the functional assessment observation form (fof)
DESCRIPTION
The Functional Assessment Observation Form (FOF). The Funky Form for Function Robin McGee, PhD Registered Psychologist [email protected]. By The End of Today. Know how to fill out the FOF Know how to train a staff to fill out the FOF Do an observation yourself with the FOF - PowerPoint PPT PresentationTRANSCRIPT
The Functional Assessment Observation Form (FOF)
The Funky Form for Function
Robin McGee, PhD
Registered Psychologist
By The End of Today..
1. Know how to fill out the FOF
2. Know how to train a staff to fill out the FOF
3. Do an observation yourself with the FOF
4. Understand where the FOF fits into an FBA process
THE FBA PROCESS(Functional Behaviour Assessment)
Steps
1. Discussion: Guess at Functions- Functional Assessment Interview is an option
2. Use Functional Observation Form
3. Develop Summary Statements
4. Develop Behavior Support Plan with Emphasis on Replacement Behaviors
Direct Observation: Why?
• We guess about the predictors and maintainers of behavior
• We collect data to validate and clarify our guesses about what predicts and maintains behavior
Direct Observation
• Going beyond notes, stories, impressions, back and forth logs, journals, letters, “parachuted” observers……
Direct Observation: How?
• Structured
• SIMPLE
• Brief
Direct Observation: When?
Across
• Many settings
• Many times of day
Separate copies of the FOF can be used at home and school
FOF: When?
Designed for use with behaviors with:
• Low to Moderate frequency (fewer than 20 times a day)
If the behavior is higher frequency:
• use time sampling (e.g., one 15 minute block in a 1-hour period)
• Employ personnel backup
Direct Observation: Who?
• Those most directly involved with child
• Designate one person be the recorder for a designated time period
• Train all recorders!
Training takes about 45 minutes
FOF Observation: How Long?
• Until clear patterns have emerged
• Requires a minimum of 15-20 occurrences of the problem behavior
• Recommendation: Minimum of 2-5 days
• Re-observing may be necessary
The FOF: What does it do?
• Form is organized around Problem Behavior Events
• An event is NOT a single occurrence
An Event is:
• ALL the problem behaviors in an incident that begins with a problem behavior and ends after 3 minute of no problem behavior
Problem Behavior EventsCould be…
a. a single scream
b. an incident lasting 5 minutes with continuous screaming
c. an incident last 10 minutes with several problem behaviors performed multiple times
Counting EVENTS is easier than counting frequency or duration
What is on an FOF?
a. The number of Problem Behavior Events
b. The problem behaviors that occur together
c. The times when PBEs are most and least likely to occur
d. Things that that predict PBEs
e. Guesses about maintaining functions
f. Actual consequences following the PBEs
Section A
• Identification
• Dates
A single form can be used across multiple days
Section B: Time Intervals
Can be organized into:
• specific times
• Specific activities
• Can be unequal time blocks depending on frequency
• Has a row for summarizing the frequency of behaviors or incidents
Section C: Behaviors
• List the individual behaviors you have identified for monitoring
• Can list positive behaviors
• Can break behaviors into low or high intensity types (list as separate behaviors)
• Regular combinations can be within a single behavior notation (e.g., tantrum)
Section D: Predictors
• List important events or stimuli identified as potential predictors (typically, antecedents)
• Built-in with several from the literature:– Demands/Requests– Difficult tasks– Transitions– Interruptions– Being left alone
More on Predictors
• Names of people present (adults, classmates)
• Particular tasks (math worksheets)
• Conditions (e.g., noisy, crowded)
• Can add “Do not know” or “unclear”
• Can include setting events
Section E: Perceived Function
Observers take their “best guess”
From the literature:
Obtaining desired things (stimulation, attention, specific items or activities)
Escaping (people, activities, work)
NOT “Traits”
• he did that because he:– “is mean”– “has autism”– “likes toys”
Section F: Actual Consequences
Helps to clarify functions
What actually occurred?
e.g., was told ‘no’put in time outwas redirected
Section G: Comments
Observers:
• Can comment
• Should initial if no PBE occurred
Section H: Event & Date Record
Keeps track of number and date of PBEs
Shows events comprising one or more problem behaviors
First time of a PBE, recorder puts “1” in all the relevant boxes, but also strikes off “1” in section H – 2 is the second occurrence, 3 is the third etc.)
Section H: Event and Date Record
• Use hatch marks to show last event of the day – show date below
• Continue next day by using the first unused number in the row in Section H
Section H: Event & Date Record
• Can help in linking events, behaviors, functions, consequences & timing.
• Helps identify RESPONSE CLASS (e.g., behaviors that have the same function)
OTHER POINTS
• Ensure safety of recorders
• Data collection should not interfere with service delivery
• Locate form in convenient place
• Use a clipboard
Staff Training Checklist
1. Describe Form & Purpose – different sections2. Provide practice3. Logistics planning:
– Where is the form kept– Who will record– Time intervals determined– Provide consistent definitions of behavior and
predictors4. Troubleshooting: check for consistent
understanding5. Form Revision as necessary
And Now Your Test!
Yolanda
• 8 years old
• Regular grade 3
• Can do grade level LA but weak in math
• “Set off” by certain peers
• Primary behavior problems– Hitting/kicking staff and peers– Yelling– Destroying materials
Yolanda
• 3 days (Jan 30-Feb 1)
• Identified predictors:– Math– Problem peer proximity
• Consequences:– Verbal redirection– Time-out in corner
Yolanda’s schedule
Time Activity
8:15-8:45 Opening/planning/silent reading
8:45-9:45 Reading/Language Arts group
9:45-10:45 Science/social studies (whole class/small groups)
10:45-11:45 Math (groups, independent work)
11:45-12:30 Lunch and recess
12:30-1:30 Story reading group
1:30-2:30 Independent seat work
2:30-3:15 Art projects
Jan 30th
8:34 yelled loudly. No one was working with or talking to her. For attention. Verbally redirected
9:50 kicked peer on the leg. Social studies group. No clear function. Time out.
11:15 tore book and slapped teachers arm. Math group. Escape tasks. Verbally redirected
2:11 Yelled out. Seat work period. Get attention. Ignored.
Jan 31
8:40 yelled and hit peer. No one talking/working with. Attention. Verbal redirect and sent to corner
10:48 yelled and swept books off desk. Math worksheet period. Escape tasks. Verbal redirect
12:45 stepped on teacher’s foot. Story reading group. Get attention. Verbal redirect
1:42 yelled out. Seat work period. Get attention. Verbal redirect
Feb 1
11:40 Tear worksheets. Math group. Escape tasks. Verbal redirect
12:15 Hit peer. Playing alone. Get attention. Verbal redirect.
2:45 yelled out. Silent art project. Get attention. Verbal redirect.
Interpreting the FOF
1. Describing Behaviors:Across three days, Yolanda:
• Yelling: ____ of times
• Destoyed materials: ____
• Aggression to peers or staff: ____
What behaviors went together?
Confirming Predictors
1. Consider time periods, activities, and events that are predictive of occurrence.
For Yolanda, what patterns were associated with yelling? With destruction? With aggression?
What periods were problem-free?
Determining Functions
Was there a relationship between consequences and behavior?
Any concerns for Yolanda?
Confirming or Revising Summary Statements: Yolanda
Setting Event
•unknown
Antecedent (predictors)
• math group• left alone•Transition to school
Problem Behavior
• yelling•destroying
Maintaining Consequence
• escape demands in math• getting attention in other classes
ANY VOLUNTEERS?
The End!