Functional Behavior Assessment & Preference Assessment

1. Functional Behavior Assessment &Preference Assessment Presented by Michelle Antle, Simpson Co.; Marty Boman, WKU Paula Borland, CESC; Connie Miller, Warren Co.; Debra Myers, CESC; & Amanda Reagan, Allen Co. Prepared by KATC January 2010 & KY Coop Network February 2010 Nancy introduces the day 5 min. The focus of this training session is the FBA. This will lay the foundation for future trainings of the evidenced based strategies. An FBA consists of information-gathering process to hypothesize the function(s) that the behavior is meeting for the student. The process also identifies antecedents (what happened before the behavior occurred) within the environment and consequences (what happened after the behavior occurred) that are maintaining the behavior. The information gathered is used to develop a behavior intervention plan. Information gathered in various formats -- indirectly interviews of people who have observed the behavior of the student in a variety of settings and conditions; through direct observation of the behavior across settings and times with consideration of a variety of other environmental factors. Nancy introduces the day 5 min. The focus of this training session is the FBA. This will lay the foundation for future trainings of the evidenced based strategies. An FBA consists of information-gathering process to hypothesize the function(s) that the behavior is meeting for the student. The process also identifies antecedents (what happened before the behavior occurred) within the environment and consequences (what happened after the behavior occurred) that are maintaining the behavior. The information gathered is used to develop a behavior intervention plan. Information gathered in various formats -- indirectly interviews of people who have observed the behavior of the student in a variety of settings and conditions; through direct observation of the behavior across settings and times with consideration of a variety of other environmental factors.

2. Assessment of Reinforcers The purpose of this presentation is to provide professionals with the tools to assess reinforcers that: Maintain problem behavior Can be used during instruction to increase student performance Prepared by KATC January 2010 Jennifer slide 2-11 A Closer Look 15 min. Jennifer slide 2-11 A Closer Look 15 min.

3. Applied Behavior Analysis Much what we know about the assessment of reinforcers is derived from the field of Applied Behavior Analysis. Applied behavior analysis or ABA is cited frequently in the area of intervention for students with Autism Spectrum Disorders (ASD). Prepared by KATC January 2010

4. Applied Behavior Analysis Though often cited as a practice, ABA is more accurately described as a science devoted to the understanding and improvement of human behavior. (Cooper, Heron, & Heward, 2007) For practitioners, ABA should be viewed as a lens for viewing the educational context and behaviors therein. Prepared by KATC January 2010 It is more than Discrete trial training or behavior assessment. It is not separate from many popular methodologies (Lovaas methods, verbal behavior, positive behavior supports, direct instruction). All of these practices are not synonymous with ABA but are use it�s principles in its design. It is more than Discrete trial training or behavior assessment. It is not separate from many popular methodologies (Lovaas methods, verbal behavior, positive behavior supports, direct instruction). All of these practices are not synonymous with ABA but are use it�s principles in its design.

5. History of ABA & Autism Experimental Psychology Watson & Skinner First work with students with autism Bijou, Wolf & Risley Applied Behavior Analysis Baer, Wolf, & Risley, 1968 Early Intensive Behavioral Intervention Lovaas Prepared by KATC January 2010 Behavioral principles were first established in the field of experimental psychology. Watson (1913) argued that observable behavior, not states of mind should be the focus of psychology. This was a radical shift from current thinking in psychology. Original principles by B.F. Skinner (Science & Human Behavior,1953) Skinner established the three term contingency and the science � the experimental analysis of behavior�. Instead of creating theoretical constructs he conducted research by observing the effects of contextual variables on the frequency of behaviors. His work with animals established many of the behavioral principles that we use to understand behavior today. In the early 1960�s Sidney Bijou and colleagues at the University of Washington first applied Skinnerian principles to the treatment of a visually impaired child with autism. Several years later Montrose Wolf and Todd Risley joined Don Baer in writing the seminal paper establishing the field of applied behavior analysis. This paper appeared in the first edition of the fields flagship journal � The Journal of applied behavior analysis� (which by the way is online for free). Ivar Lovaas who also studied with Bijou established the UCLA young autism projects and demonstrated that some children with autism can make significant improvement if exposed to intensive behavioral treatment at a young age. Functional Behavior Assessment. Iwata et.al (1982) Verbal Behavior Sundberg & Partington (1998) Multitudes of researchers have demonstrated that the evolving practices within ABA can produce powerful results in students with ASD.Behavioral principles were first established in the field of experimental psychology. Watson (1913) argued that observable behavior, not states of mind should be the focus of psychology. This was a radical shift from current thinking in psychology. Original principles by B.F. Skinner (Science & Human Behavior,1953) Skinner established the three term contingency and the science � the experimental analysis of behavior�. Instead of creating theoretical constructs he conducted research by observing the effects of contextual variables on the frequency of behaviors. His work with animals established many of the behavioral principles that we use to understand behavior today. In the early 1960�s Sidney Bijou and colleagues at the University of Washington first applied Skinnerian principles to the treatment of a visually impaired child with autism. Several years later Montrose Wolf and Todd Risley joined Don Baer in writing the seminal paper establishing the field of applied behavior analysis. This paper appeared in the first edition of the fields flagship journal � The Journal of applied behavior analysis� (which by the way is online for free). Ivar Lovaas who also studied with Bijou established the UCLA young autism projects and demonstrated that some children with autism can make significant improvement if exposed to intensive behavioral treatment at a young age. Functional Behavior Assessment. Iwata et.al (1982) Verbal Behavior Sundberg & Partington (1998) Multitudes of researchers have demonstrated that the evolving practices within ABA can produce powerful results in students with ASD.

6. Baer, Wolf, & Risley, 1968 Definition of ABA The science in which tactics derived from the principles of behavior are applied to improve socially significant behavior and experimentation is used to identify the variables responsible for behavior change. Prepared by KATC January 2010 In this context �socially significant� really distinguishes ABA from EAB. Whereas EAB studies the principles of behavior in artificial contexts, ABA is focused on improving the lives of individuals. For instance, in ABA we would not study the effects positive reinforcement on some arbitrary response. We would study the effects of positive reinforcement on the acquisition of a important skill. Refer to Handout Baer, Wolf and Risley Study In this context �socially significant� really distinguishes ABA from EAB. Whereas EAB studies the principles of behavior in artificial contexts, ABA is focused on improving the lives of individuals. For instance, in ABA we would not study the effects positive reinforcement on some arbitrary response. We would study the effects of positive reinforcement on the acquisition of a important skill. Refer to Handout Baer, Wolf and Risley Study

7. Baer, Wolf, & Risley, 1968 Characteristics of Applied Behavior Analysis Applied Behavioral Analytic Technological Conceptually Systematic Effective Generality Prepared by KATC January 2010 Applied Investigates socially significant behaviors with immediate importance to the subject Behavioral Entails precise measurement of the actual behavior in need of improvement and documents that it was the subject�s behavior that changed Analytic A functional relation is demonstrated Technological Operationalized procedures Conceptually systematic Behavior change interventions are derived from the basic principles of behavior Effective Improves behavior sufficiently to produce practical results Generality Produces behavior changes that last over time, appear in other environments, or spread to other behaviors Applied Investigates socially significant behaviors with immediate importance to the subject Behavioral Entails precise measurement of the actual behavior in need of improvement and documents that it was the subject�s behavior that changed Analytic A functional relation is demonstrated Technological Operationalized procedures Conceptually systematic Behavior change interventions are derived from the basic principles of behavior Effective Improves behavior sufficiently to produce practical results Generality Produces behavior changes that last over time, appear in other environments, or spread to other behaviors

8. The Nuts and Bolts �2-Term Contingency� Behavior is controlled by it�s consequences For example: Johnny hits because he gets attention for it, not because he is angry Mary flaps her hands because it feels good, not because she has autism Prepared by KATC January 2010 This is an important step because it puts behavior within the context of environmental variables or things we may be able to control: No more just bad kids What about the child who falls down, scraps his knee, and cries? Ask the group why did he cry? Most people will say because he falls down and scrapes his knee. The more likely answer is that in in the past when the individual has cried he has been reinforced for it. This is an important step because it puts behavior within the context of environmental variables or things we may be able to control: No more just bad kids What about the child who falls down, scraps his knee, and cries? Ask the group why did he cry? Most people will say because he falls down and scrapes his knee. The more likely answer is that in in the past when the individual has cried he has been reinforced for it.

9. The Nuts and Bolts Behavior doesn�t happen in a vacuum � The 3- term contingency� Antecedent-Behavior-Consequence Antecedent- Billy falls down Behavior- Billy Cries Consequence- Billy is held by the teacher Prepared by KATC January 2010 Is important when analyzing the three term contingency we only consider observable events. That is we don�t consider and antecedent �as getting mad� we look at what observable event occurred prior to the behavior. Is important when analyzing the three term contingency we only consider observable events. That is we don�t consider and antecedent �as getting mad� we look at what observable event occurred prior to the behavior.

10. Two sets of descriptive words� basically mean the same.Two sets of descriptive words� basically mean the same.

11. A consequence that maintains or increases behavior . A behavior that reduces behavior over time is a punishment. Discuss differences in positive, negative reinforcement and punishment.A consequence that maintains or increases behavior . A behavior that reduces behavior over time is a punishment. Discuss differences in positive, negative reinforcement and punishment.

