentation of a FBA and an individualized Behavior Intervention Plan and its daily use. In order to have an accommodation on the IEP of an Individual Behavior Management Plan, a FBA and a BIP must have been completed. The BIP must be attached to the IEP. WhenisaFBArequiredbytheSchoolDistrictofPalmBeachCounty?

The School District of Palm Beach County “Policy for Use of Physical Restraint for Students with Disabilities (Policy 5.181)” states when an individual student has been restrained three (3) times in a one month period, a team of relevant persons must be convened to address or readdress the student’s FBA and/or BIP. If a student has been restrained six (6) times or more in a one month period, a designee from the ESE Department will review the circumstances, observe the student, and make appropriate recommendation(s) to the school team of relevant persons. ToSummarize,aFBAisrequiredif: A student repeatedly exhibits undesirable behavior that results in: an IEP Team determining E/BD eligibility or ineligibility the student being moved to an IAES for up to 45 school days under Special

Circumstances the student has accrued ten (10) days or more of suspension for the school year the student’s Matrix being checked Level 4 or 5 of Domain B in regards to the

student having a highly structured behavior management plan or intensive individualized behavior management plan

an individual student being restrained three (3) or more times in a one month period

Page 9

ContinuumofEffectiveBehaviorSupport

Students without Serious Problem

Behaviors (80 – 90%)

Tertiary PreventionSpecialized Individual

Interventions Individual Student

System

Students At‐Risk For Problem Behavior (5‐15%)

Students with Chronic/Intense Problem Behavior

(1‐7%)

Secondary PreventionSpecialized Group Interventions At Risk System

AllStudentsintheSchool

Page 10

Primary PreventionUniversal InterventionsSchool wide System Classroom System

80‐90%

Page 11

10‐15%

1‐5%

ResponsetoIntervention(RTI)

Tier 3 Assessments FBA

Progress Monitoring Graph (Eligibility Assessment)

Tier 2 Assessments Behavioral Observations

Intervention Data Gap Analysis

Tier 1 Assessments Discipline Data

Benchmark Assessment Universal Screening

Tier 3 Individualized Interventions

Behavior Intervention Plan Individual Counseling

Self‐Monitoring

Tier 1 Core Interventions

School‐wide Discipline Positive Behavior

Supports Whole‐Class Interventions

Tier 2 Targeted Interventions Targeted Group Interventions

Social Skills Training Small Groups

Section3:TheStepsfor

ConductingaFBA

Planning Meeting Target Behavior

Roles

Gathering Information

Records Reviews

Interviews Data

Collection

Scatter Plot

Quantitative Data

ABC Data

Frequency Duration Latency Rate Levels of

Assistance

FBA Process

Page 13

TheStepsforConductingaFBA

Step1:PlanningProcess

ObtainconsenttoconductaFunctionalBehaviorAssessment

You must obtain consent prior to beginning the FBA process

Use form PBSD 2302 to obtain consent for a FBA ONLY; this form

may be used for ESE or non‐ESE students

If student is already ESE and any other components are being

considered as part of the reevaluation process, you must use the

consent for reevaluation

ThePlanningProcess:Hold a planning meeting to determine the following: The purpose for conducting a FBA Identify and define target behavior (problem behavior) Roles and responsibilities

o Record reviews o Interviews o Data collection

Goal(s) of the interventions Meeting date to develop the BIP Choose a Team Leader

Copy and distribute forms to everyone who will be participating in the FBA/BIP process.

Page 14

FunctionalBehaviorAssessment

PlanningMeeting

Date: ___________________ Student Name: ________________________________ Purpose of the meeting:

________________________________________________________________________

________________________________________________________________________

Target Behavior:

_______________________________________________________________________

_______________________________________________________________________

Review of Records:

Name: _____________________________ Title: ______________________________

Name: _____________________________ Title: ______________________________

Name: _____________________________ Title: ______________________________

Interviews

Person to be Interviewed Person Conducting the Interview

Name Title Name Title

Page 15

Data Collection

Type Name of person will collect data

Title

Scatter plot

ABC Data

Frequency/Duration

Goals of Intervention: ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

The committee will reconvene on _____________________ at ____________________ in______________________________________________________________________ Team Leader/Chairperson: __________________________________________________ Persons in Attendance: Name Title

_________________________________ ____________________________________

_________________________________ ____________________________________

_________________________________ ____________________________________

_________________________________ ____________________________________

_________________________________ ____________________________________

_________________________________ ____________________________________

_________________________________ ____________________________________

_________________________________ ____________________________________

Page 16

FunctionalBehavioralAssessment TeamMemberChecklist

Student: _____________________________ Grade: __________________

Date: ____________ Eligibility: _________________ D.O.B. _________

Target Behavior: ________________________________________________

Record Review Member Assigned

Psychological Reports

Discipline Reports

Cum Folder

ESE Records

TERMS Screen

All Documentation due to Team Chair by: ___________________________ Follow up Meeting Date: _________________________________________ Team Member Signatures: __________________________ _______________________ __________________________ _______________________ __________________________ _______________________

Team Chair: ___________________________________________________

Interview Member Assigned Due Date

Interview: Student

Interview: Parent

Interview: Teacher

Interview: Other

Interview: Other

Interview: Other

Interview: Other

Data Collection Member Assigned Due Date

ABC Recording

Scatterplot

Frequency

Duration

Other

Other

Page 17

Step2:DefinetheTargetBehaviorandIdentifytheGoalsofIntervention

DefinetheTargetBehavior

The first step in conducting a Functional Behavior Assessment (FBA) includes identifying and defining the target behavior. The target behavior must be defined in terms that make the behavior observable and measurable. This is crucial to the success of the procedure because it gives a standard description of the behavior so that the information collected is reliable across people and settings.

Definition of a target behavior (problem behavior) should be written and described in all interviews when collecting information.

Choose one target behavior: o If more than one target behavior is identified, independent

data collection will need to be done for each behavior identified

o The function for each behavior will need to be identified as well as replacement skills and interventions for each behavior

o Interventions will be different if the functions are different When defining target behavior, remember:

o “What does the behavior look like?”

A good behavioral definition is:

Observable

- defined on the basis of what can be seen or heard

A good behavioral definition is:

Measurable

‐ defined in terms that can be consistently recorded (i.e., with a clear beginning and ending).

Page 18

ExamplesofTargetBehaviorsStatedinObservable,MeasurableTerms

The following are examples of words which are sometimes used when describing student attributes and ways to translate them to observable

and measurable behaviors.

