Function-Based Support Assessment FBA Interview Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.web.pdx.edu/~cborgmei

Objectives Attendees will learn to: Identify critical features of FBA interviewing Conduct the FACTS FBA Interview

Functional Behavioural Assessment Identifying an Accurate Function FACTS Part A Routines Analysis

Strengths Routines Analysis

Understanding Behaviour in a Context / Routine We need to understand Behaviour within routine/context Why?  Students can engage in the same problem Behaviour for different reasons in different routines If we conduct the assessment based solely on the type of Behaviour, the function of Behaviour may vary across routines Interventions need to be developed to address the differences in routines and Behavioural function Interventions need to look very different for a student who yells, throws things on the floor, and runs around the room: during large group Phys. Ed. to get teacher attention and during small group reading to avoid frustrating reading tasks

Start Broad & Narrow Focus Routines Analysis Purpose: To identify & focus in on a specific problem Behaviour routine, from which to continue the assessment to ID the function of Behaviour The assessment must narrow the focus to a specific pattern of Behaviour in order to develop an effective intervention Looking under the hood of a car

Routines Analysis

Routines Analysis Example – Joe Efficiency – Complete in Advance

Routines Analysis Example – Joe Track down the teachers to complete Do you notice any initial trends or have any initial hypotheses?

Identify Targeted Routine Defining the Behaviour(s) of Concern

Identify Routine & Behaviours of Concern Examine the Routines Analysis: Which times/routines are most problematic? Any initial hypotheses or trends to note? Prioritize routines/Behaviours to focus on Differentiate separate routines

Identify Joe’s Prioritized Routines #1 #2

What are the Targeted Routines?

What happens if we don’t look at Behaviour within Routines?

FAQ – Do I always focus on just one routine at a time? We encourage you to start with 1 routine at a time, because it is easy to get overwhelmed with students w/ beh’l concerns – NARROW THE FOCUS You can combine routines but only when there is significant similarity of (a) activities and (b) problem Behaviour(s). For example: Similarity of Structure, Activities & Demands - student has difficulties during lunch, recess, passing times Similarity of problem Behaviour – teases and calls peers names In this case you could probably combine routines lunch, recess, passing times = “unstructured times with peers”

Partner Activity: Would you combine the Routines Below? Why? Time’s Up Similar Activity, Demands & Behaviour Different Activities & Demands YES NO Routine 1 - Reading Routine 2 – Social Studies When asked to do work/ class activities that involve reading aloud or answering questions based on reading comprehension Behaviour = talking back to teacher, work refusal and throwing book and tearing up paper Routine 1 – Reading Routine 2 – Math The students concerns in math are not related to reading difficulties, but to low math skills Behaviour = talking back to teacher, work refusal and throwing book and tearing up paper

Defining the Problem Behaviour Focus on the Targeted Routine

Defining the Problem Behaviour Next Step – Take Targeted Behavioural Routine & Define Behaviour(s) that occur during the routine Start with 1 routine… focus on Behaviour that occurs in that single routine

Identify Problem Behaviours for the identified routine 2 x x 1 3 x x x x Student calls work “stupid”, “dumb”, calls teacher a “bad teacher” and “dumb”, refuses to do work, throws book and paper on the floor, tears up paper, walks around the room Focus on the single routine you have prioritized. e.g. Identify the problem Behaviours you have seen in Math… Check those Behaviours that occur in the target routine & Then rank the top 3 most concerning problem Behaviours in that routine. Provide a brief description of exactly what the Behaviours look like (observable & measurable) This definition should be so clear that you could clearly identify when the Behaviour does or does not occur 20

Frequency & Duration Ask about the frequency & duration of the occurrences of the problem Behaviour in that target routine Ask the interviewee if the Behaviour poses an immediate danger to the student or others. Dangers can be defined as directly injuring another with their Behaviour (hitting, throwing dangerous objects, etc.) If it is determined that the Behaviours are dangerous, then refer the case to a Behaviour specialist. 21

Activity 1: FACTS Part A With a partner, role-play using the FACTS Part-A form in the ACTIVITY PACKET. List the Routines in Order of Priority B. Assign Roles (interviewer & interviewee) 1) Then, the interviewer uses the FACTS form to ask the following questions 2) the interviewee uses the script on the bottom of p. 2 to answer questions re: the problem behaviour & rankings in the targeted routine., frequency & duration .

