Presented by Kristen N. Salamone

Presented by Kristen N. Salamone
Functional Behavior Assessment Non-Sea World Attendees: In-class work is on pages 19, 20, & 21 Presented by Kristen N. Salamone

Session Objectives Participants will:
Identify basic behavior principles Apply basic behavior principles to a specific child’s or adolescent’s behavior Understand state and federal laws concerning FBA’s, data collection and behavioral principles Examine FBA team forms, interview forms and data collection forms Develop a plan of data collection to utilize throughout the next week

Ground Rules Talk about behaviors, not judgments
Keep confidential (identifying) information out of discussions Respect your districts and your colleagues districts Recognize that working with difficult behavior is hard and it is OK to ask for help Focus on future successes, not past failures Understand that behavior change requires systematic instruction and is gradual in improvement

The Public Health Model
Academic Systems Behavioral Systems Tertiary Interventions Individual Students Assessment-based High Intensity Tertiary Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing 5-10% 5-10% Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing A good place to start any discussion of School-Wide PBS is this graphic. It is based on the Public Health Model that describes a student support system of Primary, Secondary and Tertiary prevention. The side by side triangles are intended to convey that prevention of both academic and behavioral difficulties needs to be addressed. The triangles also describe what the students of a typical school may look like. In most schools 80 to 90% of students arrive prepared to do the work of attending school. They have the learning ability, the motivation, support systems and personality to be successful in schools. About 10 to 15% of students will be at-risk for learning and or behavior problems. (Add a few descriptors of at-risk students) And then there are bout 1-5% of students who seriously and chronically in trouble academically and behaviorally (add a few descriptors of high-risk students). Ask, “Would you agree that this (at least) broadly describes the students who attend your school?” (Get some acknowledgement form the group that this is true. They may quibble a little about the actual ranges but look for the big idea.) If they do agree then go to the next point which is about the implications for intervention: No single intervention or approach will meet all the behavioral needs within a school. Think of the student handbook as an example. Most school have the handbook which lists the behavior infractions and the punishments that go with them. “Which group will be best supported by the student handbook?” (The percent group or Green zone kids!) The handbook will work less well for the at-risk group and probably not at all for the high risk students. Students at higher risk levels will need more targeted and intensive supports to be successful in school. Some examples of additional supports would be “Check-in/Check-out” programs, Homework Club. Newcomers Club, counseling/support groups for the at-risk group and FBA and Individual Student Planning processes for high risk student. Assumptions: No single intervention or approach will meet all the behavioral needs within a school. 85-90% of students will arrive at school already having learned the important social skills necessary to "do school." 7-10% of students needs the supportive resources in school (e.g. academic support, counselors, and extra adult attention) in order to be successful. 3-5% of students requires intensive individualized intervention. Universal Interventions All students Preventive, proactive 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90% 4

Interventions depend on environment and function Respect
The Foundation Context Related Serve a Function Interventions depend on environment and function Respect Behaviors are context related. They only occur in the context which will serve the function. Behaviors serve a function for the student. Interventions are linked to the environment (social contexts) and function of the behavior. Effective behavior support must respect the dignity, preferences, and goals for the student/family.

THE GOALS OF MISBEHAVIOR
To Obtain/To Avoid Does the behavior allow the student to gain peer or adult attention? Does the behavior allow the student to gain preferred activities or items? Does the behavior allow the student to postpone, avoid, or escape anything (demands, social interaction, etc.)? Does the behavior provide stimulation activity (an alternative to a lack of active engagement in activities)?

What about Behavior? Behaviors serve a function
Analysis of the function or purpose of a behavior is the key to intervention Functional Behavior Assessment includes observation, interview and analysis to disclose information about the reasons behaviors occur

Spot Check 1 The Public Health Model shows? Name 1 Ground Rule
What do behaviors serve for the student? What are the 2 goals of misbehavior? 5. What is the key to behavior interventions?

is what occurs before a behavior
Antecedent is what occurs before a behavior

CSI Antecedent Pay close attention to: The activity The adult(s)
The peer(s) The location/environment The demand or request