Aggression

o Hits peers with a closed fist o Bites the teacher o Spits at peers o Kicks peers and adults o Throws objects around the room, sometimes hitting other students o Pulls teacher’s hair o Throws chairs, tables, and workbaskets o Screaming

Disrespect o Curses at teacher o Verbally threatens adults or peers o Calls other students names, such as …

Unmotivated o Puts head down o Falls asleep o Crawls under desks and tables o Runs out of the classroom

Attention Deficit/Impulsive o Constantly calling out while teacher is teaching (not related to topic) o Makes noises, burps, or hums o Talks to self

Low self‐esteem o Makes self‐deprecating statements o Whines, says he/she can’t do the task

Non‐compliant o Running around the classroom o Tearing paper and throwing it at other students o Says “no” when asked to change activities o Takes off clothes and runs away from staff o Talks back when given a direction

Self‐injurious behaviors o Slaps himself/herself in the face o Picks sores or skin o Bangs head on the wall or table o Bites himself/herself until he/she bleeds o Smears feces on the walls and floor in the bathroom

Page 19

IdentifytheGoalsofIntervention

Goals should include broader quality of life issues as well as specific

target behaviors. Quality of life goals are often the result of improvements in behavior. Examples include such things as earning good grades, participating in extracurricular activities or developing new friendships.

Goals should also include defining specific target behaviors to increase or decrease.

Never plan to reduce problem behavior without determining which positive behavior(s) will take its place.

Questions to Consider

1. What would increase or strengthen the student’s friendships and social support?

2. How can participation and inclusion in the student’s home, school, and community be increased?

3. What would increase the student’s opportunity to exercise appropriate choice making and control aspects of his/her life?

4. How can the student’s self‐esteem and confidence be strengthened? 5. What barriers might interfere with the student’s progress?

Page 20

Step3:GatherBroadInformation

Gather Broad and Specific Information

Key Questions

During the first stage of the FBA process, the team should be guided by key questions such as: How effective are the student’s communication and social interaction

skills? Does the student have alternative skills for meeting his/her needs? When is the target behavior most likely to occur? When is the

behavior least likely to occur? In other words, what are the specific circumstances that will predict when a target behavior is most likely and least likely to occur?

What are the consequences or reactions that typically follow the target behavior?

What other events are regularly associated with the occurrence of the target behavior? (i.e., lack of sleep, medication changes, etc.)

What are the student’s likes and dislikes? What opportunities does the student have to pursue interests? What are the student’s strengths and needs?

Does the student have friends? What is the nature of the student’s relationships with peers?

Are there possible psychological or physiological conditions that could be causing or contributing to the target behavior?

Page 21

Step3a:GatheringBroadInformation/RecordReviews:

Records which may be reviewed include but are not limited to the following:

1. The student’s IEP (previous and current if applicable)

2. Psychological reports and evaluations

3. Diagnostic and medical records

4. Social histories

5. Developmental profiles

6. Previous behavior management plans

7. Anecdotal records

8. Incident/discipline reports

9. Agency reports

10. Teacher gradebook

11. Attendance

12. TERMS screens

Page 22

RecordReviewFormStudentName:______________________________________________Date:_________

Completedby:________________________________________________________________

1. What is the student’s eligibility? ________________________________

2. Where was the student born and what is her/his native language?

___________________________________________________________

3. What is the student’s date of birth?

___________________________________________________________

4. Where has the student lived prior to entering this school district?

___________________________________________________________

5. What relevant information about the family is available? ____________

___________________________________________________________

_________________________________________________

6. Is the student academically on grade level? If not, what level is he/she

functioning on? ______________________________________________

___________________________________________________________

7. Has the student changed schools frequently? ______________________

_____________________________________________________________________ 8. Has the student demonstrated a history of behavior and/or academic

difficulties in pervious school years? __________________________________ ___________________________________________________________

9. Are there documented interventions for similar behavioral difficulties?

Were these interventions successful? ____________________________

___________________________________________________________

Page 23

10. What are the student’s behavioral and academic strengths?

___________________________________________________________

___________________________________________________________

11. What information is included in the student’s psychological that

provides clues to the function of the behavior?

___________________________________________________________

___________________________________________________________

___________________________________________________________

12. Is the student diagnosed with any medical conditions? If so, could

this condition be related to his/her behavior?

___________________________________________________________

___________________________________________________________

13. Is the student taking medication? If so, what type? Could the

student’s behavior be related to change in medications or any side

effects? Is the medication being given as prescribed?

___________________________________________________________

___________________________________________________________

14. Do medical records suggest the need for any follow‐up that may not

have been completed? What were the results and what was the date of

the student’s most recent hearing and vision screening?

___________________________________________________________

___________________________________________________________

___________________________________________________________

Page 24

ReviewofCumFolder

StudentName:________________________________Date:________________________PersonCompleting:__________________________________________________________

Previous School Experience:

Number of Schools Attended: Elem: ______ Middle: _______ High: ______

Overall Success:

Academic: _____________________________________________________

Behavior: _____________________________________________________

Problems with behavior noted? Y N

If yes, when did it begin? _________________________________________

If yes, what were they? __________________________________________

Attendance problems? Y N

If yes, explain? _________________________________________________

Positive incidents: ______________________________________________

Strengths noted: _______________________________________________

Interventions attempted:

Description Dates Implemented Results

_______________ __________________ ____________________

_______________ __________________ ____________________

_______________ __________________ ____________________

Page 25

Evidence of previous psycho‐educational evaluation? Y N

If yes, when? __________________________________________________

Most recent grades‐subjects:

LA _____ RE_____ M_____ SS______SC______ Other______

Reporting Period: _______________________________________________

Medical Information:

Evidence of medical condition? Y N

If yes, explain __________________________________________________

Does the student take medication? Y N

If yes, what are the medications and the dosage?