12. Examples of three-term contingency in life

13. Examples of three-term contingency in life

14. The Nuts and Bolts Prepared by KATC January 2010 Let�s look at some examples in schools.Let�s look at some examples in schools.

15. A Closer Look How do consequences effect problem behavior? Reinforcement & Punishment Prepared by KATC January 2010 Trainer Note� according to Tough Kid materials: Positive reinforcement occurs when something a student desires is presented after appropriate behavior has been exhibited. Negative reinforcement occurs when students engage in particular behavior to avoid or escape something they dislike. Punishment occurs when something the student does not like or wishes to avoid is applied after a behavior has occurred, resulting in a decrease in the behavior. Reinforce increases behavior Reductive reduces behavior So if behavior continues, what is happening? Trainer Note� according to Tough Kid materials: Positive reinforcement occurs when something a student desires is presented after appropriate behavior has been exhibited. Negative reinforcement occurs when students engage in particular behavior to avoid or escape something they dislike. Punishment occurs when something the student does not like or wishes to avoid is applied after a behavior has occurred, resulting in a decrease in the behavior. Reinforce increases behavior Reductive reduces behavior So if behavior continues, what is happening?

16. Reinforcement What is Positive Reinforcement? When a behavior is followed immediately by the presentation of a stimulus that increases the future frequency of the behavior in similar conditions Prepared by KATC January 2010 What does positive reinforcement look like? Can a verbal reprimand be positive reinforcement? The point hereto make is that reinforcement is not designed by what it looks like but by the effect it has on behavior. This is a critical distinction because in past people delivered intervention based on what a problem behavior looked like not on what purpose it served. Often times they may have been actually strengthening the problem behavior. Jeri slides-30 minutes for explanation What does positive reinforcement look like? Can a verbal reprimand be positive reinforcement? The point hereto make is that reinforcement is not designed by what it looks like but by the effect it has on behavior. This is a critical distinction because in past people delivered intervention based on what a problem behavior looked like not on what purpose it served. Often times they may have been actually strengthening the problem behavior. Jeri slides-30 minutes for explanation

17. Positive Reinforcement Student interrupts frequently because each time the teacher gives him a lecture. Students melts down when asked to leave the computer because the teacher has historically given him 5 more minutes. Student flaps his hands because in the past it has resulted in a preferred sensory experience. Prepared by KATC January 2010

18. Positive Reinforcement Prepared by KATC January 2010 Trainer Note� according to Tough Kid materials: Positive reinforcement occurs when something a student desires is presented after appropriate behavior has been exhibited. Negative reinforcement occurs when students engage in particular behavior to avoid or escape something they dislike. Punishment occurs when something the student does not like or wishes to avoid is applied after a behavior has occurred, resulting in a decrease in the behavior. Trainer Note� according to Tough Kid materials: Positive reinforcement occurs when something a student desires is presented after appropriate behavior has been exhibited. Negative reinforcement occurs when students engage in particular behavior to avoid or escape something they dislike. Punishment occurs when something the student does not like or wishes to avoid is applied after a behavior has occurred, resulting in a decrease in the behavior.

19. Reinforcement What is Negative Reinforcement? Something removed immediately following a behavior that increases the future frequency of the behavior. Prepared by KATC January 2010 This one is more difficult to understand- has been defined wrong in professional journals even. Some professionals want it to be a nice way to say punishment- but it is not. Emphasis thatThis one is more difficult to understand- has been defined wrong in professional journals even. Some professionals want it to be a nice way to say punishment- but it is not. Emphasis that

20. Negative Reinforcement? Student melts down in the gym because in the past it has resulted in removal from the gym. Adult puts on his seatbelt because in the past it has resulted in the removal of the obnoxious beeping noise. Prepared by KATC January 2010

21. Negative Reinforcement Prepared by KATC January 2010

23. ABA Principle-Reinforcement Positive Reinforcement: a �gain� function (social attention, preferred activities, tangible items, and/or sensory stimuli) Negative Reinforcement: an �escape� function (undesired activities, requests, social attention, and/or sensory stimuli)

24. Four outcomes of Reinforcement

25. Vignettes CD Behavioral Programming for children with Autism. (1999). New York: EdenII Programs. Reinforcement Lessons .

26. Punishment Positive punishment Something delivered immediately following a behavior that decreases the future frequency of the behavior Prepared by KATC January 2010 Trainer Note� according to Tough Kid materials: Positive reinforcement occurs when something a student desires is presented after appropriate behavior has been exhibited. Negative reinforcement occurs when students engage in particular behavior to avoid or escape something they dislike. Punishment occurs when something the student does not like or wishes to avoid is applied after a behavior has occurred, resulting in a decrease in the behavior. Trainer Note� according to Tough Kid materials: Positive reinforcement occurs when something a student desires is presented after appropriate behavior has been exhibited. Negative reinforcement occurs when students engage in particular behavior to avoid or escape something they dislike. Punishment occurs when something the student does not like or wishes to avoid is applied after a behavior has occurred, resulting in a decrease in the behavior.

27. Positive Punishment Johnny speaks out. Teacher says, �Do not interrupt.� Johnny interrupts less frequently in the future. Mary raises her hand. The teacher excessively praises her for answering (embarrassing her). Mary raises her hand less frequently in the future. Prepared by KATC January 2010

28. Positive Punishment Prepared by KATC January 2010

29. Punishment Negative Punishment Something removed immediately following a behavior that decreases the future frequency of the behavior Prepared by KATC January 2010

30. Negative Punishment Teacher removes student from reinforcing activity for hitting and hitting occurs less frequently in the future. Student talks in class. Teacher removes a token from the student�s token board. The talking out decreases. Prepared by KATC January 2010

31. Negative Punishment Prepared by KATC January 2010

32. Reinforcement & Punishment As work through this matrix, have participants come up with strategies they have used and under which would it fall.As work through this matrix, have participants come up with strategies they have used and under which would it fall.

33. Prepared by KATC January 2010 Allow folks to watch clips of problem behavior and guess what consequent event may be maintaining problem behavior. Here are some YouTube video links that I have used Positive Reinforcement: www.youtube.com/watch?v=XcSrxSkdVDY www.youtube.com/watch?v=pa2KvqGiIKo www.youtube.com/watch?v=U_2odFXiDl8Allow folks to watch clips of problem behavior and guess what consequent event may be maintaining problem behavior. Here are some YouTube video links that I have used Positive Reinforcement: www.youtube.com/watch?v=XcSrxSkdVDY www.youtube.com/watch?v=pa2KvqGiIKo www.youtube.com/watch?v=U_2odFXiDl8

34. Activity Can you use the following diagram to develop your own examples of Positive & Negative Reinforcement? Positive & Negative Punishment Prepared by KATC January 2010 Ask participants to develop their own ABC to represent Negative Positive Reinforcement and punishmentAsk participants to develop their own ABC to represent Negative Positive Reinforcement and punishment

35. Antecedents If behavior is primarily maintained by its consequences why do we have to care about what happens before the behavior? Prepared by KATC January 2010 15 min. without activity-Sherida begins-34 changing the value of a reinforcer15 min. without activity-Sherida begins-34 changing the value of a reinforcer

36. Antecedents Antecedents primarily affect behavior in two ways. They signal to a student that reinforcement is available for a response. They increase or decrease the value of a reinforcer. Prepared by KATC January 2010

37. Signaling reinforcement is available Students may learn that only in the presence of certain stimuli (teachers, activities, materials) is reinforcement for a response is available The technical term for this thing is discriminative stimulus (SD) Prepared by KATC January 2010

38. Discriminative stimulus This special stimulus becomes a signal through differential reinforcement. That is, a response is reinforced in it�s presence but not in it�s absence. Prepared by KATC January 2010 This sounds complex but it really is a foundational principle of education. This is how we teach new things. If you show a student a card with the word �ball� on it. You reinforce the student for saying ball when you present that card not when you present a card depicting the word �chicken�.This sounds complex but it really is a foundational principle of education. This is how we teach new things. If you show a student a card with the word �ball� on it. You reinforce the student for saying ball when you present that card not when you present a card depicting the word �chicken�.

39. Discriminative stimulus For example: For weeks, Mrs. Johnson seems to be the only teacher assistant that gives Micky attention for his making a whistling sound. Every time that Mrs. Johnson enters the room, Micky�s whistling increases. We say that the presence of Mrs. Johnson signals that reinforcement is available for whistling. Prepared by KATC January 2010 May add activity 8 scenarios if not addressed later May add activity 8 scenarios if not addressed later

40. Discriminative stimulus For example: In the general education class, the teacher allows Mary to take a walk following occurrences of problem behavior. This is not the case in the special education class. The general education classroom becomes a SD for problem behavior. Again, it signals reinforcement is available for problem behavior. Prepared by KATC January 2010

41. Changing the value of a reinforcer? Sometimes stimuli that happen before a behavior may alter the value of a reinforcer. Thus altering the frequency of behavior previously reinforced by that reinforcer. These are a called Motivating Operations (EOs). (Micheal, 1982) Prepared by KATC January 2010 15 min. presentation Rhonda thru next Activity slide MOs are also referred to as setting events, In the literature they have been referred to as Establishing Operations (EO�s) and Abolishing operations (AOs) EOs typically refer to deprivation AO �satiation It is important to understand MOs because they often operate outside of the antecedent- behavior-consequence events that happen closely together. 15 min. presentation Rhonda thru next Activity slide MOs are also referred to as setting events, In the literature they have been referred to as Establishing Operations (EO�s) and Abolishing operations (AOs) EOs typically refer to deprivation AO �satiation It is important to understand MOs because they often operate outside of the antecedent- behavior-consequence events that happen closely together.