Antecedent Strategies
Environmental Temporal (time) Physical/Medical Task Presentation Instructor Instruction Some students adjust easily to different types of environmental conditions such as noise levels, flickering lights, or room arrangement. Other students have difficulty with certain conditions or do not adapt well when changing from situation to situation. We may be able to adjust and arrange these day-to-day variables. Some or all of these factors may be having an effect on student behavior. The team should consider the following variables. Some of these are listed in the guiding questions of annotated BIP we looked at previously:

Environmental Variables
Furniture Décor Noise Level Temperature Lighting Environmental variables - furniture, décor, noise level, temperature, lighting

Temporal (time) Variables
Time of Day Wait Time Start/Stop Time Transition Time Temporal ( refers to time) - time of day, wait time, start/stop time

Physical/Medical Variables
Hunger Allergies Medications Medical Side Effects Stimulation (clothing) Physical or Medical – hunger, medications, medical side effects, allergies, amount of sleep

Task Variables Materials Activity Pace Length of Task
Activity Partners Activity Complexity Task – materials, activity, pace, length of task, activity partners, activity complexity

Presentation Variables
Type of Instruction Complexity of Presentation Types of Cues Presentation - complexity of presentation, type of instruction, type of cues

Instructor Variables Tone of Voice Disposition/
Attitude towards a Student Consistency of Expectation Instructor - tone of voice, disposition/attitude toward a student, consistency of expectation

Instruction Variables
Skill Deficits Lack of Prior Knowledge Instruction - Another antecedent is instruction itself. If a student demonstrates problem behaviors due to a specific skill deficit such as an academic, social or communication skill - teach the missing skill(s). The student will no longer need to display the problem behavior once he or she has learned the missing skill. For example, instead of cursing or fighting with the teacher to get out of doing an assignment that is too difficult, teach the student an appropriate way to ask for assistance, a different assignment or a short break (such as a card on desk). If the student has a deficit in specific reading skills, arrange for instruction in those skills.

Establishing Operations
Definition: an event that changes the status of a stimulus as a reinforcer or punisher Durational Events Behavioral Histories Physiologic Conditions Sometimes events occur that are out of our control, or are not ordinarily there. When this happens, this can change how a certain stimulus affects a child. The stimulus can actually become either a reinforcer or a punisher. -Durational Events: the presence or absence of certain events or objects (examples: peers, room) -Behavioral Histories: events identified associated with histories of problem or non-problem behaviors (tell story of Greg melting down every spring because of baby brothers death) -Physiologic Conditions: Events with a biologic basis (examples:toothache, cold, room temp, hunger)

Examining Behavior Triggers
Fast Triggers Immediate Antecedents Specific Discriminative Stimuli Slow Triggers Establishing Operations Setting Events Ecological Events Pay attention to all triggers that could be antecedents. There are fast triggers and slow triggers. Fast triggers: immediate antecedents, behavior occurs right away, almost always a reaction to the antecedent Slow triggers: take longer, sometimes seems like behavior came “out of nowhere”, look at the establishing operations, setting events and ecological events. -examples: accident on way in to school, hot/cold in room, hungry, unrest in home

Spot Check 2 (Antecedents)
1. Name 1 thing to pay attention to when looking for the Antecedent. 2. Name all of the antecedent strategies and one example of each. 3. What is Establishing Operations? 4. Give 2 examples of Establishing Operations. 5. What are 2 types of behavior triggers?

What is Behavior? Psychology, Animal Behavior.
a.observable activity in a human or animal. b.the aggregate of responses to internal and external stimuli. Dictionary.com definition -The psychology of animal behavior is two folded Observable activity- we are able to observe it using our senses. Two main senses we use to observe behavior are the sense of sight and the sense of hearing. What behaviors do we see? What behaviors do we hear? 2. Response to stimuli Internal stimuli- something going on inside a person; could be physical, emotional, mental External stimuli- something that happens in the environment around the person What are examples of internal stimuli? What are examples of external stimuli? How do we react to these examples of stimuli? What are the consequences of our reactions?