_____________________________________________________________

Hearing Screening:

Most recent date: ______________ Results: Pass Fail

Vision Screening:

Most recent date: ______________ Results: Sat. Marginal Refer

Page 26

RecordsReviewForm

Student:____________________________________________Date:____________________

Reviewer:______________________________________________________________________

GeneralHistory:

MedicalIssues/Treatments:

EducationalPrograms/RelatedServices:

PsychologicalEvaluations:

SocialHistories:

InterventionHistory:

Other:

Page 27

3b:GatheringBroadInformation/Interviews:

Interviews: Interviews are a way of gathering information through discussions with the people in contact with the student and/or know the student well. Answers to key questions can be generated through interviews with the student, family members, teachers, assistants, and others who have had the opportunity to observe the student across various activities and settings. Interviews should be used to specify and confirm target behaviors. Interviews should be used to identify the specific conditions under

which target behaviors are most likely and least likely to occur. Interviews provide information from multiple sources. Interviews can identify potential antecedents, setting events, and

lifestyle factors that are influencing the student’s behavior. Interviews provide a broader perspective than that achieved by

direct observation. Interviews provide an opportunity to establish rapport with school

personnel and families. Interview one person at a time rather than in groups. Group

consensus may not provide an accurate picture of the behavior. Tailor the interview questions to the person being interviewed. Ask questions about which the person is likely to have accurate

information and skip the ones that do not apply. Teams are encouraged to use published interview forms and rating scales to guide their discussions as well as their own self‐generated questions. This section includes interview forms that can be used for this purpose. Again, the interview form(s) used should be chosen by the team based on the level of rigor needed or the information being sought in a particular situation. Can I just fill out the form? NO!

Page 28

Student–AssistedFunctionalAssessmentInterview Student: __________________________________ Date: _____________

Person Conducting Interview: ___________________________________________________

Section1 Is your work too hard

for you? Always Sometimes Never

Is your work too easy for you?

Always Sometimes Never

When you ask for help appropriately, do

you get it?


Do you think work periods for each

subject are too long?


Do you think work periods for each

subject are too short?


When you do seat work, do you do

better when someone works with you?


Do you think people notice when you do a

good job?


Do you think you get the points or rewards you deserve when you do good work?


Do you think you would do better in

school if you received more rewards?


Do you find your work interesting?


Are there things in the classroom that

distract you?


Is your work challenging enough

for you?


Are you tired or sleepy at school?


Do you feel that you get along with your

classmates?


Page 29

Section21. What are the things that you do that get you in trouble or are a problem?

__________________________________________________________________ __________________________________________________________________

2. When do you have the fewest problems in school? ____________________________________________________________________________________________________________________________________

a. Why do you not have problems during this/these times? ________________________________________________________________________________________________________________________

3. When do you have the most problems in school? ____________________________________________________________________________________________________________________________________

a. Why do you have problems during this/these times? ________________________________________________________________________________________________________________________

4. What changes could be made so you would have fewer problems? ____________________________________________________________________________________________________________________________________

5. What kinds of rewards would you like to earn for good behavior or good school work? ____________________________________________________________________________________________________________________________________

6. What are your favorite activities at school? ____________________________________________________________________________________________________________________________________

7. What are your hobbies or interests? ____________________________________________________________________________________________________________________________________

8. If you had the chance, what activities would you like to do that you don’t have the opportunity to do? ____________________________________________________________________________________________________________________________________

9. Who are your friends at school? ____________________________________________________________________________________________________________________________________

10. Who are your friends in your neighborhood? ________________________________________________________________________________________________________________________________________________

Page 30

Section3

Ratehowmuchyoulikethefollowingsubjects:

Not at All Fair Very Much

Reading 1 2 3 4 5

Math 1 2 3 4 5

Spelling 1 2 3 4 5

Handwriting 1 2 3 4 5

Science 1 2 3 4 5

English 1 2 3 4 5

Music 1 2 3 4 5

P.E. 1 2 3 4 5

Computers 1 2 3 4 5

Art 1 2 3 4 5

Elective 1 2 3 4 5

Page 31

Student–DirectedFunctionalAssessmentInterview

Student Name: ______________________ Interviewer: _______________________

Respondent: _________________________________ Date: ____________________

Opening. “We are meeting today to find ways to change school so that you like it more. This interview will

take about 30 minutes. I can help you best if you answer honestly. You will not be asked anything that

might get you in trouble.”

Assist the student to identify specific behaviors that are result in problems in the school or classroom. Making

suggestions or paraphrasing statement can help his or her ideas. You should have a list of behaviors identified by

the team.

Define the behavior(s) of concern.* “What are the things you do that get you in trouble or are a

problem?” (Prompts: Late to class? Talk out in class? Don’t get work done?)

Behavior Comment

1.

2.

3.

4.

5.

Complete student schedule. Use the “Student Daily Schedule” matrix to identify the times and classes

in which the student performs problem behavior. Focus the interview on those times that are most likely

to result in problem behavior.

* You will use the number to the left as codes for the identified behaviors as you complete the

rest of the interview.

Page 32

StudentDailySchedule

Place an X in each column to show the times and classes where you have difficulty with the behavior(s) we

talked about. If you have a lot of difficulty during a period, place an X on or near the 6. If you have a little

difficulty during the class or hall time, place the X on or near the 1. We can practice on a couple together

before we start.

Subject,

Teacher

Before

School

1st

Hour

Hall 2nd

Hour

Hall 3rd

Hour

Hall 4th

Hour

Hall Lunch 5th

Hour

Hall 6th

Hour

Hall 7th

Hour

Hall After

School

Most Difficult

6

5

4

3

2

1

Least difficult

Page 33

InterviewGuideforFunctionalBehaviorAssessmentSchoolBasedInterview

Student:____________________Date:________Interviewer:___________________________________

Respondent:_____________________Relationship:___________________________________________

Instructions: Interviews should be conducted with individuals who know the student well and interact

with her/him in a variety of settings and situations. In order to get useful information, questions may

need to be repeated and clarified for some respondents. Follow up questions should be asked to

encourage thoughtful, open communication. Use the back or a separate page to record responses, if

needed.

1. What are the student’s strengths, skills, and interests?

2. What are the student’s challenges and areas of greatest difficulty?

3. What people, things and activities do the student like most?

4. What people, things and activities does the student like least?

5. What are the student’s problem behaviors?

How would you describe these behaviors?

Which are the most problematic for you?

How often do these behaviors occur?

Page 34

6. What do you think causes (motivates) the behavior (why does he/she do it? attention, escape or self stimulation?)?

7. Under what circumstances do these behaviors occur most frequently?

With whom (who)?

In what settings (where)?

What times of day (when)?

Other:

8. Can you tell when the student is going to behave this way? How?

9. Do you think there are medical reasons for these behaviors?

Is the student tired, sick and/or hungry?

10. Are there situations in which the behaviors rarely or never occur? What are they?

11. Have you observed that the student has a better or more appropriate way to:

Deal with difficult situations?

Communicate his/her needs?

When he uses these, do people listen and help?

12. What skills are the student lacking that might help his/her behavior?

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13. How do you react/respond to the student’s problem behavior?