42. Motivating Operations Primarily MOs serve two purposes: Satiation & Deprivation Prepared by KATC January 2010 Rhonda begins Motivating Operations-37 For example, if you are working with a student that is reinforced by food then the reinforcing value of food might be diminished if sessions are conducted right after lunch. This would be an example of satiation. An example of deprivation: A student�s problem behavior is reinforced by teacher attention. What is the effect on the value of the reinforcers if the student works for 45 minutes without any interaction with the teacher? It is important to understand MOs because they effect the value of reinforcement which in turn effects learning.Rhonda begins Motivating Operations-37 For example, if you are working with a student that is reinforced by food then the reinforcing value of food might be diminished if sessions are conducted right after lunch. This would be an example of satiation. An example of deprivation: A student�s problem behavior is reinforced by teacher attention. What is the effect on the value of the reinforcers if the student works for 45 minutes without any interaction with the teacher? It is important to understand MOs because they effect the value of reinforcement which in turn effects learning.

43. How does info about MO change the picture? In a recent FBA, ABC data collection indicated that every time the teacher called on Johnny, he verbally protests, which was followed by a teacher lecture. Additional data revealed that on days when the teacher infrequently called on Johnny, the problem behavior occurred more frequently. Prepared by KATC January 2010 In the first example what are some hypotheses that you can make about the behavior? What is added to the picture with this additional informationIn the first example what are some hypotheses that you can make about the behavior? What is added to the picture with this additional information

44. Prepared by KATC January 2010

45. How might you affect behavior through MOs? Activity Phil, a young man with Asperger syndrome, engages the teacher in verbal dialogue to escape difficult tasks. Allyson, a young woman with autism, engages in screaming to access food reinforcers in the classroom pantry. Prepared by KATC January 2010 Work through this activity with the participants to prepare them for the next activity on the next slide Answer: Either decrease the difficulty of the task or give frequent breaks to decrease the value of getting a break Answer: Insert snack times to decrease the student�s hunger Work through this activity with the participants to prepare them for the next activity on the next slide Answer: Either decrease the difficulty of the task or give frequent breaks to decrease the value of getting a break Answer: Insert snack times to decrease the student�s hunger

46. Activity Work in small groups to come up with a scenario in which a MO may increase and decrease the value of a reinforcer. Prepared by KATC January 2010 10 min. The participants will work in small groups to come up with a scenario in which a MO may increase and decrease the value of a reinforcer. 10 min. The participants will work in small groups to come up with a scenario in which a MO may increase and decrease the value of a reinforcer.

47. Functional Behavior Assessment Power of FBA for teachers. It addresses contextual variables that affect student�s behavior, variables that a teacher may be able to control. It may result in more powerful intervention. Prepared by KATC January 2010

48. Power of FBA for teachers It may result in more reinforcement-based interventions. (Cooper Heron & Heward, 2007) It provides active involvement in a process. FBA is much more than a form! Prepared by KATC January 2010

49. Functional Behavior Assessment (FBA) Outcomes of FBA Description of the problem behavior Identification of the events, times, circumstances that are regularly associated with the occurrence and non occurrence of the problem behavior. (O�Neill et al., 1997) Prepared by KATC January 2010 Discuss topography vs. function here!. Teachers are often so focused on the description that function is not addressed.Discuss topography vs. function here!. Teachers are often so focused on the description that function is not addressed.

50. Functional Behavior Assessment (FBA) Outcomes of FBA Identification of the consequences that maintain the behavior. Development of a summary statement or hypothesis regarding the function or purpose of the behavior. (O�Neill et al., 1997) Prepared by KATC January 2010 Discuss topography (what behavior looks like) vs. function (why the behavior occurs; either to avoid or get) here!. Teachers are often so focused on the description that function is not addressed. Discuss topography (what behavior looks like) vs. function (why the behavior occurs; either to avoid or get) here!. Teachers are often so focused on the description that function is not addressed.

51. Continuum of FBA Methods Prepared by KATC January 2010 Trainer Note: Indirect Assessments and Direct Observation tools will be the focus. Trainer Notes: Indirect Assessment uses interviews, checklists, rating scales, and/or questionnaires in a structured format to gather information from personnel, parents, etc. who know the student and can provide information pertaining to the behavior of concern to assist in identifying an hypothesis for possible function and development of positive interventions rather than directly observing the student. Direct Observation is a descriptive assessment that involves directly observing the Behavior of Concern in naturally occurring conditions (ex. classroom environment). Experimental Analysis is when the antecedents and consequences do not occur in the natural conditions --- variables are controlled/manipulated. This method may not determine the variable that is triggering the behavior in the natural environment� Trainer Note: Assessment vs. Analysis Assessment Gather information Form hypotheses Not systematic arrangement of environmental stimuli Natural settings Analysis Use information Test hypotheses Systematic manipulation of environmental stimuli Contrived/simulated settings Trainer Note: Indirect Assessments and Direct Observation tools will be the focus. Trainer Notes: Indirect Assessment uses interviews, checklists, rating scales, and/or questionnaires in a structured format to gather information from personnel, parents, etc. who know the student and can provide information pertaining to the behavior of concern to assist in identifying an hypothesis for possible function and development of positive interventions rather than directly observing the student. Direct Observation is a descriptive assessment that involves directly observing the Behavior of Concern in naturally occurring conditions (ex. classroom environment). Experimental Analysis is when the antecedents and consequences do not occur in the natural conditions --- variables are controlled/manipulated. This method may not determine the variable that is triggering the behavior in the natural environment� Trainer Note: Assessment vs. Analysis Assessment Gather information Form hypotheses Not systematic arrangement of environmental stimuli Natural settings Analysis Use information Test hypotheses Systematic manipulation of environmental stimuli Contrived/simulated settings

52. First level of FBA: Indirect Assessment Outcomes of Indirect Assessment: A determination that a problem behavior is occurring and a FBA is required. Determination of routines in which problem behaviors occur. Operational definition of the problem behavior. Prepared by KATC January 2010 Sometimes Trainer Note: May want to mention Archival Record Reviews � If choose to use � RRC has a sample form�. Sometimes Trainer Note: May want to mention Archival Record Reviews � If choose to use � RRC has a sample form�.

53. Operational definitions A behavior is defined in a clear, objective, and concise manner. Three ways to test a definition: Can you count the number of times a behavior occurs or how long it takes to perform? Can you see the individual performing the behavior when it occurs? Can you break down the target behavior in to smaller components (the answer should be No)? Prepared by KATC January 2010 Handouts: Frequency Count, Latency and Duration Measure Frequency (How often a behavior occurs)Duration (How long a behavior lasts)Latency (How much time has passed before a behavior occurred) KATC further clarified �(the answer should be No)� that if there are several behaviors occurring that we should not separate them, due to the combination of behaviors has same function. Frequency Counts A Frequency Count is used to measure the number of times a behavior occurs within a given period of time: Use a frequency count when looking at a single behavior that occurs often Simplest to document Important to specify the behavior of concern Can be used with a group of students or an individual student Consider peer comparisons and time sampling To show progress, a baseline should be determined � Duration Used to look into patterns of misbehavior that sporadically occurs: �Be aware that similar behaviors of concern may be related if they all appear and/or disappear at the same time Include in documentation: day, date, start time, behavior observed, stop time, and interventions used.(ex. Ignore, signal, proximity, and/or verbal redirection Intervals between behaviors could be months, days, hours, or even minutes Handouts: Frequency Count, Latency and Duration Measure Frequency (How often a behavior occurs)Duration (How long a behavior lasts)Latency (How much time has passed before a behavior occurred) KATC further clarified �(the answer should be No)� that if there are several behaviors occurring that we should not separate them, due to the combination of behaviors has same function. Frequency Counts A Frequency Count is used to measure the number of times a behavior occurs within a given period of time: Use a frequency count when looking at a single behavior that occurs often Simplest to document Important to specify the behavior of concern Can be used with a group of students or an individual student Consider peer comparisons and time sampling To show progress, a baseline should be determined � Duration Used to look into patterns of misbehavior that sporadically occurs: �Be aware that similar behaviors of concern may be related if they all appear and/or disappear at the same time Include in documentation: day, date, start time, behavior observed, stop time, and interventions used.(ex. Ignore, signal, proximity, and/or verbal redirection Intervals between behaviors could be months, days, hours, or even minutes

54. Operational Definition Watch the video and record the frequency of ear touching based on the following definition. Ear touching: The individual touches either of his ears with any part of his hand. Prepared by KATC January 2010

55. Activity Prepared by KATC January 2010 Insert attached video of Rob and Katie � Insert attached video of Rob and Katie �

56. Indirect Assessment Methods of Indirect Assessment These tools do not require systematic direct observation of the student. These methods most often include interviews, rating scales, checklists, and standardized tests. Prepared by KATC January 2010 Indirect Assessment uses interviews, checklists, rating scales, and/or questionnaires in a structured format to gather information from personnel, parents, etc. who know the student and can provide information pertaining to the behavior of concern to assist in identifying an hypothesis for possible function and development of positive interventions rather than directly observing the student. At times setting events (or specific antecedents for the behavior) may not be directly observed; may not occur frequently enough in settings accessible to adults to be readily observed (e.g., verbal or physical aggression). The behavior can be assessed by using indirect measures. Methods of indirect assessments rely on the use of interviews with teachers and other adults (e.g., bus drivers, cafeteria workers, office staff) who have direct contact with the student. Indirect measures can yield valuable information, but they usually are not as reliable as direct observation measures. Surveys or questionnaires are another source of indirect information. For example, a Problem Behavior Questionnaire can be administered to one or more teachers who have day-to-day contact with a student. Indirect Assessment uses interviews, checklists, rating scales, and/or questionnaires in a structured format to gather information from personnel, parents, etc. who know the student and can provide information pertaining to the behavior of concern to assist in identifying an hypothesis for possible function and development of positive interventions rather than directly observing the student. At times setting events (or specific antecedents for the behavior) may not be directly observed; may not occur frequently enough in settings accessible to adults to be readily observed (e.g., verbal or physical aggression). The behavior can be assessed by using indirect measures. Methods of indirect assessments rely on the use of interviews with teachers and other adults (e.g., bus drivers, cafeteria workers, office staff) who have direct contact with the student. Indirect measures can yield valuable information, but they usually are not as reliable as direct observation measures. Surveys or questionnaires are another source of indirect information. For example, a Problem Behavior Questionnaire can be administered to one or more teachers who have day-to-day contact with a student.

57. Indirect Assessment Interviews Interview the individual exhibiting the problem behavior Interview significant others It is important to keep to the �when� and �what.� The �why� may be more subject to distortion as it is not observable. Prepared by KATC January 2010 Handouts/Available resource: Parent Interview, Student Interview, and Teacher Interview Handouts/Available resource: Parent Interview, Student Interview, and Teacher Interview

58. Interviews Formal Interviews Functional Assessment Interview (FAI; O�Neill et al. 1997) Informal Interviews Consider interviewers knowledge of FBA & ability to develop situation specific scenarios. Prepared by KATC January 2010 Trainer Note: Formal Interview is described by KATC as the interviewer asking questions and documenting interviewees responses, rather than the interviewee completing the document independently. This will allow the opportunity to ask further questions to obtain details to aid in determining function. Informal is the interviewee describing a situation in which the behavior of concern occurred. Trainer Note: Formal Interview is described by KATC as the interviewer asking questions and documenting interviewees responses, rather than the interviewee completing the document independently. This will allow the opportunity to ask further questions to obtain details to aid in determining function. Informal is the interviewee describing a situation in which the behavior of concern occurred.

59. Prepared by KATC January 2010 Handout: Functional Assessment Interview The FAI is a structured interview designed to gather information about the Behavior of Concern and the circumstances it occurs. FAI provides a format for teachers, parents, students, etc. to provide their description of the behavior to begin to assist in identifying the triggers and sustaining consequences of the behavior of concern. Additional Notes: The antecedents are events or triggers that immediately occur prior to the behavior of concern (BoC) and may trigger the BoC. These antecedents can be the setting that the student is in; for example a specific classroom, with a certain group of students, an unstructured activity, etc. The consequences are actions that occur as a result of the behavior. The consequences provide reinforcement, whether negative or positive, where the student gains &/or avoids by the behavior. � Handout: FAI form (blank) Trainer Note: Within the folder, there is a copy of the Functional Assessment Interview Form (title starts with �Part II..� � you will most likely will not want to copy the accompanying sample� Trainer Note: This only part of the form and a version taken from the web Handout: Functional Assessment Interview The FAI is a structured interview designed to gather information about the Behavior of Concern and the circumstances it occurs. FAI provides a format for teachers, parents, students, etc. to provide their description of the behavior to begin to assist in identifying the triggers and sustaining consequences of the behavior of concern. Additional Notes: The antecedents are events or triggers that immediately occur prior to the behavior of concern (BoC) and may trigger the BoC. These antecedents can be the setting that the student is in; for example a specific classroom, with a certain group of students, an unstructured activity, etc. The consequences are actions that occur as a result of the behavior. The consequences provide reinforcement, whether negative or positive, where the student gains &/or avoids by the behavior. � Handout: FAI form (blank) Trainer Note: Within the folder, there is a copy of the Functional Assessment Interview Form (title starts with �Part II..� � you will most likely will not want to copy the accompanying sample� Trainer Note: This only part of the form and a version taken from the web

60. Functional Assessment Checklist for Teachers & Staff (FACTS) Step #1: Complete Demographic Information: Step #2: Complete Student Profile Step #3: Identify Problem Behaviors Step #4: Identify Where, When and With Whom the Problem Behaviors are Most Likely Step #5: Select Routines for Further Assessment Trainer Note: RRC added this slide and handout. Handout: FACTS form (directions included) Trainer Note: Briefly walk through each step while reviewing directions for how to complete. The FACTS is an indirect assessment tool that is used to interview school personnel who know the student best. The FACTS is usually completed early in the functional behavioral assessment process by someone on the student's team who is familiar with behavioral principles. Usually 2-3 FACTS interviews are completed with different people who know the student well in order to begin identifying the function maintaining the student's behaviors and the environmental settings where behaviors occur and do not occur. (Special Connections) The FACTS is a two-part interview used by school personnel who are building behavior support plans. The FACTS is intended to be an efficient strategy for initial functional behavioral assessment. The FACTS is completed with people (teachers, family, clinicians) who know the student best, and used to either build behavior support plans, or guide more complete functional assessment efforts. The FACTS can be completed in a short period of time (5-15 min). Efficiency and effectiveness in completing the forms increases with practice. The FACTS interview helps gather more detailed information to describe the behavior of concern, identify routines and activities in which the student is involved, when they occur, the likelihood of behavior of concern to occur� observable The second section of the FACTS provides the opportunity to go into more details for behavior of concerns identified within the routines from Step 5 within the first section. This information will be combined with other indirect assessment strategies and direct observations to develop a hypothesis statement about the function maintaining a problem behavior. It is recommended that the FACTS be used as an interview, not given to an individual to complete themselves. The interviewer may consider providing a copy to the interviewee so s/he can follow along. Trainer Note: An additional resource of additional tools that will align with the section is provided if additional information is needed beyond the interview, for a particular section of the FACTS. See file name �FACTS & Additional Data Tools�. Trainer Note: RRC added this slide and handout. Handout: FACTS form (directions included) Trainer Note: Briefly walk through each step while reviewing directions for how to complete. The FACTS is an indirect assessment tool that is used to interview school personnel who know the student best. The FACTS is usually completed early in the functional behavioral assessment process by someone on the student's team who is familiar with behavioral principles. Usually 2-3 FACTS interviews are completed with different people who know the student well in order to begin identifying the function maintaining the student's behaviors and the environmental settings where behaviors occur and do not occur. (Special Connections) The FACTS is a two-part interview used by school personnel who are building behavior support plans. The FACTS is intended to be an efficient strategy for initial functional behavioral assessment. The FACTS is completed with people (teachers, family, clinicians) who know the student best, and used to either build behavior support plans, or guide more complete functional assessment efforts. The FACTS can be completed in a short period of time (5-15 min). Efficiency and effectiveness in completing the forms increases with practice. The FACTS interview helps gather more detailed information to describe the behavior of concern, identify routines and activities in which the student is involved, when they occur, the likelihood of behavior of concern to occur� observable The second section of the FACTS provides the opportunity to go into more details for behavior of concerns identified within the routines from Step 5 within the first section. This information will be combined with other indirect assessment strategies and direct observations to develop a hypothesis statement about the function maintaining a problem behavior. It is recommended that the FACTS be used as an interview, not given to an individual to complete themselves. The interviewer may consider providing a copy to the interviewee so s/he can follow along. Trainer Note: An additional resource of additional tools that will align with the section is provided if additional information is needed beyond the interview, for a particular section of the FACTS. See file name �FACTS & Additional Data Tools�.

61. Indirect Assessment Checklist & Rating Scales Consider: The respondents actual knowledge about the target student. Obtaining responses from multiple persons that work with the student . Prepared by KATC January 2010 Checklists and Rating Scales provide information from previous incidents surrounding the Behavior/s of Concern, what interventions were utilized and their effectiveness, guidance for planning direct observations (tools to use, settings, etc.) additional information on the possible function Checklists and Rating Scales provide information from previous incidents surrounding the Behavior/s of Concern, what interventions were utilized and their effectiveness, guidance for planning direct observations (tools to use, settings, etc.) additional information on the possible function

62. Checklist and Rating Scales Examples Functional Assessment Screening Tool (FAST; Iwata & DeLeon, 1996) Motivation Assessment Scale (MAS; Durand & Crimmins, 1992) Problem Behavior Questionnaire (PBQ; Lewis, Scott, & Sugai, 1994) Prepared by KATC January 2010 Trainer Note: Within the following slides, descriptors and handouts will be provided for each of the tools mentioned on the slide. Trainer Note: Within the following slides, descriptors and handouts will be provided for each of the tools mentioned on the slide.