Must be OBSERVABLE and MEASURABLE
Behavior Must be OBSERVABLE and MEASURABLE Form of a behavior Function of a behavior Behavior is an observable and measurable act of an individual or a group The form of a behavior is the way a behavior looks, what we observe, a precise, specific description of the behavior The function of a behavior is the purpose it serves -to get something -to avoid, delay, or escape something

Defining Behavior An observable and measurable act of an individual
-running out into the hallway -hitting desk with fist -completing schoolwork early -yelling expletives in class -writing and passing notes to classmates Not: -bad attitude -lazy -low self-esteem -frustrated -control, power -angry -lack of motivation -disrespectful What are some types of behaviors you have seen?

Consequence C is any event that follows a behavior

C What typically happens after the behavior of concern?
ONSEQUENCE What typically happens after the behavior of concern? What typically happens after appropriate behavior? We want to pay attention to both the consequences that happen after the behavior of Concern and also that happen after an appropriate behavior Which consequences are we reinforcing?

Consequence Pay attention to: What the adult(s) do
Give a verbal reprimand Keep the student in for recess Take away points What the other student(s) do Laugh at the student Imitate the student

Consequences Reinforcement - event that follows a behavior which increases or maintains the future frequency of that behavior Punishment – event that follows a behavior which decreases or eliminates the future frequency of that behavior

The consequence with which a behavior is met will determine its likelihood of reoccurrence!
OPERANT CONDITIONING Remember to not coerce when presenting instruction to a student who is engaging in unwanted behavior.

Reinforcement or Punishment?
We only know if a consequence is a reinforcement or a punishment by its effect on behavior NOT by our intent!!! (look at the future frequency of the behavior)

Functions of Behavior To get: To escape: -attention -attention
-activities -activities -objects -objects -stimulus -stimulus

Why Determine the Function?
Short term: To teach the student a new skill (replacement behavior) that achieves the same function as the behavior of concern. Ex. Hand raising, saying “Hi”.

Spot Check 3 (Behaviors, Consequences, Function)
1. How do you know if your behavior is identified well? 2. Name 3 examples of good identifications of behavior and 3 examples of bad identifications of behavior. 3. When consequence is enforced, who do we pay attention to? 4. What are the 2 types of consequences? 5. How do we know if the consequence is a reinforcement or a punishment? 6. The function of behavior serves to get or escape (4 things).

Practice I Do Behavior Possible Function Yelling Hitting Swearing
Escape lunch room Gain attention Escape gym class (motor activities) Hitting Gain access to desirable item Get help from parent Gain sensory stimulation Escape activity Swearing Avoid peer interaction Gain attention from adults Escape demands (academic)

We Do Example 1 Jared talks out at least two times per class. He smiles, and other students snicker, when his teacher reminds him to raise his hand. Since the beginning of the year, the problem seems worse. Do the reminders reinforce or punish him? How do you know? What might be the function of this behavior?

We Do Example 2 Colleen has an argument with someone in the cafeteria at least 3 times per week. The consequence is to stay in at recess and read or work on the computer with the teacher. Is the consequence serving as a reward or punisher? What might the function of Colleen’s behavior be?

You Do Scenario #1 Tisha, a three year old with ASD, is building a block structure during work time. Her teacher tells the group that work time will be ending in 5 minutes. Tisha is not finished with her structure. When work time is over the teacher reminds the kids to clean up their work and put their materials away. Tisha starts kicking and screaming, hitting anyone who is near her. She hits the teacher who comes to tell her it is time to clean up. The teacher takes the blocks and puts them in the container, leaving a few for Tisha to put away. Tisha continues to kick and scream. This happens each time Tisha is reminded to clean up her work.

Reinforcement or Punishment
Antecedents Behaviors Consequences Function of Behavior

You Do Scenario #2 Bob, a young man with Asperger Syndrome, yells out “This is stupid” when given an assignment in his inclusive social studies class. His teacher calls his name sternly and tells him that he has a WARNING. After a few minutes, Bob yells again “I don’t want to do this pathetic work.” The teacher yells at Bob and gives him STRIKE 1. After a few more minutes, Bob yells, “Only a moron would want to write about the Aztecs.” The teacher yells again, saying he is sick of Bob’s comments, Bob has a bad attitude, Bob has no consideration for his classmates, etc. and gives Bob STRIKE 2. Each time Bob comments, the teacher yells and gives him a strike. Bob behaves this way at least one time per day.