14. How do you react to the student’s positive behavior?

15. Does the student’s behavior allow him/her to get things? What?

16. Does the student’s behavior allow him/her to avoid things? What?

17. What do you think needs to be done to help this student?

Page 36

InterviewGuideforFunctionalBehaviorAssessmentParentInterview

Child:________________________Date:________Interviewer:_______________________________________

Respondent:_________________________________________Relationship:____________________________

Instructions: Interviews should be conducted with individuals who know the child well and interact

with her/him in a variety of settings and situations. In order to get useful information, questions may

need to be repeated and clarified for some respondents. Follow up questions should be asked to

encourage thoughtful, open communication. Use the back or a separate page to record responses, if

needed.

1. What are your child’s strengths, skills, and interests?

2. What are your child’s challenges and areas of greatest difficulty?

3. What people, things and activities does your child like most?

4. What people, things and activities does your child like least?

5. What are your child’s problem behaviors?

How would you describe these behaviors?

Which are the most problematic for you?

How often do these behaviors occur?

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6. What do you think causes (motivates) the behavior (why does he/she do it? attention, escape or self stimulation)?

7. Under what circumstances do these behaviors occur most frequently?

With whom (who)?

In what settings (where)?

What times of day (when)?

Other:

8. Can you tell when your child is going to behave this way? How?

9. Do you think there are medical reasons for these behaviors?

Is your child tired, sick, and hungry?

10. Are there situations in which the behaviors never or rarely occur? What are they?

11. Have you observed that your child has a better and more appropriate way to:

Deal with difficult situations?

Communicate his/her needs?

When he uses these, do people listen and help?

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12. What skills is your child lacking that might help his/her behavior?

13. How do you react/respond to your child’s problem behavior?

14. How do you react to your child’s positive behavior?

15. Does your child’s behavior allow him/her to get things? What?

16. Does your child’s behavior allow him/her to avoid things? What?

17. What do you think needs to be done to help your child?

18. What are your goals for your child?

Short term?

Long term?

Page 39

ProblemBehaviorQuestionnaire

Respondent Information

Student: _______________________ DOB: ____________ Grade: ______ Sex: M F IEP: Y N

Teacher: ____________________________ School: ____________________________

Telephone: ____________________________ Date: ____________________________

Student Behavior: Please briefly describe the problem behavior(s)

Directions: Keeping in mind a typical episode of the problem behavior, circle the frequency at which each of the following statements are true.

Never 10% of

the time

25% of

the time

50% of

the time

75% of

the time

90% of

the time

Always

1. Does the problem behavior occur and persist

when you make a request to perform a task?

2. When the problem behavior occurs do you

redirect the student to get back to task or

follow rules?

3. During a conflict with peers, if the student

engages in the problem behavior do peers

leave the student alone?

4. When the problem behavior occurs do

peers verbally respond or laugh at the

student?

5. Is the problem behavior more likely to occur

following a conflict outside of the classroom?

(i.e. bus write up)

6. Does the problem behavior occur to get our

attention when you are working with other

students?

7.Does the problem behavior occur in the

presence of specific peers?

8.Is the problem behavior more likely to

continue to occur throughout the day following

earlier episode?

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9. Does the problem behavior occur during

specific academic activities?

10. Does the problem behavior stop when

peers stop interacting with the student?

11. Does the behavior occur when peers are

attending to other students?

12. If the student engages in the problem

behavior do you provide 1:1 instruction to get

student back on‐task?

13. Will the student stop doing the problem

behavior if you stop making requests or end

an academic activity?

14. If the student engages in the problem

behavior, do peers stop interacting with the

student?

15. Is the problem behavior more likely to occur

following unscheduled events or disruptions in

classroom routines?

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ProblemBehaviorQuestionnaire

ScoringSheet

Directions: Circle the score given for each question from the scale below the

corresponding question number (in bold).

Peers Adults SettingEvents

Escape Attention Escape Attention

31014 4711 1913 2612 5815

6 6 6

5 5 5

4 4 4

3 3 3

2 2 2

1 1 1

0 0 0

6 6 6

5 5 5

4 4 4

3 3 3

2 2 2

1 1 1

0 0 0

6 6 6

5 5 5

4 4 4

3 3 3

2 2 2

1 1 1

0 0 0

6 6 6

5 5 5

4 4 4

3 3 3

2 2 2

1 1 1

0 0 0

6 6 6

5 5 5

4 4 4

3 3 3

2 2 2

1 1 1

0 0 0

Page 42

ASSESSINGTHESETTINGDEMANDSINTHECLASSROOM

Name______________________________________Class______________________Date______________

Pleasecompletethisquestionnairetohelpussupportinstructionyourclass.Circlethe

numberthatbestanswerseachquestion.

TEACHINGMETHODS

A. % of class time spent in lecture __________%

B % of class time spent in discussion __________%

C. % of learning done through independent study __________%

D. % of time in cooperative learning groups __________%

Never Sometimes Always

E. Is there a consistent daily routine? 1 2 3

F. Is there a consistent weekly routine? 1 2 3

COMMENTS _______________________________________

__________________________________________________ GRADES Never Sometimes Always A. Is extra credit work accepted and/or encouraged? 1 2 3 B. Can students redo previous assignments? 1 2 3 C. Is the grading criteria established and posted at the beginning of the course? 1 2 3 COMMENTS: ______________________________________ _________________________________________________ TESTS Never Sometimes Always A. Are a variety of test methods used in your class? 1. Multiple choice tests? 1 2 3 2. Essay tests? 1 2 3 3. Matching tests? 1 2 3 4. True/False tests? 1 2 3 5. Open book tests? 1 2 3 6. Take home tests? 1 2 3 7. Group/cooperative tests? 1 2 3 B. When are tests given in you class? 1. Daily tests? 1 2 3 2. Weekly tests? 1 2 3 3. Monthly tests? 1 2 3 4. Quarterly tests? 1 2 3 COMMENTS: __________________________________________ _________________________________________________

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TEACHINGMATERIALS Never Sometimes Always A. Do you use a textbook? 1 2 3 B. Do you use handouts? 1 2 3 C. Do students need to bring outside materials to class? 1 2 3

List materials needed: ________________________ D. Are prerequisite skills required? 1 2 3