Completed FACTS-A - Shane

Functional Behavioural Assessment Identifying ABC FACTS – Part B

Interview Critical Features Interview the staff member from your targeted routine Identify a Routine & Stick with It Use Follow-up Questions

Thinking about Function of Behaviour When starting the interview, you are the investigator You need to ask follow-up questions to get specific information you can use to inform interventions You need to understand from the student perspective… You need to be convinced… You need to be confident in the results of the interview…

ABC’s of Understanding the Function of Behaviour What happens before (A or antecedent) the Behaviour occurs? What is the Behaviour (B)? What happens after (C or consequence) the Behaviour occurs? A  B  C

Antecedents What triggers the Behaviour? What happens immediately preceding the problem Behaviour? What triggers the Behaviour, be specific... What activity? What peers? What tasks? Describe in detail If you wanted to set up the student to engage in the problem Behaviour, what would you do? If presented with (identified stimulus) 10 times, how many times would the student engage in the identified Behaviour?

Interview - Antecedents ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem Behaviour in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding of triggers ranked #1 & 2. Environmental Features (Rank order strongest 3) Follow Up Questions – Get as Specific as possible _X_ a. task too hard ___ g. large group instruction ___ b. task too easy _X_ h. small group work _X_ c. bored w/ task ___ i. unstructured time _X_ d. task too long ___ j. transitions ___ e. physical demand _X_ k. independent work _X_ f. correction/reprimand ___ l. with peers ___ m. Other, describe ______________________ _______________________________________ If a,b,c,d or e - describe task/demand in detail ___________ _________________________________________________ If f - describe purpose of correction, voice tone, volume etc. _________________________________________________ If g, h, I, j or k - describe setting/activity/content in detail _________________________________________________ _________________________________________________ If l – what peers? First, show the person being interviewed the list and check all that apply Next, have them look at those checked and rank order the 2-3 strongest predictors

Interview - Antecedents ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem Behaviour in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding of triggers ranked #1 & 2. Environmental Features (Rank order strongest 3) Follow Up Questions – Get as Specific as possible 1 X a. task too hard ___ g. large group instruction ___ b. task too easy ___ h. small group work _X_ c. bored w/ task ___ i. unstructured time _X_ d. task too long ___ j. transitions ___ e. physical demand 2_X k. independent work 3_X f. correction/reprimand ___ l. with peers ___ m. Other, describe ______________________ _______________________________________ If a,b,c,d or e - describe task/demand in detail __writing sentences, paragraphs, letters, journals, etc. student cannot write because they don’t know how to read or spell fluently______________________ If f - describe purpose of correction, voice tone, volume etc. _________________________________________________ If g, h, I, j or k - describe setting/activity/content in detail ____Independent work involving writing or reading; works better in small groups if he doesn’t have to read or write____________ _________________________________________________ If l – what peers? After the interviewer has rank ordered the tasks, ask the necessary follow-up questions to get a complete understanding of what is triggering the problem Behaviour.

Interview - Antecedents Before moving on with the interview, ask yourself the following about the antecedent response: Are there further follow-up questions I should ask to get a clearer understanding of what triggers the problem Behaviour? Is the antecedent clear enough that I can identify specific environmental changes that should prevent the problem Behaviour?

Activity 2 – FACTS Part A Read through the FACTS Part A on p. 4 of your activity packet for AT. Discuss with a partner the information form FACTS Part A & any initial thoughts, trends or hypotheses noticed.