You Do Scenario #3 Whenever Susie is given written tests, she both scribbles her name on the test and pushes it aside or she crumbles the test into a ball and throws it away. Her teacher tells her that she will receive a zero on the test, that she is failing the class, that she should have at least made an effort. The teacher also required that Susie spend the rest of the class time sitting quietly at her desk and not disturbing others.

The Laws behind FBA! Chapter 14 Chapter 711
Final Chapter 14 regulations wereﾊpublished in the Pennsylvania Bulletin on June 28, 2008, and became effective on July 1, 2008.   The Special Education regulations in Pennsylvania for school districts are found under the 22 PA Code, Chapter 14.ﾊ Chapter 14 provides regulatory guidance to ensure compliance with the federal law, the Individuals with Disabilities Education Act of 2004, and its regulations. The provisions of Chapter 14ﾊensure that all students with disabilities have available to them a free appropriate public education that is designed to enable the students to participate fully and independently in the community, including preparation for employment or higher education. Chapter 14 also ensures that the rights of students with disabilities and parents of these students are protected. Chapter 711. This chapter specifies how the Commonwealth, through the Department, will meet its obligation to ensure that charter schools and cyber charter schools comply with IDEA and its implementing regulations in 34 CFR Part 300 (relating to assistance to states for the education of children with disabilities), and Section 504 and its implementing regulations in 34 CFR Part 104 (relating to nondiscrimination on the basis of handicap in programs and activities receiving federal financial assistance)

NEW Chapter 14 and Chapter 711 Behavior support programs and plans must be based on a functional assessment of behavior and utilize positive behavior techniques. When an intervention is needed to address problem behavior, the types of intervention chosen for a particular student or eligible young child must be the least intrusive necessary. PA CHAPTER 14: (a) PA CHAPTER 711: §711.46(a) FORMS: IEP, Section I (Special Considerations) in the section regarding Behaviors that impede his/her learning or that of others has been changed to reflect new requirements. TALKING POINTS: Language that is underlined is new to Chapters 14 and 711. This is new. Previously there were only certain situations that required the completion of a functional behavior assessment (FBA). The new Chapter 14 requires that all behavior support programs and plans be based upon a functional assessment of behavior. Also added is that behavior support programs (the supports that are provided in school to address the behavior in question) and plans (the written plan that outlines what support and services are to be provided) shall utilize positive behavior techniques. The second bullet just clarifies that when an intervention is needed to address problem behavior, the chosen interventions should be the least intrusive necessary. Only the bolded language is new. §14.133(a), §711.46(a) 44 44

Chapter 14 and Chapter 711 NEW The use of restraints is considered a measure of last resort, only to be used after other less restrictive measures, including de-escalation techniques. PA CHAPTER 14: (a) PA CHAPTER 711: §711.46(a) FORMS: None TALKING POINTS: Restraints may only be used as a last resort, only to be used after other less restrictive measures (including de-escalation techniques) in accord with subsection (c) (2). We will be talking shortly about when restraints may be used. The definition of restraints has changed to provide additional clarity. §14.133(a), § (a) 45 45

Chapter 14 and Chapter 711 Positive behavior support plans –
NEW Positive behavior support plans – A plan for students with disabilities and eligible young children who require specific intervention to address behavior that interferes with learning. A positive support plan must: Be developed by the IEP team, Be based on a functional behavior assessment, Becomes part of the individual eligible young child’s or student’s IEP PA CHAPTER 14: (b) PA CHAPTER 711: §711.46(b) FORMS: Special Considerations section of the IEP has been changed to reflect new requirements. TALKING POINTS: This definition of a positive behavior support plan has major implications in writing IEPs for students who have behaviors that impede his/her learning or that of others. The positive behavior support plan of each student and eligible young child with a disability who requires specific intervention to address behavior that interferes with learning must be based on a functional behavior assessment. This positive behavior support plan then becomes part of the IEP of the eligible young child or student. §14.133(b), §711.46(b) 46 46