List skills: __________________________________ E. Are word processing skills required? 1 2 3 COMMENTS: ______________________________________ ________________________________________________ WRITTEN&OTHERMAJORPRODUCTS A. Are students required to write in complete sentences? 1 2 3 B. Are students required to write paragraphs? 1 2 3 C. Are students required to write essays or 3‐5 paragraphs? 1 2 3 D. Is a research paper required? 1 2 3 E. Is an oral presentation required? 1 2 3 F. Are there any required major projects/assignments? 1 2 3

List: ______________________________________ G. How often do you require students to answer questions in written form? 1 2 3 COMMENTS: ______________________________________ ________________________________________________ STUDENTBEHAVIOR Never Sometimes Always A. Is on time behavior factored into the grade? 1 2 3 B. Is attendance factored into the grade? 1 2 3 C. Is student participation factored into the grade? 1 2 3 D. Is work completion factored into the grade? 1 2 3 E. Are other student behaviors factored into the grade? 1 2 3

List behaviors (i.e. on task behavior, listening, etc.) _________________________________________________ F. Is student note taking an important part of your class? 1 2 3 G. Are students expected to manage their out‐of‐class 1 2 3 behavior independently? COMMENTS: _______________________________________ _________________________________________________

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CLASSROOMMANAGEMENT Never Sometimes Always

A. Are rules and guidelines posted and reviewed in your 1 2 3

classroom?

B. Are consequences clearly communicated to the students? 1 2 3

C. Do you use tangible reinforcements? 1 2 3

D. Do you use other reinforcements? 1 2 3

List: _____________________________________________

COMMENTS: ____________________________________________

_______________________________________________________

CLASSROOMSTURCTURE

A. What is your present classroom seating arrangement?

Draw a quick picture.

Example: Your classroom:

Never Sometimes Always

B. How often are students in the above seating arrangements? 1 2 3

C. What other alternate arrangements do you use?

Draw a quick picture.

D. How often are student in the above alternate seating 1 2 3 arrangements? COMMENTS: __________________________________________

_____________________________________________________

T s s s s s s s s s s s s s s s s s s s s s s s s s s s s

Page 45

Section4:

DataCollection

Step4:

GatherSpecificInformation

DirectObservationandDataCollection

The process for gathering specific information is through direct observation of the

student’s behavior. The information gathered through indirect methods, such as

interviews and record reviews, can help to narrow the direct observations to specific

activities or times of the day when the student is most likely and least likely to engage in

the target behavior (the problem behavior).

GuidelinesforDataCollection

o Select a data collection system that fits the nature of the behavior and the

circumstances, which is “doable” in the setting.

o Provide instruction for all individuals who will be collecting data. Insure

reliability of the definition of the target behavior.

o Collect data…

o For multiple days and across time periods

o During a variety of activities and circumstances

o Across settings and teachers

o Through multiple observers

o Until consistent trends and patterns begin to emerge

o Analyze trends and patterns in the data (i.e., times, settings and circumstances in

which the behavior does and does not occur).

o Some type of data collection must continue once the intervention is

implemented to confirm hypothesis and evaluate the success of the

interventions.

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TypesofDataCollectionSystems

There are different types of data collection systems that easily allow for the analysis

needed to conduct a Functional Behavior Assessment.

ScatterPlot

A Scatter plot is used first to narrow the focus for ABC and quantitative data

collection.

To complete a Scatter plot, a team member records the occurrence of the target

behavior across activities, routines, and time periods, providing a visual display

of patterns. Scatter plots identify patterns of behavior in natural settings and

suggest possible sources of environmental control.

A Scatter plot is very easy to use and requires little time to record.

ABCData

An antecedent‐behavior‐consequence (ABC) record is an assessment tool used to

identify the specific events surrounding the target behavior. In this type of data

collection, the team member observes the student and records each episode of the

target behavior (B) with descriptions of events that occur immediately before the target

behavior (A) and those that immediately follow the target behavior (C). The more

specific and precise the descriptions, the more useful the data will be.

o ABC data collection is the best method for providing information needed for a

FBA because it allows identification of patterns in both antecedents and

consequences.

o ABC data collection lends itself to a wide range of behaviors.

o ABC data assists in the identification of the function of the behavior.

o Disadvantages:

o ABC data collection is difficult to use with very high rate behaviors.

o It is difficult to collect ABC data by yourself and continue to teach.

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QuantitativeDataCollectionSystems

This section includes descriptions of quantitative types of data collection systems, and

includes forms which can be used for each.

DataSystem Definition

Frequency Measure of the number of times a behavior or event

occurs.

Duration Measure of how long the behavior lasts.

Latency Measure of how much time elapses between the

presentation of a cue and the occurrence of the

behavior. Use to monitor replacement skills and other

positive behaviors.

Levels of assistance Measure of the number and type(s) or levels of

assistance (prompts) that the instructor

provides a student.

Page 49

ScatterPlot

Student:______________________________________ TargetBehavior:

Observer:____________________________________

Date(s):_____/_____/_____to_____/_____/_____

Instructions: Specify the time periods and activities during which data will be recorded. Record the date. Observe the student. If the target behavior occurs during a specified time period, blacken the box. If the target behavior does not occur during a specified time, leave the box empty. Write NA in the box if the student was not observed during a specified time period. A scatter plot will assist in identifying patterns in the times and activities when a behavior does and does not occur over a period of days or weeks.

Dates

Time Activity

Page 50

ScatterPlot

Student:___John_______________________________ TargetBehavior:Leaving

Observer:______Ms.Smith_____________________ seatwithoutpermission

Date(s)3/2/10–3/13/10

Instructions: Specify the time periods and activities during which data will be recorded. Record the date. Observe the student. If the target behavior occurs during a specified time period, blacken the box. If the target behavior does not occur during a specified time, leave the box empty. Write NA in the box if the student was not observed during a specified time period. A scatter plot will assist in identifying patterns in the times and activities when a behavior does and does not occur over a period of days or weeks.

Dates

Time Activity 3/2 3/3 3/4 3/5 3/6 3/9 3/10 3/11 3/12 3/13

7:30 Arrival

8:00 Writing

8:30 Social Skills

9:00 Reading

9:30 PE NA NA NA NA NA NA NA NA NA NA

10:00 Science NA

10:30 Art NA

11:00 Math NA

11:30 Lunch NA

12:00 Recess NA NA NA NA NA NA NA NA NA NA

12:30 Projects

1:00 Music

1:30 Reading

2:00 Math

2:30 Dismissal

Page 51

ABCRecordingForm

Student:_____________________________________________________Date:_________/_____/___________

Observer:__________________________________TimeStart:___________TimeEnd:____________

Instructions: Record the 1) student’s behavior (B), 2) the events/conditions that were present that were present before the behavior (A), and 3) the responses/reactions that occurred after the behavior. The more specific and precise the description, the more useful the data will be.