63. Functional Assessment Screening Tool Prepared by KATC January 2010 Handout: �Functional Assessment Screening Tool (FAST)� (2 versions) �The FAST identifies environmental and physical factors that may influence problem behaviors. It should be used only for screening purposes as part of a comprehensive functional analysis of the behavior. Administer the FAST to several individuals who interact with the client frequently. Then use the results as a guide for conducting a series of direct observations in different situations to verify behavioral functions and to identify other factors that may influence the problem behavior.� 5th edition 2002 � The Florida Center on Self-Injury (http://www.lessons4all.org/downloads/FAST.pdf ) Handout: �Functional Assessment Screening Tool (FAST)� (2 versions) �The FAST identifies environmental and physical factors that may influence problem behaviors. It should be used only for screening purposes as part of a comprehensive functional analysis of the behavior. Administer the FAST to several individuals who interact with the client frequently. Then use the results as a guide for conducting a series of direct observations in different situations to verify behavioral functions and to identify other factors that may influence the problem behavior.� 5th edition 2002 � The Florida Center on Self-Injury (http://www.lessons4all.org/downloads/FAST.pdf )

64. Motivation Assessment Scale (MAS) A means to determine why the Behavior of Concern continues Sixteen item assess functions or motivation of Behavior of Concern Scoring Instrument is divided into four categories (attention, tangible, escape, and sensory) Prepared by KATC January 2010 Handout: Motivation Assessment Scale (MAS) The Motivation Assessment Scale is a questionnaire designed to identify those situations in which an individual is likely to behave in certain ways. From this information, more informed decisions can be made concerning the selection of appropriate reinforcers. Directions for Completion: To complete the MAS, select one behavior that is of particular interest. It is important that you identify the behavior specifically. Aggressive, for example, is not as good of a description as hits his sister. Once you have specified the behavior to be rated, read each question carefully and circle the one number that best describes your observations of this behavior. The MAS asks questions about the likelihood of a behavior problem occurring in a variety of situations (e.g., when presented with difficult tasks). "In addition, using this scale does not involve making behavior problems worse, a feature that has obvious advantages. It is hoped that through the use of the MAS, people with severe behavior problems will have greater access to positive interventions.(�The Motivation Assessment Scale Administration Guide� ) Handout: Motivation Assessment Scale (MAS) The Motivation Assessment Scale is a questionnaire designed to identify those situations in which an individual is likely to behave in certain ways. From this information, more informed decisions can be made concerning the selection of appropriate reinforcers. Directions for Completion: To complete the MAS, select one behavior that is of particular interest. It is important that you identify the behavior specifically. Aggressive, for example, is not as good of a description as hits his sister. Once you have specified the behavior to be rated, read each question carefully and circle the one number that best describes your observations of this behavior. The MAS asks questions about the likelihood of a behavior problem occurring in a variety of situations (e.g., when presented with difficult tasks). "In addition, using this scale does not involve making behavior problems worse, a feature that has obvious advantages. It is hoped that through the use of the MAS, people with severe behavior problems will have greater access to positive interventions.(�The Motivation Assessment Scale Administration Guide� )

65. Prepared by KY Coop Network February 2010 Handout: PROBLEM BEHAVIOR QUESTIONNAIRE Trainer Note: The slide is showing the scoring guide/profile of the questionnaire. Problem Behavior Questionnaire Recalling a typical behavioral episode, teachers read 15 statements and circle a number on the questionnaire that corresponds to the percent of time each statement is true for that student. A second form is used for recording and interpreting the responses from everyone who completed a questionnaire for that student. Any item marked with a three or above on this profile form suggests the potential function of the problem behavior. If there are two or more statements scored as three or above (i.e., (50% of the time) under a particular sub-column (e.g., escape under peers or attention under adults), then it may indicate a possible primary function of the behavior. Handout: PROBLEM BEHAVIOR QUESTIONNAIRE Trainer Note: The slide is showing the scoring guide/profile of the questionnaire. Problem Behavior Questionnaire Recalling a typical behavioral episode, teachers read 15 statements and circle a number on the questionnaire that corresponds to the percent of time each statement is true for that student. A second form is used for recording and interpreting the responses from everyone who completed a questionnaire for that student. Any item marked with a three or above on this profile form suggests the potential function of the problem behavior. If there are two or more statements scored as three or above (i.e., (50% of the time) under a particular sub-column (e.g., escape under peers or attention under adults), then it may indicate a possible primary function of the behavior.

66. Indirect Assessment: Advantages Convenience Identification of behaviors worthy of more direct and intensive assessment (Cooper, Heron, & Heward, 2007) Prepared by KATC January 2010 Can assist in selecting the appropriate objective assessments to obtain additional information for an FBA. Can assist in selecting the appropriate objective assessments to obtain additional information for an FBA.

67. Indirect Assessment: Disadvantages Bias/inaccurate recall Limited data support Low rates of reliability Some tools may have a clinical tone Prepared by KATC January 2010

68. Activity Mock completion of indirect assessment Think of a student that you have worked with in the past. Based on your recollection complete the following form. Prepared by KATC January 2010 Hide slide???? Since there are a variety of forms used across districts. Each coop will select a form to use. After the participants spend time completing the form. Give them an opportunity to discuss the level of difficulty of the form and the utility of the data collected.Hide slide???? Since there are a variety of forms used across districts. Each coop will select a form to use. After the participants spend time completing the form. Give them an opportunity to discuss the level of difficulty of the form and the utility of the data collected.

69. Jigsaw Activity Handouts: Sample completed copies for Carmen (Motivation Assessment Scale, FACTS, Behavior Questionnaire, FAST) Optional Activity: Trainer Note: This activity will continue later in the training to develop an hypothesis statement for Carmen� Jigsaw shapes are available � can use an additional way for grouping Directions 1. Team is assigned a color 2. Shapes are assigned an Indirect tool� Square � FAST Circle � FACTS Triangle � Behavior Questionnaire Rectangle � MAS Groups will form based on those who have the same shape Once the shape groups have completed scoring the assigned tools; they will go back their team that has the same color Each will share how the tool is scored and what final scoring will tell you Note: Later this same team will be developing an hypothesis statement for Carmen using the scored tools. Handouts: Sample completed copies for Carmen (Motivation Assessment Scale, FACTS, Behavior Questionnaire, FAST) Optional Activity: Trainer Note: This activity will continue later in the training to develop an hypothesis statement for Carmen� Jigsaw shapes are available � can use an additional way for grouping Directions 1. Team is assigned a color 2. Shapes are assigned an Indirect tool� Square � FAST Circle � FACTS Triangle � Behavior Questionnaire Rectangle � MAS Groups will form based on those who have the same shape Once the shape groups have completed scoring the assigned tools; they will go back their team that has the same color Each will share how the tool is scored and what final scoring will tell you Note: Later this same team will be developing an hypothesis statement for Carmen using the scored tools.


71. Direct Assessment Direct and repeated observations of the student�s behavior in the natural environment are the preferred method for determining which behaviors to target for change. Prepared by KATC January 2010 Stronger predictor of maintaining variables than indirect measures (Alter, Conroy, Mancil, & Hayden, 2008). The direct observation occurs in the student�s natural environment, provides objective data to support or challenges the interview information; thus leading to more accurate hypothesis formation. The observation and the data collection methods are determined by information gathered during the interview phases. The Direct Observation provides necessary information to develop a Behavior Intervention Plan (BIP). Stronger predictor of maintaining variables than indirect measures (Alter, Conroy, Mancil, & Hayden, 2008). The direct observation occurs in the student�s natural environment, provides objective data to support or challenges the interview information; thus leading to more accurate hypothesis formation. The observation and the data collection methods are determined by information gathered during the interview phases. The Direct Observation provides necessary information to develop a Behavior Intervention Plan (BIP).

72. Direct Assessment: ABC recording �The observer records an account of all behaviors of interest and the antecedent conditions and consequences for those behaviors.� (Cooper, Heron, & Heward, 2007 p. 53) Two kinds: Narrative and Continuous Prepared by KATC January 2010 Trainer Note: Further description and samples are provided within the following slides. Trainer Note: Further description and samples are provided within the following slides.