Chapter 14 and Chapter 711 NEW Positive behavior support plans Such plans must include methods that utilize positive reinforcement and other positive techniques to shape a student’s or eligible young child’s behavior, ranging from the use of positive verbal statements as a reward for good behavior to specific tangible rewards PA CHAPTER 14: (b) PA CHAPTER 711: §711.46(b) FORMS: IEP has been changed to reflect new requirements. TALKING POINTS: Language that is underlined is new to Chapters 14 and 711. This is the remaining piece of the definition for a positive behavior support plan. Positive behavior support plans: Utilize positive reinforcement and other positive techniques to shape a student’s or eligible young child’s behavior These positive methods range from the use of positive verbal statements to specific tangible rewards as rewards for good behavior §14.133(b), §711.46(b) 47 47

Chapter 14 and Chapter 711 NEW School entities have the primary responsibility for ensuring that positive behavior support programs meet regulatory requirements, including the training of personnel for the use of specific procedures, methods and techniques having a written policy and procedures on the use of positive behavior support techniques and obtaining parental consent prior to the use of restraints or intrusive procedures In accordance with their plans, agencies may convene a review, including the use of human rights committees, to oversee the use of restrictive or intrusive procedures or restraints. Language that is underlined is new to Chapters 14 and 711. The primary responsibility for ensuring that positive behavior support programs are in accordance with Chapters 14 and 711 regulations falls on the school entity. Accordance with Chapters 14 and 711 includes: The training of personnel for the use of specific procedures, methods, and techniques Having a written policy and procedures on the use of positive behavior support techniques and obtaining parental consent prior to the use of restraints or intrusive procedures as provided in (c) and (f). The information on this slide is generally not new. The new and/or additional words, phrases, and requirements are listed in bold and red font. The language in the previous Chapter 14 is as follows: In accordance with their plans, agencies may convene human rights committees to oversee the use of restraining or intrusive procedures and restraints. According to changes in Chapter 14 and Chapter 711, in accordance with their plans, agencies may convene a review, which includes the use of human rights committees, to oversee the use of restrictive (new addition) or intrusive procedures or (rather than “and”) restraints. §14.133(f), §711.46(f) 48 48

Chapter 14 and Chapter 711 Subsequent to a referral to law enforcement, for students with disabilities who have positive behavior support plans, an updated functional behavior assessment and positive behavior support plan must be completed. PA CHAPTER 14: (h) PA CHAPTER 711: §711.46(h) FORMS: None TALKING POINTS: This new regulation states that an updated functional behavior assessment and positive behavior support plan shall be required subsequent to a referral to law enforcement. This indicates that a school entity must update an FBA/BIP if a student has been referred to a law enforcement agency by the school district. NEW §14.133(h), §711.46(h) 49 49

The following methods may NOT be used…
Corporal punishment Punishment for behavior that is caused by the student’s disability Locked rooms, locked boxes, or other locked structures or spaces from which the student cannot readily exit Noxious substances Deprivation of basic rights, such as withholding meals, water, or fresh air Treatment of a demeaning manner Electric shock Suspension or removal s from classes for disciplinary reasons that form a pattern. §14.133(e 1-8)

Spot Check 4 (The Law) 1. What entities do Chapter 14 and Chapter 711 protect? 2. Name something new about Positive Behavior Support Plans in Chapter 14 and/or Chapter 711. 3. Are restraints allowed? If yes, when? 4. Name 2 methods that CANNOT be used.

Functional Behavior Assessment
What it is NOT….. A document A quick fix The latest fad What it IS…… A process A TEAM effort Research based to guide effective decision making The LAW Most common misconceptions is that an FBA is a document, it is actually a process that utilizes gather data, through data collection, interviews, observations,etc. The methods are research based and are approved and validated through Chapter 14 and Chapter A functional behavior assessment is not a quick fix either, it allows the TEAM to gather research to base decision making on a specific student’s positive behavior support plan.

Most Important Reason Without determining the function of a behavior, we may inadvertently reinforce inappropriate behaviors with our intervention.

How Do We Do It? Functional Based Assessment
Address questions Analyze patterns Form hypothesis (summary statement) Positive Behavior Support Plan Generate and Implement Interventions Monitor progress of interventions Evaluate Effectiveness of PBSP yearly

Parent/Guardian Permission Needed!!
TEAM process Step 1: Informant Interview/Review of Records Step 2: Direct Observation with Data Collection Step 3: Analysis of ALL information gathered Parent/Guardian Permission Needed!!