A‐Antecedents B‐Behavior C‐Consequences

Describe the activity and Describe exactly what Describe the events,

specific events that were present the student did reactions and responses that

before the behavior occurred or said followed the behavior

Page 52

ABCRecord

Student______________________ Date / / Observer ______________________Teacher _________________

Activity Time A (Antecedent) B (Target Behavior) C (Consequences)

Page 53

ABCRecord

Student ______________________________________________ Date __________/________/______________

Observer _____________________________________________ Teacher ________________________________________

ANTECEDENT BEHAVIOR CONSEQUENCE WHAT HAPPENED BEFORE THE DESCRIBE THE TARGET BEHAVIOR WHAT HAPPENED AFTER THE TARGET BEHAVIOR OCCURRED? TARGET BEHAVIOR OCCURRED?

Date Time Signture

Date ____________________________________ Time ________________________________________ Signature __________________________________

Page 54

ABCRecord

Student John Smith Date 5/15/2010____

Observer _____________________________________________ Teacher ________________________________________

ANTECEDENT BEHAVIOR CONSEQUENCE WHAT HAPPENED BEFORE THE DESCRIBE THE TARGET BEHAVIOR WHAT HAPPENED AFTER THE TARGET BEHAVIOR OCCURRED? TARGET BEHAVIOR OCCURRED?

The teacher asked John to get out his math book John threw his book on the floor and told her he hates The teacher walked over to John and told him

math that he needed to pick up his math book and he

was going to do his math because she told him to

do it

Date 5/15/2010 Time 9:00 Signature

The teacher walked over to John and told him John pushed the teacher The teacher continued to explain to him that he

that he needed to pick up his math book and he needed to do his math and that was no way for

was going to do his math because she told him him to behave. He was going to be in big trouble.

to do it

Date 5/15/2010________________________ Time______9:02__________________________ Signature___________________________________

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Antecedent‐Behavior‐ConsequenceChecklist

Student’s Name: ______________________________________ Staff Completing Form: __________________________________ Date: __/___/___Time Started: ________Time Ended: ________Location: __________________Activity: _____________________ What happened just before the behavior? What was the Behavior? What happened right after the behavior? ( )Was asked to do something, what? _______ ( )Self Injurious Behavior ____________ ( )Ignored by teacher ( )Was not interacting with anyone ( )Physical aggression_______________ ( )Ignored by other students ( )Was denied and activity or object ( )Verbal aggression________________ ( )Interrupted/Blocked ( )Told to wait ( )Property destruction _____________ ( )Moved to different area of room ( )Appeared to be in pain/discomfort ( )Provoking/Teasing others ( )Required to continue task ( )Loud disruptive environment ( )Screaming/Tantrum ( )Told to stop ( )During transition to _____________________ ( )Other_________________________ ( )Verbally redirected ( )Bored. No activities ________________________________ ( )Counseled ( )Other_________________________________ ________________________________ ( )Time out ________________________________________ ________________________________ ( )Physical Mgt. (Document as appropriate) ________________________________________ ______________________________ __________________________

Student’s Name: ______________________________________ Staff Completing Form: __________________________________ Date: __/___/___Time Started: ________Time Ended: ________Location: ___________________Activity: ____________________

What happened just before the behavior? What was the Behavior? What happened right after the behavior? ( )Was asked to do something, what? _______ ( )Self Injurious Behavior ____________ ( )Ignored by teacher ( )Was not interacting with anyone ( )Physical aggression_______________ ( )Ignored by other students ( )Was denied and activity or object ( )Verbal aggression________________ ( )Interrupted/Blocked ( )Told to wait ( )Property destruction _____________ ( )Moved to different area of room ( )Appeared to be in pain/discomfort ( )Provoking/Teasing others ( )Required to continue task ( )Loud disruptive environment ( )Screaming/Tantrum ( )Told to stop ( )During transition to _____________________. ( )Other_________________________ ( )Verbally redirected ( )Bored. No activities ________________________________ ( )Counseled ( )Other_________________________________ ________________________________ ( )Time out ________________________________________ ________________________________ ( )Physical Mgt . (Document as appropriate) ________________________________________ ______________________________ __________________________

Page 56

BEHAVIORFREQUENCYCHART‐BASELINEPHASE Student: _______________________________Teacher: __________________________ Behavior to Be Recorded: ___________________________________________________ Time of Day/Activity Observed: ______________________________________________ DIRECTIONS: This chart is a quick, non‐intrusive way for a classroom teacher to record the frequency with which a student displays a particular behavior. Choose an OBSERVATION PERIOD most appropriate to the target behavior, e.g.:

A short directed lesson for frequent behaviors such as calling out

An hour or full morning for less frequent behaviors like fighting

Use the same observation period each day. A minimum of 1 week of charting should be conducted before any intervention is implemented in order to establish baseline frequency.

TO RECORD, work upward from the bottom of the column for each day, marking one number each time the target behavior occurs during the observation period. Connect the highest marked number across the columns to graph effectiveness of intervention plan.

Date

25 25 25 25 25 25 25 25 25 25 25 25 25 24 24 24 24 24 24 24 24 24 24 24 24 24 F 23 23 23 23 23 23 23 23 23 23 23 23 23 R 22 22 22 22 22 22 22 22 22 22 22 22 22 E 21 21 21 21 21 21 21 21 21 21 21 21 21 Q 20 20 20 20 20 20 20 20 20 20 20 20 20 U 19 19 19 19 19 19 19 19 19 19 19 19 19 E 18 18 18 18 18 18 18 18 18 18 18 18 18 N 17 17 17 17 17 17 17 17 17 17 17 17 17 C 16 16 16 16 16 16 16 16 16 16 16 16 16 Y 15 15 15 15 15 15 15 15 15 15 15 15 15 14 14 14 14 14 14 14 14 14 14 14 14 14 O 13 13 13 13 13 13 13 13 13 13 13 13 13 F 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 B 10 10 10 10 10 10 10 10 10 10 10 10 10 E 9 9 9 9 9 9 9 9 9 9 9 9 9 H 8 8 8 8 8 8 8 8 8 8 8 8 8 A 7 7 7 7 7 7 7 7 7 7 7 7 7 V 6 6 6 6 6 6 6 6 6 6 6 6 6 I 5 5 5 5 5 5 5 5 5 5 5 5 5 O 4 4 4 4 4 4 4 4 4 4 4 4 4 R 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

Baseline

Page 57

BEHAVIORFREQUENCYCHART‐INTERVENTIONPHASE

Student: ______________________________Teacher: ___________________________ Behavior to Be Recorded: ___________________________________________________ Time of Day/Activity Observed: ______________________________________________ DIRECTIONS: This chart is a quick, non‐intrusive way for a classroom teacher to record the frequency with which a student displays a replacement skill or target behavior. Choose an OBSERVATION PERIOD most appropriate to the replacement skill or target behavior, e.g.:



Use the same observation period each day. Post intervention data should be collected for

several weeks.