73. ABC Narrative Recording The recording of data only when the targeted response occurs. The observer records antecedent and consequent events Prepared by KATC January 2010 Handout: blank ABC Chart (2 copies � one for self and one to complete) For narrative ABC recordings, data is collected when the behavior of concern occurs; the documentation includes any events that preceded and followed the behavior. Trainer Note: To get participants to start thinking about being more specific with documentation, read bold print to participants and have them complete ABC chart (hint � PPT slide that is currently showing can be used as a guide)�.. Stress that this chart is complete while observing the student. Background Information � The class recently began working on long division � students were to show their work; due to being at the level of students demonstrating understanding of the process for completing long division problems, calculators were not to be used for this activity�. Antecedent � During Math class, teacher provided a worksheet that has 30 problems with long division to the entire class. The students were directed to complete the during seat work. The teacher was circulating from student to student. When teacher arrived to student�s desk, Carmen had not completed any problems� Teacher said � start working and pushed worksheet in front of Carmen Behavior � Teacher�s hand is still on the worksheet, Carmen leaned over the desk and� She bit the teachers hand (scraped top of teacher�s hand with teeth, red mark was on the teacher�s hand � no teeth marks). Consequence - Teacher pulled hand away and verbally reprimanded Carmen by sternly stating, �Biting is not allowed.� Behavior � Carmen began talking loudly, stating, �I can�t do it.� Handout: blank ABC Chart (2 copies � one for self and one to complete) For narrative ABC recordings, data is collected when the behavior of concern occurs; the documentation includes any events that preceded and followed the behavior. Trainer Note: To get participants to start thinking about being more specific with documentation, read bold print to participants and have them complete ABC chart (hint � PPT slide that is currently showing can be used as a guide)�.. Stress that this chart is complete while observing the student. Background Information � The class recently began working on long division � students were to show their work; due to being at the level of students demonstrating understanding of the process for completing long division problems, calculators were not to be used for this activity�. Antecedent � During Math class, teacher provided a worksheet that has 30 problems with long division to the entire class. The students were directed to complete the during seat work. The teacher was circulating from student to student. When teacher arrived to student�s desk, Carmen had not completed any problems� Teacher said � start working and pushed worksheet in front of Carmen Behavior � Teacher�s hand is still on the worksheet, Carmen leaned over the desk and� She bit the teachers hand (scraped top of teacher�s hand with teeth, red mark was on the teacher�s hand � no teeth marks). Consequence - Teacher pulled hand away and verbally reprimanded Carmen by sternly stating, �Biting is not allowed.� Behavior � Carmen began talking loudly, stating, �I can�t do it.�

74. ABC Narrative Recording Advantages Data is only recorded when the target behavior occurs. Disadvantages Not established in the research. May identify relations that do not exist. Observers may record inferred states or subjective impressions. Prepared by KATC January 2010

75. Activity Watch the following video and record ABC Narrative Data. Prepared by KATC January 2010 Hide slide??? Each group may identify there own videos. There are many available on you tube. Presenters may want to act out a scenario.Hide slide??? Each group may identify there own videos. There are many available on you tube. Presenters may want to act out a scenario.

76. ABC Continuous Recording An observer records occurrences of the targeted problem behaviors and selected environmental events. Codes for recording antecedent, behavior, and consequent events can be developed from data collected during indirect assessment. Prepared by KATC January 2010 The observer/recorder documents occurrences of the target behavior and the student�s routine for the day.. The observer/recorder documents occurrences of the target behavior and the student�s routine for the day..

77. ABC Continuous Recording Data sheets may use partial interval, momentary time sampling, or frequency recording. Targeted environmental events are record even when the problem behavior does not occur. Prepared by KATC January 2010

78. ABC Continuous Recording Prepared by KATC January 2010 Sample Sample

79. ABC Continuous Recording Prepared by KATC January 2010

80. Prepared by KY Coop Network February 2010 Super Cluster Note: This is an example of a Continuous ABC Chart for Carmen (Therese does this align the other data charts???)Super Cluster Note: This is an example of a Continuous ABC Chart for Carmen (Therese does this align the other data charts???)

81. ABC Continuous Recording Advantages May provide strong correlation data. Require minimal disruption to the students routine. Prepared by KATC January 2010

82. ABC Continuous Recording Disadvantages Correlational -not causal relations Time consuming/Requires additional staff May not be sensitive to responses maintained by intermittent SR Prepared by KATC January 2010

83. Activity Watch the following video and record ABC Continuous Data Prepared by KATC January 2010 Each group may identify there own videos. There are many available on you tube. Presenters may want to act out a scenario. Tell the participants about the problem behavior (simulating indirect assessment) and guide them in determining codes for recording antecedents and consequences. Optional Activity: Provide a copy of slide with Carmen�s Continuous ABC Chart and have them add to her chart�. Read below (coding is provided) 3:17 Social Skills Group (small group) Setting Event H (completing task with peer) and/or K (Interaction) � Playing a game of Monopoly/Practicing Turn- taking Target Behavior B Josh picked up the dice before Carmen finished moving her game piece � Carmen told Josh he was not waiting his turn and that he needed to put the dice down�. Josh replied he die not roll the dice�. Consequence C Teacher explained that Josh was waiting his turn; he was just preparing to take his turn by picking up the dice. Student Reaction B Carmen continued --- � Josh did not wait for me to finish; he was not taking turns�.. Each group may identify there own videos. There are many available on you tube. Presenters may want to act out a scenario. Tell the participants about the problem behavior (simulating indirect assessment) and guide them in determining codes for recording antecedents and consequences. Optional Activity: Provide a copy of slide with Carmen�s Continuous ABC Chart and have them add to her chart�. Read below (coding is provided) 3:17 Social Skills Group (small group) Setting Event H (completing task with peer) and/or K (Interaction) � Playing a game of Monopoly/Practicing Turn- taking Target Behavior B Josh picked up the dice before Carmen finished moving her game piece � Carmen told Josh he was not waiting his turn and that he needed to put the dice down�. Josh replied he die not roll the dice�. Consequence C Teacher explained that Josh was waiting his turn; he was just preparing to take his turn by picking up the dice. Student Reaction B Carmen continued --- � Josh did not wait for me to finish; he was not taking turns�..

84. Scatterplots Period of time is divided into smaller intervals. The observer records whether or not a behavior occurs within a given interval. Data are analyzed for temporal patterns. Prepared by KATC January 2010 I find it useful to combine the scatterplot and ABC continuous recording by labeling the interval with the time of the day. See more details within the following slides�. I find it useful to combine the scatterplot and ABC continuous recording by labeling the interval with the time of the day. See more details within the following slides�.

85. Prepared by KATC January 2010 Handout: Scatterplot A Scatterplot is a visual display used to determine patterns of behavior related to specific class or school activities; a procedure for recording the extent to which a target behavior occurs more often at particular times than others. � Used to detect patterns of behavior Used to determine the impact of the activity structures on behavior Tracks the target behavior across different settings in the natural environment (ex. classroom) to determine better suited structures. � The procedure includes: 1.Target specific behavior/s of concern. 2.Define what the behavior/s looks like and sounds like. 3.List the student�s schedule and activities. 4.Develop a code to track the behavior. 5.Analyze the data. Handout: Scatterplot A Scatterplot is a visual display used to determine patterns of behavior related to specific class or school activities; a procedure for recording the extent to which a target behavior occurs more often at particular times than others. � Used to detect patterns of behavior Used to determine the impact of the activity structures on behavior Tracks the target behavior across different settings in the natural environment (ex. classroom) to determine better suited structures. � The procedure includes: 1.Target specific behavior/s of concern. 2.Define what the behavior/s looks like and sounds like. 3.List the student�s schedule and activities. 4.Develop a code to track the behavior. 5.Analyze the data.

86. Scatterplots Prepared by KATC January 2010 Ask participants - �When does the does the problem behavior typically occur?� Ask participants - �When does the does the problem behavior typically occur?�

87. Scatterplots Advantages Identification of time when to conduct more in-depth analyses Disadvantages Has limited utility in identifying relevant environmental stimuli Subject to inaccuracies Time consuming Prepared by KATC January 2010

88. Formulating a hypothesis Data from descriptive assessments are analyzed and a hypothesis is developed Written in an ABC format Prepared by KATC January 2010 Hide slide???? Following a indirect and/or direct descriptive assessments the practitioner should develop a hypothesis statement. The hypothesis statement is useful in that it helps in clear communication to the intervention team members but it is also useful in helping focus on potential directions for treatment. Hide slide???? Following a indirect and/or direct descriptive assessments the practitioner should develop a hypothesis statement. The hypothesis statement is useful in that it helps in clear communication to the intervention team members but it is also useful in helping focus on potential directions for treatment.


90. Experimental Manipulation Considered the Gold Standard of Assessment as it directly assessed variables that maintain problem behavior. It moves beyond correlations to causal relations between environments variables and problem behavior. Prepared by KATC January 2010 These next few slides are intended to inform participants about experimental analysis but are not intended to �train� them how to do conduct these assessments. These assessments should be conducted by trained behavior specialist.These next few slides are intended to inform participants about experimental analysis but are not intended to �train� them how to do conduct these assessments. These assessments should be conducted by trained behavior specialist.

91. Experimental Manipulation Used less frequently in school contexts because they require high level expertise and careful consideration of safety precautions Functional Analysis Structural analysis Prepared by KATC January 2010 Experimental manipulations should not be taken lightly as you are temporarily increase problem behaviorExperimental manipulations should not be taken lightly as you are temporarily increase problem behavior

92. Functional Analysis Not to be confused with Functional Behavior Assessment Manipulation of environmental to stimuli to assess consequent events that maintain aberrant responses (Iwata, Dorsey, Slifer, Bauman, & Richman, 1982 ) These conditions are designed to temporarily increase problem behavior Prepared by KATC January 2010 Individuals are presented with brief conditions designed to assess the effects of consequent events on some measure of their problem behavior. These sessions are brief, typically less than 10 minutes. Individuals are presented with brief conditions designed to assess the effects of consequent events on some measure of their problem behavior. These sessions are brief, typically less than 10 minutes.