Questions to Address How often does the target behavior occur & how long does it last? Where does the behavior typically occur/never occur? Who is present for the occurrence/nonoccurrence of the behavior? What is going on during the occurrence/nonoccurrence of the behavior? When is the behavior most likely/least likely to occur? How does the student react to the usual consequences that follow the behavior? This slide provides guidance with regard to the essence of a good FBA.

FBA LEVELS 1.Informal Archival Review Problem Solving Meeting
2. Indirect Checklist Functional Assessment Interview Initial Line of Inquiry 3. Direct Observation A-B-C data Structured, Planned Observation FBA LEVELS 30% Reliability in identifying function This slide provides reliability percentages based on research from Dr. Laura Riffel. Dr. Riffel’s website is an excellent resource regarding functional behavior assessment. Informal level of FBA does not have a percentage only because it was not available in the resources reviewed. 60-80% reliable Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 57

Spot Check 5 (FBA) 1. What is the most important reason to conduct an FBA? 2. What do you need before you conduct an FBA? 3. What are the 3 steps of the FBA process? 4. Name 2 questions you should address.

Step 1 Informant Interviewing:
Who should we interview? What is the purpose? What are the parts of the interview? Who -people who have observed the behavior of the learner for Extended Period of time -people who have observed the behavior of the learner in a variety of settings and conditions What -review a large number of potential variables -narrow down the focus to the variables possibly influencing behavior Forms -

Record Reviews Why are they necessary? Types? Advantages?
Medical Past experiences Behavioral/academic history Progression of Behaviors Successful Intervention strategies Unsuccessful Intervention strategies Environmental Settings Types? Old PBSP’s IEP’s Psychological Advantages? Quick ID Variables Disadvantages? Current Reflection Indirect WHY? -can provide information about medical background, past experiences, behavioral and academic history. -old behavior support plans can show the progression of behaviors and point to intervention strategies that were successful -behavior support plans that were abandoned provide information about interventions that were not a good fit, and unsuccessful -also may discover certain environmental settings where a student was more successful and less likely to engage in problem behavior. TYPES -medical documents, old bsp, psychological, IEP’s, mental health info, medical results, OT, PT, Speech. (make sure you have special permission to access these documents) ADVANTAGES -fairly quick and easy to complete -can provide with clues to variables affecting behavior that aren’t obvious DISADVANTAGES -material may not reflect current status -bsp’s might target different problem behaviors that are no longer there -considered indirect and not as objective as direct observation and functional analysis -combined with other indirect measurements and direct observations will increase the quality of the assessment

Functional Assessment Checklist For Teachers and Staff (FACTS)
What is it? Who completes it? How long does it take? How is it used? When is it used? Identify Routines? -2 page interview -efficient strategy for initial FBA’s -completed by people who know the student best -used to build PBSP’s and/or guide more comprehensive FBA’s -takes 5 to 15 minutes to complete -indirect assessment tool used to interview people who know the student best 2 to 3 FACTS interviews are completed in order to begin ID’ing the function and environmental settings where behaviors do/don’t occur Should be used when collecting data on a student, can be combined with a longer interview form if behavior is more intense ROUTINES -Part A-describes problem behavior in general way and then identify routines and activities in which the student is involved, when they occur, the likelihood of problem behavior, and which behaviors are observed. -Part B- allows the team to choose one of the routines and go into more detail -intervention strategies are more effective when they address specific routines and activities -routines and activities associated with the nonoccurrence of problem behavior can also provide important information. -successful settings can be used to redesign problem settings -successful environmental variables can be introduced to naturally reduce the problem behavior

Problem Behavior Questionnaire
Indirect Functional Assessment Instrument Potential Effects of Peer Attention

Interviews Two Groups:
Teachers, Support Staff, parents, family members, other relevant persons who work with or know the individual well. Individuals who are exhibiting behavior of concern. Based on interest, willingness and ability to engage

Student Interview Forms
Example 1 Example 2 Tips for interviewing -Use the Functional Assessment Interview as a starting point, if the interviewee is on a roll, let them go -Go for ABC information -Ask for specific examples (what was happening before and after) -Keep asking questions What happened next? What did the adults do? What did the other people do? -Look for categories of behaviors -yelling and banging both resulted in removal of work materials -Watch your body language and facial expressions

Spot Check 6 (Step 1) 1. Why are record reviews necessary?
2. Name 2 types of records you can review. 3. What is the name of the checklist used for teachers and staff? 4. Who should complete the FACTS? 5. Who should be interviewed?