Date

25 25 25 25 25 25 25 25 25 25 25 25 25 24 24 24 24 24 24 24 24 24 24 24 24 24 F 23 23 23 23 23 23 23 23 23 23 23 23 23 R 22 22 22 22 22 22 22 22 22 22 22 22 22 E 21 21 21 21 21 21 21 21 21 21 21 21 21 Q 20 20 20 20 20 20 20 20 20 20 20 20 20 U 19 19 19 19 19 19 19 19 19 19 19 19 19 E 18 18 18 18 18 18 18 18 18 18 18 18 18 N 17 17 17 17 17 17 17 17 17 17 17 17 17 C 16 16 16 16 16 16 16 16 16 16 16 16 16 Y 15 15 15 15 15 15 15 15 15 15 15 15 15 14 14 14 14 14 14 14 14 14 14 14 14 14 O 13 13 13 13 13 13 13 13 13 13 13 13 13 F 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 B 10 10 10 10 10 10 10 10 10 10 10 10 10 E 9 9 9 9 9 9 9 9 9 9 9 9 9 H 8 8 8 8 8 8 8 8 8 8 8 8 8 A 7 7 7 7 7 7 7 7 7 7 7 7 7 V 6 6 6 6 6 6 6 6 6 6 6 6 6 I 5 5 5 5 5 5 5 5 5 5 5 5 5 O 4 4 4 4 4 4 4 4 4 4 4 4 4 R 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

Intervention

Page 58

BEHAVIORFREQUENCYCHARTBASELINEPHASE Student: _______________________________Teacher: __________________________ Behavior to Be Recorded: _______Calling out, not related to topic__________________ Time of Day/Activity Observed: __9:00 – 9:30__ Independent Reading_______________ DIRECTIONS: This chart is a quick, non‐intrusive way for a classroom teacher to record the frequency with which a student displays a particular behavior. Choose an OBSERVATION PERIOD most appropriate to the target behavior, e.g.:

A short directed lesson for frequent behaviors such as calling out An hour or full morning for less frequent behaviors like fighting

Use the same observation period each day. A minimum of 1 week of charting should be conducted before any intervention is implemented in order to establish baseline frequency.


Date

25 25 25 25 25 25 25 25 25 25 25 25 25 24 24 24 24 24 24 24 24 24 24 24 24 24 F 23 23 23 23 23 23 23 23 23 23 23 23 23 R 22 22 22 22 22 22 22 22 22 X 22 22 22 E 21 21 21 21 21 21 21 21 21 21 21 X 21 Q 20 20 20 20 20 20 20 20 20 20 X 20 20 U 19 19 19 X 19 19 19 19 19 19 19 19 19 E 18 18 18 18 18 18 18 18 18 18 18 18 18 N 17 17 17 17 17 17 17 17 X 17 17 17 17 C 16 X 16 16 X 16 16 16 16 16 16 16 X Y 15 15 X 15 15 15 15 15 15 15 15 15 15 X 14 14 14 14 14 14 X 14 14 14 14 14 O 13 13 13 13 13 13 13 13 13 13 13 13 13 F 12 12 12 12 12 12 X 12 12 12 12 12 12 11 11 11 11 11 X 11 11 11 11 11 11 11 B 10 10 10 10 10 10 10 10 10 10 10 10 10 E 9 9 9 9 9 9 9 9 9 9 9 9 9 H 8 8 8 8 8 8 8 8 8 8 8 8 8 A 7 7 7 7 7 7 7 7 7 7 7 7 7 V 6 6 6 6 6 6 6 6 6 6 6 6 6 I 5 5 5 5 5 5 5 5 5 5 5 5 5 O 4 4 4 4 4 4 4 4 4 4 4 4 4 R 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

Baseline

Page 59

BEHAVIORFREQUENCYCHART ‐ INTERVENTIONPHASE

Student: ______________________________Teacher: ___________________________ Behavior to Be Recorded: _____Calling out – not related to topic__________________ Time of Day/Activity Observed: __9:00 – 9:30__ Independent Reading______________ DIRECTIONS: This chart is a quick, non‐intrusive way for a classroom teacher to record the frequency with which a student displays a replacement skill or target behavior. Choose an OBSERVATION PERIOD most appropriate to the replacement skill or target behavior, e.g.:



Use the same observation period each day. Post intervention data should be collected for

several weeks.


Date

25 25 25 25 25 25 25 25 25 25 25 25 25 24 24 24 24 24 24 24 24 24 24 24 24 24 F 23 23 23 23 23 23 23 23 23 23 23 23 23 R 22 22 22 22 22 22 22 22 22 22 22 22 22 E 21 21 21 21 21 21 21 21 21 21 21 21 21 Q 20 20 20 20 20 20 20 20 20 20 20 20 20 U 19 19 19 19 19 19 19 19 19 19 19 19 19 E 18 18 18 18 18 18 18 18 18 18 18 18 18 N 17 17 17 17 17 17 17 17 17 17 17 17 17 C 16 16 16 16 16 16 16 16 16 16 16 16 16 Y 15 15 15 15 15 15 15 15 15 15 15 15 15 14 14 14 14 X 14 14 14 14 14 14 14 14 O 13 13 13 13 13 13 13 13 13 13 13 13 13 F 12 12 12 X 12 12 12 12 12 12 12 12 12 11 11 11 11 11 11 11 11 11 11 11 11 11 B 10 10 10 10 10 X 10 10 10 10 10 10 10 E 9 X X 9 9 9 9 X 9 9 9 9 9 H 8 8 8 8 8 8 X 8 8 8 8 8 8 A X 7 7 7 7 7 7 7 7 X 7 7 7 V 6 6 6 6 6 6 6 6 X 6 6 X 6 I 5 5 5 5 5 5 5 5 5 5 X 5 5 O 4 4 4 4 4 4 4 4 4 4 4 4 X R 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