Activity 3: Identifying Antecedents Assign an Interviewer & Interviewee Interviewer -- present the question from FACTS Part B – Antecedents to your interviewee Interviewee – give feedback about the clarity of the question & suggestions for ways to present question most effectively

Activity 3: Identifying Antecedents (continued) Listen to the Video FACTS interview (15:10-21:05) & complete the corresponding portion of the FACTs Part B (p. 5) according to the teacher’s responses Identify any additional follow-up questions you would have

FACTS Interview: Antecedent

Consequence / Function What is the response to the Behaviour? What happens immediately following the Behaviour? How do peers respond? How do the adults respond? What are the consequences for the student? How many times out of 10 do each of these responses occur following the problem Behaviour? Why is the student engaging in this Behaviour? What is the student gaining as a result of engaging in the Behaviour? How is it paying off for the student? What is the most valuable payoff for the student?

Interview – Consequences CONSEQUENCE(s): Rank Order the strongest pay-off for student that appears most likely to maintain the problem Behaviour in the routine above. The ask follow-up questions to detail consequences ranked #1 & 2. Consequences/Function (Rank order the strongest 3) As applicable -- Follow Up Questions – Get as Specific as possible ___ a. get adult attention ___ b. get peer attention _X__ c. get preferred activity ___ d. get object/things/money ___ e. get other, describe _____________________ _X_ f. avoid hard tasks/failure _X_ g. avoid undesired task/ activity ___ h. avoid physical effort ___ i. avoid peer negatives _X_ j. avoid adult attention _X_ k. avoid reprimands ___ l. avoid/escape other, describe _____________ If a or b -- Whose attention is obtained?_____________________________ ______________________________________________________________ How is the attention provided? _____________________________________ If c or d -- What specific items or activities are obtained? _______________ ______________________________________________________________ If f, g or h – Describe specific task/ activity avoided? __________________ Be specific, DO NOT simply list subject area, but specifically describe type of work within the subject area (be precise)?___________________________ ________________________________________________________________________________Can the student perform the task independently? Y N Is academic assessment needed to ID specific skill deficits? Y N If i, j or k -- Who is avoided? _____________________________________ Why avoiding this person? First, show the person being interviewed the list and check all that apply Next, have them look at those checked and rank order 2-3 strongest consequences

Interview – Consequences CONSEQUENCE(s): Rank Order the strongest pay-off for student that appears most likely to maintain the problem Behaviour in the routine above. The ask follow-up questions to detail consequences ranked #1 & 2. Consequences/Function (Rank order the strongest 3) As applicable -- Follow Up Questions – Get as Specific as possible ___ a. get adult attention ___ b. get peer attention _X c. get preferred activity ___ d. get object/things/money ___ e. get other, describe _____________________ 1_X f. avoid hard tasks/failure _X_ g. avoid undesired task/ activity ___ h. avoid physical effort ___ i. avoid peer negatives 2_X j. avoid adult attention 3_X k. avoid reprimands ___ l. avoid/escape other, describe _____________ If a or b -- Whose attention is obtained?_____________________________ ______________________________________________________________ How is the attention provided? _____________________________________ If c or d -- What specific items or activities are obtained? _______________ ______________________________________________________________ If f, g or h – Describe specific task/ activity avoided? __________________ Be specific, DO NOT simply list subject area, but specifically describe type of work within the subject area (be precise)?___________________________ ________________________________________________________________________________Can the student perform the task independently? Y N Is academic assessment needed to ID specific skill deficits? Y N If i, j or k -- Who is avoided? _____________________________________ Why avoiding this person? After the interviewer has rank ordered the tasks, ask the necessary follow-up questions to get a complete understanding of the consequences & function of Behaviour.

Interview - Consequences Before moving on ask yourself the following questions about the consequence response: Are there further follow-up questions I should ask to get a clearer understanding of what consequences are maintaining the problem Behaviour? Are the consequences and function of Behaviour clear enough that I can understand how the problem Behaviour is paying off for the student? When considering the antecedent and consequence together, do they make sense? For example, if the consequence/function is avoiding difficult task, it would make sense that the antecedent be a specific task that is too difficult. It might make less sense if the consequence/function is to escape a difficult task and the antecedent is unstructured time with peers.