Step 2 Direct Observation/Data Collection
-Defines the behavior -Informant information -Baseline -Objective -Hypothesis -Assessment -PBSP -Direct observation with data collection -More clearly defines the behavior -supports OR refutes informant interview information -determines baseline levels -provides objective information on behavioral events -leads to more accurate hypothesis of the function of behavior -allows for assessment in the student’s natural environment -provides information necessary for building the PBSP

What are the Purposes? -Determine current level of learning or behavior (baseline) -Investigate the events (A-B-C-F) -Measure progress towards goals -Guide “next steps” in programming (adjustments)

Steps Determine the purpose for data collection.
Define the behavior (one at a time) measurably and observably. Decide where, how often, and who will collect data. Design a data collection tool(s) to fit your needs--simple, but functional with clear coding system. Transfer the data to a visual representation (graph).

Choosing a Data System Question of Interest Dimension to Measure
How often? Each Event (frequency, rate or percentage) How long? Duration (each even or cumulative) How long to begin the behavior after the stimulus? Latency

Data Collection Tools These are the tools that we are going to be looking at today to conduct the FBA Data Collection portion of the FBA. When you are doing your observations I would like you to pick one tool from the general observation column and one tool from either the event, duration, latency or interval column (depending on the behavior you are observing).

Functional Assessment Direct Observation Tool
Combines ABC and Scatter Plot Uses Advantages and Disadvantages How much Data? -adaptation of the form developed by O’Neill and his colleagues -combines elements of the scatter plot and ABC Chart -Uses -record behaviors, setting events, antecedents, and consequences observed. -keep track of possible functions as well as actual consequences. -you decide on the length of the intervals -depends on length of session and frequency of behaviors -count and list each behavior on the form during the time which it occurs -important to use to validate information gathered using indirect assessment and evaluate hypothesis ADVANTAGES/DIS -collects a large amount of data efficiently -visual analysis to detect patterns between environmental events and behaviors -preferred data collection method with practice DIS -does take time to learn to use effectively -Functional Assessment Observational Tool data is only correlational, which means that the casual relation cannot be confirmed. How much? -average 3-5 sessions ACTIVITY

Scatter Plot What is it? How do you use it? Role?
Advantages and Disadvantages? -interval recording method that can help you discover problems related to a problem behavior and specific time periods -grid with time plotted on the vertical line, divided into periods of time -horizontal line designates the dates the observation occurs (can be multiple) -scatter plot is a direct observation tool used to identify WHEN problem behaviors are occurring. ADV -a number of measurement counts can be used including frequency, duration, or latency -another way to record data is to indicate low rates of occurrence with one symbol and high rates with another symbol -the exact number of behaviors can also be written into the cells to provide more detailed information DIS -don’t provide a way to doc Ant. And Consequences, therefore additional recording methods are needed. ACTIVITY

Event Recording What is it? Advantages and Disadvantages?
When should it be used? What? -process for documenting the number of times a behavior occurs -normally done by tally marks every time a student engages in target behavior -time period recorded as well -must take place during a specific time period to observe possible pattern Advantages -easy to implement -used while teaching -easy methods to keep track: wrist counter, tally’s on paper, use items in pockets to keep track (move from one pocket to other as behavior occurs) Disadvantages -doesn’t really help when behavior occurs at really high rate or occurs over extended periods of time -examples: temper tantrums, reading, staring off into space, talking to peers When to use? -objective is to increase or decrease the number of TIMES a behavior occurs -when behavior you are looking at can be easily counted -clear beginning and end -doesn’t happen at such a hard rate that documentation is made hard

Duration Recording What is it? Advantages and Disadvantages?
When should it be used? What is it? -used to document the amount of time a student spends engaging in a behavior. -behavior must have a clear beginning and ending -examples: crying, reading, writing, talking to peers, out of seat Advantages -interested in how long behavior lasts -can also record frequency Use? -when a behavior occurs at a high rate and tends to include behaviors that are harder to measure using event recording -examples: pencil tapping, interacting with peers, screaming