Intervention

Page 60

DurationRecordingDataSheetStudent:________________________________Observer:__________________________Behavior:______________________________________________________________________

Date Activity Time Frame Duration Comments

Start Stop (include min & seconds)

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DurationRecordingDataSheetStudent:________________________________Observer:__________________________Behavior:__Runningaroundtheclassroom,knockingpapersoffdesks____________

Date Activity Time Frame Duration Comments

Start Stop (include min & seconds)

3/10/2010 Math‐Board work 8:10:32 8:12:36 2"4" Asked to answer

3/12/2010 Math‐Independent 8:30:10 8:38:26 8"16" Asked to do paper

3/14/2010 Math‐Test review 8:15:03 8:18:17 3"14' Asked to answer

3/15/2010 Math‐Test review 8:30:21 8:31:25 1"4' Test started

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Latency Recording Data Sheet

Student:________________________________Observer:__________________________Behavior:______________________________________________________________________

Date Activity Time of Initiation of Latency of Comments

Request Behavior (include min & seconds)

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Latency Recording Data Sheet Student:________________________________Observer:__________________________Behavior:___Throwingbooks,pencils,andpaper_____________________________________

Date Activity Time of Initiation of Latency of Comments

Request Behavior (include min & seconds)

3/19/2010 FCAT 8:30:12 8:32:15 2"3' Asked to start




Page 64

Step5:

SynthesizeInformationandGenerateHypothesis

The next step in conducting a FBA is for the team to synthesize and summarize the

information gathered. The team should identify common patterns and themes in

antecedents and consequences across all assessment information. This section

describes the steps necessary to complete this task and provides examples of hypothesis

statements.

PatternAnalysis

I. One or more members of the team should conduct a pattern analysis. Look for

patterns in the data in both antecedents and consequences.

o Patterns in information may suggest the conditions in which the behavior is

most likely and least likely to occur.

In what settings?

At what times of day?

In the presence of whom?

During what activities?

Under what conditions?

o Patterns may indicate the function(s) of the target behavior.

o Patterns in the data may suggest potential intervention strategies.

II. After identifying patterns, you should generate hypothesis statements about the

target behavior.

Based on this information, the team should formulate hypothesis statements that will

guide the development of the Behavior Intervention Plan (BIP).

Page 65

A hypothesis statement is an informed, assessment‐based explanation of the target

behavior. It offers an explanation of the target behavior in terms of the antecedent and

setting events that precede it, and it indicates the possible function or functions served

by the behavior. A hypothesis is an informed guess about the relationship between

environmental events or conditions and the student’s target behavior.

A specific hypothesis consists of several components:

o A statement or phrase describing the antecedent and(When?)

o A statement or phrase identifying the target behavior (What?)

o A statement or phrase describing the believed function of the

behavior (Why?)

o A statement or phrase identifying any distant setting events, if known

Hypothesis statements logically lead to specific intervention strategies.

A. What are some relevant questions we can use to guide hypothesis development?

o What events or issues from the student’s history might be relevant in

understanding his/her behavior?

o What lifestyle issues might be important factors?

o What circumstances are associated with the student’s desired

behavior?

o What circumstances are associated with the student’s target

behavior?

o What reinforcers (outcomes) seem to be maintaining the student’s

desired behavior?

o What reinforcers (outcomes) seem to be maintaining the student’s

target behavior?

o What skills does the student have or need in order to develop more

socially acceptable alternatives to his/her behavior?

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B. Should we develop just one hypothesis statement? When is it necessary to develop

multiple hypothesis statements?

It is necessary to develop multiple hypothesis statements if:

o You are targeting more than one target behavior and they serve different

functions.

o The same target behavior serves different functions in different situations

(i.e. screaming may serve the function of getting attention during free play

and may serve an escape function during seat work).

o The same target behavior serving one function by the student occurs in many

different situations. In this case, each situation may need to be addressed by

a separate strategy (i.e. a strategy for the classroom may not be possible or

appropriate to implement on the bus).

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ExamplesofHypothesisStatements

When Perry is getting little attention in a large group in the classroom

‐‐‐Immediate situation (When?)‐‐‐

he is likely to shout out profanities and throw things to get peer attention.

‐‐‐Target behavior (What?)‐‐‐ ‐‐‐Maintaining function (Why?)‐‐‐

The less attention Perry has received during the day, the more likely this pattern is to

occur.

‐‐‐Distant setting event‐‐‐

When Monique is asked to do independent work, she is likely to tear up materials and

hit her teacher to escape from the task demands. This pattern is more likely to occur if

she slept fewer than 4 hours the night before.

When Jacqueline is prompted to stop playing with the computer or tape player in the

play area, she is likely to fall on the floor and scream in order to avoid the next

nonpreferred activity.

When Jose is asked to do a nonpreferred routine, he will chew on his wrist to try to

escape from the task demands.

When Andrea is given a difficult reading or math assignment, she puts her head down,

refuses to respond, and closes her books to try to avoid having to complete the

assignment. The likelihood of this pattern increases if Andrea has received teacher

reprimands earlier in the day.

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HypothesisDevelopment

Hypothesis: A hypothesis is an informed guess about the relationship between

environmental events or conditions and the student’s target behavior. The purpose of

developing hypothesis statements is to narrow the field of possible influences until

eventually governing variables for the behavior are identified.

AntecedentConditions MaintainingConsequences

medical concerns positive reinforcement

curriculum/instruction (attention, tangibles, activities)

control/personal issues negative reinforcement

physical environment (escape, avoidance)

social interaction self‐stimulation

Instructions: Develop a hypothesis statement using the guidelines provided below.

Antecedent conditions/immediate situation: ___________________________________

________________________________________________________________________

Target behavior: __________________________________________________________

________________________________________________________________________

Maintaining function: ______________________________________________________

________________________________________________________________________

________________________________________________________________________

Distant setting events (if known): ____________________________________________

________________________________________________________________________

Hypothesis Statement: _____________________________________________________

________________________________________________________________________

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Section5:

Developinga

BehaviorIntervention

Plan

Summarize Information From FBA

I. FBA Team Members

II. Student Profile

III. Target

Behavior

IV. Assessment

Tools d

V. Hypothesis Statement

Most Likely

Least Likely

Antecedents

Function(s)

Antecedent

Function(s)

Records Reviews

Interviews

Data Collection

Behavior Intervention Plan (BIP)

Part 1

Page 71

Develop BIP

A. Goals of

Intervention

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