Setting Events Events that happen outside of the immediate/ targeted environment or routine that effect the likelihood and/or severity of problem Behaviour. Setting events are things that vary day to day Autism is NOT a setting event; it’s a student condition Lack of sleep is a setting event Setting EventsAntecedentsBehaviourConsequence

Examples of Setting Events Lack of sleep Missing breakfast / hunger Having a fight on the way to school Bad grade on a test Substitute teacher Forgetting to take medication

Interview – Setting Events Remember setting events do not usually occur in the immediate routine or environment. Since setting events often happen at home or previously in the school day, it is not uncommon for teachers to be unsure of setting events. Sometimes teachers may recognize that something is “off” with the student (e.g. that look on the student’s face when they walk in tells me it’s going to be a rough day)… but may not know what caused it Follow-up Questions After identifying the most common setting events ask any follow-up questions that will provide a clearer picture of the impact and occurrence of setting events. You may want to follow-up with the student or parent interview for more information on setting events.

Activity 4: Identifying Consequences & Setting Events Switch Interviewer & Interviewee Roles Interviewer -- present the question from FACTS Part B for Consequences & Setting Events as directed Interviewee – give feedback about the clarity of the question & suggestions for ways to present question most effectively

Activity 4: Identifying Consequences & Setting Events Listen to the Video FACTS interview (21:05-31:55) & complete the corresponding portion of the FACTs Part B (p. 5) according to the teacher’s responses Identify any additional follow-up questions you would have

FACTS Interview: Consequences & Setting Events

Summary of Behaviour

A clear and specific Summary of Behaviour The result of an FBA is a Summary of Behaviour The Summary of Behaviour is only helpful when it is clear enough and specific enough to inform: The function of student Behaviour and What interventions can be used to improve student Behaviour

Summarize the interview using the Summary of Behaviour The result of a FACTS is a Summary of Behaviour To complete each of the boxes in the Summary of Behaviour take the information from the corresponding boxes from the FACTS-B form. Write the highest ranked item from each section: Antecedents, Consequences, Setting Events Write the description of the problem Behaviour(s) from the top of Part-B 48

49

Summary of Behaviour Be specific & clear Routine/ Setting: Have you identified a specific routine so the information collected about the Behaviour can be focused & specific? Antecedent Behaviour Consequence Are the identified triggers of Behaviour clear and specific enough to know how to prevent problem Behaviour from occurring? Is the Behavioural definition clear enough? Have you clearly identified any escalating Behaviour patterns? Have you clearly identified the environmental responses to Behaviour (staff or peer) linked with the function of Behaviour? Function: Can you identify the function of Behaviour? What has the student learned that maintains the Behaviour or makes it pay off? 50

Summary of Behaviour Example - Joe Routine/ Setting: Math group – math tasks Antecedent Behaviour Consequence Presented w/ double digit addition problems, subtraction or harder math facts Joe will verbally refuse, throw pencil on floor & rip up the paper, leave table and walk around room Staff may ignore initially, but redirects to math work lead to escalated Behaviour, student breaking materials and leaving classroom Function: Avoid difficult Math tasks 51

Read the summary back to the respondent Use the following format: “During (insert target routine), (insert student name) is likely to (insert problem Behaviour) when he is (insert details of antecedent conditions) and you believe that he does this to (insert details of consequence/function)” Do you agree with this summary of Behaviour? Is there anything you’d like to add or change? 52

Ask the respondent to rate the extent they believe the summary of Behaviour is accurate on the 6 point scale provided 53

Activity 5: Summary of Behaviour Use the information from the FACTS Part B from the interview to complete the Summary of Behaviour at the bottom of the page Read your summary of Behaviour to your partner. Next, ask your partner the question about the confidence rating and score it on your form. Interviewee – give feedback re: ways to frame summary of Behaviour & ask Confidence Rating Q

FACTS Interview: Summary of Behaviour Listen to FACTS Video – Summary of Behaviour (33:20-34:55)