93. Functional Analysis:Traditional conditions Contingent Attention (social disapproval) Contingent Escape (demand) Alone (ignore) Control (play) Tangible

94. Functional Analysis Analogue: Data Sample 1 Data collection: 10 Second partial interval Target behavior: Self-injurious behavior Conditions: Alone Demand - Vocational tasks Object - Massager Attention - Reprimand Self-injurious behavior = slapping face, head banging, & biting hand. Data was collected using a 10 second partial interval recording method. Data calculated: % of intervals self-injurious behavior observed within 10 second interval. Session length: 10 minutes. Data was collected using a 10 second partial interval recording method; therefore, 60 intervals per session possible. Data calculated: % of intervals self-injurious behavior observed within 10 second interval. Looking for condition the behavior occurred most often consistently. Good example to show behavior may occur in all conditions- never clear cut Looking for condition it is most likely to occur to identify function. Self-injurious behavior = slapping face, head banging, & biting hand. Data was collected using a 10 second partial interval recording method. Data calculated: % of intervals self-injurious behavior observed within 10 second interval. Session length: 10 minutes. Data was collected using a 10 second partial interval recording method; therefore, 60 intervals per session possible. Data calculated: % of intervals self-injurious behavior observed within 10 second interval. Looking for condition the behavior occurred most often consistently. Good example to show behavior may occur in all conditions- never clear cut Looking for condition it is most likely to occur to identify function.

95. Functional Analysis Analogue DataSample 1 (cont.) Data: % of intervals Conditions: Session Data: Alone 7 22 3 20 Attention 30 50 8 32 Demand 0 8 3 5 Object 18 3 4 3 Graph this data as group on board or flip chart paper. Help group identify condition behavior most likely to occur.Graph this data as group on board or flip chart paper. Help group identify condition behavior most likely to occur.

96. Functional Analysis Analogue: Data Sample 2 Student: 6 years old with autism, placed in FMD classroom Data: Frequency within a 10 minutes session Condition Data Alone 12 71 0 Attention 7 14 26 Escape 6 5 2 Deep Pressure 21 35 18 Massager 10 34 11 Meal Time 7 2 3 Example: Self-injurious behavior= hitting head, throwing self into furniture, finger biting, & headbanging. Tried several programs with minimal success. First hypothesis was internal or sensory. Completed Analog Functional Assessment to verify hypothesis. Data: Frequency count in 10 minute session. Used golf counter to record incidents. Give participants graph paper at each table. Have them graph and identify function of behavior based upon data. Question: Was original hypothesis of function of the behavior correct? Discuss in team.Example: Self-injurious behavior= hitting head, throwing self into furniture, finger biting, & headbanging. Tried several programs with minimal success. First hypothesis was internal or sensory. Completed Analog Functional Assessment to verify hypothesis. Data: Frequency count in 10 minute session. Used golf counter to record incidents. Give participants graph paper at each table. Have them graph and identify function of behavior based upon data. Question: Was original hypothesis of function of the behavior correct? Discuss in team.

97. Activity Graph the data & formulate a hypothesis Prepared by KATC January 2010

98. Structural Analysis Manipulation of environmental to stimuli to assess antecedent events that occasion aberrant responses (Wheeler, Carter, Mayton, & Thomas, 2002) Fine motor vs. gross motor, short vs. long, functional vs. analog tasks, choice vs. no choice (Dunlap, kern-Dunlap, Clarke & Robbins, 1991) Teacher choice versus student choice (Vaughn & Horner, 1997) Academic tasks vs. Fine motor tasks vs. Gross motor tasks, Staff persons (Butler & Luiselli, 2007 Prepared by KATC January 2010 In a structural analysis antecedents are different in each condition whereas in a functional analysis the consequences differ.In a structural analysis antecedents are different in each condition whereas in a functional analysis the consequences differ.

99. Experimental Manipulation Advantages Demonstrates a causal relation Strongest predictor of maintaining variables May be conducted in a short time May improve staff understanding of maintaining reinforcers Prepared by KATC January 2010

100. Experimental Manipulation Disadvantages Temporary Increase in problem behavior Behavior may acquire new functions Professional expertise required Difficult to conduct in school environments Prepared by KATC January 2010 The second one may be difficult to understand. It means that a student may learn to use a problem behavior to access a new reinforcer. For instance, in the past hand biting might have been reinforced by accessing escape but during the FA the student learns that it can also result in increased teacher attention.The second one may be difficult to understand. It means that a student may learn to use a problem behavior to access a new reinforcer. For instance, in the past hand biting might have been reinforced by accessing escape but during the FA the student learns that it can also result in increased teacher attention.

101. Summary of Functional Behavior Assessment Techniques Procedure Quantitative direct observations of behavior under naturalistic condition Purpose Identify behavior antecedents and consequences potentially maintaining (generate hypothesis)

102. Summary of Descriptive Analysis Technique Indirect Assessment Record Review Interview/Informant Rating Scales FACTS MAS PBQ Direct Assessment Direct Observational Methods ABC Narrative ABC continuous Scatterplots

103. Summary of Functional Behavior Assessment Techniques (cont.) Procedure Quantitative direct observation of behavior obtained via preselected and controlled conditions. Purpose Confirm information under descriptive analysis (confirm hypothesis). Identify or isolate the role of environmental events.

104. Formulating A Hypothesis or Best Guess as to Why the Behavior is Occurring Prepared by KY Coop Network February 2010

105. Generate a Hypothesis Statement A hypothesis statement is a summary statement that describes the team�s best guess about the relationship between the problem behavior and the characteristics of the environment- the specific contexts and the specific function. The goal of which is to identify specific CONCRETE circumstances regularly associated with the occurrence and nonoccurrence of the problem behavior.

106. Generate a Hypothesis Statement Hypothesis Statement When this occurs� (describe the circumstances) the student does� (describe the behavior) to get/avoid� (describe the consequences)

107. Sample Hypothesis Statements When the teacher�s attention is withdrawn or focused on another child, Lisa makes noises; this results in the teacher scolding her and moving her closer. When Donna finishes work before the other students, she scribbles on her desk; this alleviates her boredom. When Marcus is unclear about the directions for an assignment, he stays in his seat and talks to peers; this keeps him from feeling frustrated. When unanticipated changes occur in the schedule, Ben throws his materials; having to pick them up delays the transition to the next activity.

108. Activity: Forming an hypothesis � With your team: Review Indirect and Direct data for Carmen Come to consensus for probable function of behaviors. Develop hypothesis statement� When _______(describe what is taking place) _______occurs ______(student)_____ does_________(describe the behavior) ____________ to get/avoid _______(describe the maintaining function)_______________________. Prepared by KY Coop Network February 2010 Handout: FACTS guidance document � see file �FACTS & additional Data Tools� (notes for sections and data tools alignment); Blank hypothesis format Team membership � same color from Jigsaw�Handout: FACTS guidance document � see file �FACTS & additional Data Tools� (notes for sections and data tools alignment); Blank hypothesis format Team membership � same color from Jigsaw�

109. Carmen When _______ _______ ______ occurs Carmen does_____________________ to get/avoid ____________-______________________. Prepared by KY Coop February 2010

110. Behavior Pathway First, determine the setting the behavior is taking place Ex. schedule, predictability of routines, variety of activities, social relationships, preferences of student, history of intervention, academic success/failure, medication, etc. Second, determine the antecedent (causing factor) within the setting that triggers the behavior Identifying antecedents (fast triggers) � Listen for.. Ask About�. Investigate Under what circumstances is the behavior most likely/least likely (ex. changes in environment, availability of materials, time of day, clarity of expectations, interactions, type of activity/task, etc.) Third, determine the behavior of concern � general/specific Fourth, Determine the maintaining consequence � getting, avoiding (what is working � reinforcing the behavior to continue) �why� Ex. Social reaction/attention, proximity of contact, changes of sequence of activities/routine, access to materials, sensory stimulation/reduction, changes in physical environment, delays activity/event, avoiding negative peer attention, ridicule Fifth, determine Replacement Behavior that will provide the same/similar maintaining consequence the student is seeking (makes the behavior unnecessary) Sixth, What is the �Desired Behavior� � Ultimate outcome to work toward � Last, What is the maintaining consequence outcome (this is what will be teaching/working toward) First, determine the setting the behavior is taking place Ex. schedule, predictability of routines, variety of activities, social relationships, preferences of student, history of intervention, academic success/failure, medication, etc. Second, determine the antecedent (causing factor) within the setting that triggers the behavior Identifying antecedents (fast triggers) � Listen for.. Ask About�. Investigate Under what circumstances is the behavior most likely/least likely (ex. changes in environment, availability of materials, time of day, clarity of expectations, interactions, type of activity/task, etc.) Third, determine the behavior of concern � general/specific Fourth, Determine the maintaining consequence � getting, avoiding (what is working � reinforcing the behavior to continue) �why� Ex. Social reaction/attention, proximity of contact, changes of sequence of activities/routine, access to materials, sensory stimulation/reduction, changes in physical environment, delays activity/event, avoiding negative peer attention, ridicule Fifth, determine Replacement Behavior that will provide the same/similar maintaining consequence the student is seeking (makes the behavior unnecessary) Sixth, What is the �Desired Behavior� � Ultimate outcome to work toward � Last, What is the maintaining consequence outcome (this is what will be teaching/working toward)

