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Directions for FBA Data Tool. Downloads- You will enter your students data in this tool.

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Presentation on theme: "Directions for FBA Data Tool. Downloads- You will enter your students data in this tool."— Presentation transcript:

1 Directions for FBA Data Tool

2 Downloads- You will enter your students data in this tool.

3 Click on Demographics

4 Enter your identifying information here Then click this

5 Put in the time you will begin data collection & the date & school year Then click this

6 Change the criteria to match your students setting, event, behavior and consequence

7 Then click this

8 After the team has collected data- click Calendar and start entering data.

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12 After you have entered all your data- click Report and you will get all the graphs.

13 We look at the behavior in conjunction with the time of day that it occurs- were there patterns to time of day? If there ere- what is that telling us?

14 We look at day of the week data – if we collected enough days of data. We look at the percent of time each behavior occurred. BASELINE DATA

15 Did staff behavior stop student behavior? What context showed up the most with each behavior?

16 What antecedents paired up with each behavior? This helps you be proactive in your planning.

17 What consequences paired up with each behavior- this helps you determine what the functioning reinforcer was behind the behavior. Secondly, how effective was the consequence that occurred at stopping the behavior right away?

18 Want to take your graphs and put them in a report? Click above this icon in the lower left hand corner and type the word snipping tool Youll get a pop-up that will let you outline anything you want to cut and paste and put into a PowerPoint or Word document. You can save it as a picture and then insert it. – Thats how I made this PowerPoint

19 YOUR TOPIC GOES HERE What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? What is the goal behavior? What adult or peer behaviors will feed this goal behavior? Competing Pathway Chart: Pages Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

20 YOUR TOPIC GOES HERE What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? What is the goal behavior? What adult or peer behaviors will feed this goal behavior? Competing Pathway Chart: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

21 YOUR TOPIC GOES HERE What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? What is the goal behavior? What adult or peer behaviors will feed this goal behavior? Competing Pathway Chart: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole. Look at behavior paired with Antecedent to determine

22 YOUR TOPIC GOES HERE What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? What is the goal behavior? What adult or peer behaviors will feed this goal behavior? Competing Pathway Chart: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole. Look at behavior paired with Consequence to determine

23 YOUR TOPIC GOES HERE What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? What is the goal behavior? What adult or peer behaviors will feed this goal behavior? Competing Pathway Chart: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole. Brainstorm environmental Changes that will help

24 YOUR TOPIC GOES HERE What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? What is the goal behavior? What adult or peer behaviors will feed this goal behavior? Competing Pathway Chart: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole. What behavior will you teach The student that will replace Old behavior?

25 YOUR TOPIC GOES HERE What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? What is the goal behavior? What adult or peer behaviors will feed this goal behavior? Competing Pathway Chart: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole. How will you change Adult behavior to feed New behavior

26 YOUR TOPIC GOES HERE What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? What is the goal behavior? What adult or peer behaviors will feed this goal behavior? Competing Pathway Chart: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

27 YOUR TOPIC GOES HERE What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? What is the goal behavior? What adult or peer behaviors will feed this goal behavior? Competing Pathway Chart: Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

28 YOUR TOPIC GOES HERE What event or setting takes place prior to the target behavior? (Antecedent) What behavior are you targeting to change? (Behavior) What adult or peer behaviors are reinforcing this behavior? (negative or positive reinforcement) (Consequences) What settings/contexts/antecedents can you modify to make proactive changes in the environment to make the target behavior unnecessary? What new behaviors might you teach to the student to replace the current target behaviors? How might you change the adult behavior regarding the original target behavior and the new replacement behaviors? What is the goal behavior? What adult or peer behaviors will feed this goal behavior? Now you have a roadmap for a multi- modal plan based on the function behind the behavior and not your reaction to the behavior. Adapted from the following book: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

29 Download new file

30 Percents- If you want to focus on Percent- use this tab

31 Frequency- If you want to focus on frequency- use this tab

32 Duration- If you want to focus on Time- use this tab

33 Enter your baseline data Student A –Decide if you want to measure: Frequency Duration Percent –Enter your dates and data for the baseline portion. –Save the file and it to yourself –Next time we will enter your intervention data

34 Determine which data collection tool you will use You will put your intervention in place and once a week, take intervention data This is easier than the baseline data because you are either counting: –Frequency –Duration –Percentage


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