Three components of FBA:

Descriptive Assessment (Indirect and Direct Assessment)

Data Analysis

Hypothesis Development

Activity 1

On your response form, list 5 problem behaviors that occur in your school(s):

1.1.__________________________________

2.2.__________________________________

3.3.__________________________________

4.4.__________________________________

5.5.__________________________________

Defining & Understanding Behavior

Definitions of Behavior need to be:

•Observable: The behavior is an action that can be seen.

•Measurable: The behavior can be counted (frequency or rate) or timed (duration).

•Pass the "Stranger Test": Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts or disagreements.

•Name it and describe what it looks/sounds like; may include non-examples if it helps.

Operational Definition Examples

• On-task: Jenny sits quietly during classroom discussions without raising her hand or adding comments for the group.

• Disruption: John makes noises with his mouth, limbs, or utensils during silent seatwork time; is NOT speaking after being called on.

• Aggression: Jada strikes other children with her hands; is NOT touching others with soft pats or brushing motions.

Activity 1 - continued

Are the behaviors you listed:

(a)observable,

(b)measurable, and

(c)defined clearly enough to pass the stranger test?

1._________________

2._________________

3._________________

4._________________

5._________________

Activity 2

On your response form, write out the behavior and provide an observable & measurable definition for one (1) of the behaviors below:

1.Jeff is always disruptive in class.

2.Hailey is constantly off-task during math.

3.Chris is defiant.

4.Brandon is angry and hostile.

5.Alexis uses inappropriate language.

A person may use many different behaviors that are maintained by the same function. Similarly, a person may use different behaviors for different reason (function). When the different behaviors have the same function, they are referred to as a ‘class’ of behaviors.

Smile

Yell

Passivly Refuse

Spit

Slap

Adult attentio

n

Escape

writing

tasks

Three components of FBA:

Descriptive Assessment (Indirect and Direct Assessment)

Data Analysis

Hypothesis Development

Continuum of FBA- From Sean Casey's Presentation, "Advanced Assessments and Intervention Planning", 2012

Descriptive Assessment - Indirect Assessment

Information is gathered about the target behavior indirectly via:

Record Reviews;• Record review of existing documents• Cumulative file,• Special education file,• Special education teacher working file,

and• General education teacher working file.Semi-standardized checklists; and

Descriptive Assessment - Indirect Assessment

Interviews

• Structured interviews for Teacher, Parent, and Student.

• Student-Assisted Functional Assessment Interview (Kern, Dunlap, Clarke, & Childs, 1994)

• Motivation Assessment Scale (Dunlap & Crimmins, 1996-

2001)

• Problem Behavior Questionnaire (Lewis, Scott, & Sugai,

1994)

• Functional Analysis Screening Tool (Iwata, 1996)