Latency Recording What is it? Advantages and Disadvantages?
When should it be used? What? -measure how long it takes for a behavior to begin after a specific verbal demand or event has occurred. -used a lot when function is to obtain a preferred item -requires a way to measure time (clock, stopwatch, etc) -videotaping or audio taping can help as well Advantages -interested in the length of time between a specific cue, event or verbal prompt and the occurrence of a behavior -whether a student is decreasing response time Used? -when a behavior has a clear beginning. -when you can identify a specific verbal instruction or event that precedes the behavior of interest -used to prevent problem behavior by identifying the length of time between trigger (antecedent) and occurrence -info used to find out exactly when to prompt a new communication skill that will result in same outcome as the problem behavior -teacher is interested in time to engage after prompt

Whole Interval Recording
What is it? Advantages and Disadvantages? When should it be used? What? -observing whether a behavior occurs or does not occur during specified time periods -observer is interested in whether the behavior occurs during the ENTIRE interval -examples: talking, head down, writing, reading, working on assignment -once recording is complete, observer counts the number of intervals in which behavior was observed and a % of intervals with the behavior being documented is found. -usually a stopwatch or wristwatch is used to keep track of intervals w/ a recording sheet Advantage -provides an estimate of the duration of a behavior and provides info about where behaviors are occurring or not occurring w/in an observational session Disadvantage -requires observers undivided attention When -behavior looking at is not easily counted -measure behavior by counting number of time-intervals in which the behavior occurred

Momentary Time Sampling Recording
What is it? Advantages and Disadvantages? When should it be used? What -interval recording method -observer records whether a behavior occurs or does not occur at the very end of the interval Advantages -teacher does not need to attend to behavior all of the time -provides an estimate rather than documentation of every occurrence -easy to implement in class Dis -underestimate a student’s behavior because the student can engage in behavior throughout interval but stop right before interval is over When -when the behavior that you are looking at is not easily counted -can be more useful in recording behaviors that are more frequent and last for longer periods of time

Partial Interval Recording
What is it? Advantages and Disadvantages? When should it be used? What -interval recording method -observer is interested in behavior that occurs or not in any part of the interval and the behavior does not consume the entire interval -examples: swearing, hitting, participating in class discussions, making positive statements to peers and others -observer counts number of intervals in which behavior was observed and calculates a % of intervals when the behavior occurs Advantages -provides and estimate of frequency and duration of a behavior -provides information about where behaviors are occurring across observational sessions Disadvantage -requires undivided attention -records whether or not behavior occurs but will not provide information about frequency the behavior occurs during the interval When -behavior is not easily counted -can measure behavior by counting the number of time-intervals in which it occurs -happens so quickly it is not easy to catch (doesn’t last for long)

Permanent Product Measurement
What is it? Advantages and Disadvantages? When should it be used? What -real or concrete objects or outcomes that result from a behavior and are used by teachers on an ongoing basis -examples: number of assignments ripped or crumpled, pencils thrown, items broken, self injurious photographs -identified based upon the behavioral definition that has been targeted and what is considered an acceptable outcome for a behavior -can reflect rate of behavior,force of behavior (damage done) Advantages -don’t need to observe student while he/she is engaged in behavior -filed or stored for review or verification later as needed Disad -not always clear whether student actually created product -will alert you to the decreased number of occurrences but will not provide info about why it is occurring When -behavior looking at results in a lasting product or outcome -don’t have time to observe the behavior -combination with one of the other direct observational strategies -confirm that products created are due to student’s behavior and not someone else's!!

Spot Check 7 (Part 2) 1. What is an important thing you get from the direct observation and data collection step? 2. Name 2 purposes. 3. Name the steps. 4. What do you need to know to choose a data system? 5. Discuss 2 data collection tools.

References ABA Concepts: Functional Behavior Assessment Presentation. Choutka, M.ED., C. Nonnemacher, M.ED., S. The Commonwealth of Pennsylvania. The PA Code US Office of Special Education Programs. Special Connections. The Pennsylvania Department of Training and Consultation (PaTTAN).

Presented by Kristen N. Salamone

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Presented by Kristen N. Salamone

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