112. Identifying Reinforcers for Changing Behavior Prepared by KATC January 2010

113. Again, What is Reinforcement? �Any stimulus that maintains or increases the behavior exhibited immediately prior to the presentation of the stimulus.� How do we know the stimulus is a reinforcer? If behavior it followed was increased in or maintained at the current rate, duration or intensity Prepared by KATC January 2010

114. What is Reinforcement? How often do we hear a colleague refer to a child as unmotivated? It important to see our role in the motivation of students. If a student is unmotivated then it is likely that we have failed in identifying effective reinforcers. Prepared by KATC January 2010

115. Value of Assessing Reinforcers Effective educational interventions are based on positive reinforcement Students with ASD may have atypical reinforcers that are difficult to identify Students reinforcers may change often Prepared by KATC January 2010

116. Types of Reinforcers Primary (unconditioned) Reinforcers It is reinforcing even though the individual may have no learning history with it. Stimuli that have biological importance to an individual Examples: food, liquids, sleep, shelter, sex Prepared by KATC January 2010

117. Types of Reinforcers Secondary (Conditioned) Reinforcers A previously neutral stimulus that has acquired reinforcing properties through pairing with a primary reinforcer. Examples: praise, finishing task, learning, tokens, penny cards Prepared by KATC January 2010 The distinctions between types of reinforcers is critical for children with ASD. They may be less likely to find social interaction (praise) reinforcing because of their difficulty in interpreting social messages.The distinctions between types of reinforcers is critical for children with ASD. They may be less likely to find social interaction (praise) reinforcing because of their difficulty in interpreting social messages.

118. Basic Reinforcement Rules Rule 1: Cannot tell whether something is a reinforcer until try it and observe effect on the behavior. Rule 2: What is a reinforcer for one person may not be for another. Individualized. Rule 3: To be effective, a reinforcer must occur during or immediately after the behavior.

119. Basic Reinforcement Rules (cont.) Rule 4: Reinforcement must be contingent if it is to be effective. RE: First this, then that. In other words� limited access. Rule 5: When strengthening a new behavior, reinforce frequently. Rule 6: Goldilocks Rule- Reinforcement must occur twice as often as BoC to be just right? Just a quick review of these rules. Emphasize more to come in next module on Differential Reinforcment. BoC = Behavior of ConcernJust a quick review of these rules. Emphasize more to come in next module on Differential Reinforcment. BoC = Behavior of Concern

120. Considerations in Using Reinforcement Immediacy Schedule Amount Pairing Proximity Labeling Expressiveness

121. Stimulus Preference Assessment Refers to a variety of procedures used to determine� A) What the person prefers B) If it is a high preference or a low preference C) Under what conditions do those preferences change. Prepared by KATC January 2010 Talk with Amanda about here.Talk with Amanda about here.

122. Stimulus Preference Assessment Three types of procedures: Asking Free operant assessment Trial based assessment Prepared by KATC January 2010

123. Asking Asking the Target Person Open-ended questions Choice format Rank ordering Prepared by KATC January 2010 Ask the participants to ask the person next to them about their preferences. Several more formal preference surveys are available Ask the participants to ask the person next to them about their preferences. Several more formal preference surveys are available

124. Asking Asking significant others Offering a pre-task choice �Which would you like to work for?� Prepared by KATC January 2010

125. Problems with Asking Trial-based assessments have been demonstrated to more accurately identify reinforcers than asking procedures Allow the assessment of novel stimuli Maybe used with students with limited vocal repertoires Prepared by KATC January 2010

126. Free Operant Observation Observing the individual when they have unrestricted access to multiple stimuli A total duration measure of the time a person engages with each stimulus is recorded Prepared by KATC January 2010

127. Free Operant Observation Contrived The environment is �salted� with items that might be of interest Naturalistic Observation are conducted in the learner�s everyday environment Prepared by KATC January 2010

128. Free Operant Observation Prepared by KATC January 2010

129. Trial�based Assessments Single stimulus Paired stimuli Multiple stimuli Prepared by KATC January 2010

130. Single Stimulus Presentation Developed by Pace et al., 1985 Items are presented to an individual one at a time Each item is presented multiple times Observer records duration with stimulus, approach or rejection of stimulus, or number of touches Types of stimuli used are visual, auditory, vestibular, tactile, olfactory, gustatory and multisensory. Prepared by KATC January 2010

131. Single Stimulus Presentation Advantages Can be used with students with severe disabilities Disadvantages Over estimates preference Does not allow stimuli to be compared to each other Is time consuming Prepared by KATC January 2010

132. Let�s Practice Work in pairs with a partner First present an item in front of the learner. If the student approaches within 5sec , allow the student 30 sec with the item (or let them consume it) then mark a �+� on the data sheet Prepared by KATC January 2010

133. Let�s Practice If the learner does not approach within 5s then prompt he/she to engage with the stimulus for 30s and then present it again. If the learner does not respond then present the next stimulus Continue until each stimulus has been presented 5 times (items approached 80% of the time are considered preferred) Prepared by KATC January 2010

134. Paired Stimulus (Forced Choice) Developed by Fisher et al., 1992 Items are presented in pairs and the first item touched is scored as the selection Each item is presented with every other item at least twice Measure of preference is the % of time the item was selected when it was presented Items can be ranked Prepared by KATC January 2010 Handout: Forced Choice Reinforcement Menu Handout: Forced Choice Reinforcement Menu

135. Paired Stimulus (Forced Choice) Advantages More precise than single item method Allows for comparison of stimuli Most accurate method Disadvantages Time consuming Prepared by KATC January 2010 Note: If you don�t, RRC has a copy of a �Forced Choice� Reinforcement Menu Note: If you don�t, RRC has a copy of a �Forced Choice� Reinforcement Menu

136. Prepared by KATC January 2010 Wright 2002

137. Video Example Discrete trial teaching (1999). NYC: New York Families for Autistic Children. Reinforcement Preferences

138. Let�s Practice 1. Work in pairs. 2. Present two items at a time to your partner. 3. If your partner makes a selection within 5 sec then provide access for 30 sec (or consumption of an edible) 4. Then record the selection on your data sheet. Prepared by KATC January 2010 Fidget baskets with toys, candies, etc. Candy: Life Savors, KissesFidget baskets with toys, candies, etc. Candy: Life Savors, Kisses

139. Let�s Practice If there is no approach then prompt the student to sample each item. Then present it a second time. If the student makes a selection within 5s, then provide access. If not, remove the item, marked an N (non selected) and present the next pair. Prepared by KATC January 2010

140. Multiple Stimulus Stimulus presentation of an array of three or more stimuli. This will reduce your assessment time because you are pairing stimuli together. Prepared by KATC January 2010 For this final set of procedures we are going to focus on the brief MSWO because of it�s brevity. For this final set of procedures we are going to focus on the brief MSWO because of it�s brevity.

141. Multiple Stimuli with Replacement The assessment begins with an array of stimuli in front of the learner. The learner picks one of the items. Once the learner has chosen an item that item is remains and new items are introduced in to the array. Prepared by KATC January 2010

142. Multiple Stimuli without Replacement DeLeon & Iwata, 1996 The assessment begins with an array of stimuli in front of the learner. The learner picks one of the items. Once the item is chosen the other items from the array are rearranged and the original item chosen is removed from the original sequence. Prepared by KATC January 2010

143. Multiple Stimuli without Replacement (MSWOR) Advantages Produced result similar to paired stimulus Completed in half the time of paired stimulus Disadvantages Can be difficult to manage multiple stimuli Prepared by KATC January 2010

144. Brief MSWO Carr, Nicolson, & Higbee (2000) Similar to DeLeon and Iwata but with fewer trials and stimuli assessed Prepared by KATC January 2010

145. Brief MSWO Advantages Accurate Very Brief Can be used multiple times Disadvantages Need more research Prepared by KATC January 2010

146. Let�s practice Present all 5 stimuli in front of your partner. If your partner makes a selection within 5 sec. then provide access for 30 sec (or consumption of an edible) then record a �1� on your data sheet next to the corresponding stimuli Remove that item from the array following the 30 sec of access Prepared by KATC January 2010

147. Let�s practice Take the item form the left side of the array and place it on the right side and then re-center the remaining items in front of the student. Repeat this process until only one item remains or no item is selected during the 5 sec. Record the order in which the items are selected Prepared by KATC January 2010

148. Let�s practice If there is no approach then record the remaining items as 5. Complete the entire process three times. Add the numbers in the column for each item Rank the items with the lowest total ranked as 1. Prepared by KATC January 2010

149. Let�s practice Brief MSWO Prepared by KATC January 2010

150. Considerations for Selecting SPAs Observe Period prior to SPA to make sure that MOs� do not affect assessment (e.g. SPA conducted after lunch). When time is limited use a brief SPA. When possible use data from multiple SPA methods. Prepared by KATC January 2010

151. Preferences identified: Now what do I do with them? Deliver them immediately Deliver them consistently Deliver them contingently Assess their effects as reinforcers Prepared by KATC January 2010 Research on immediacy with animals indicates that reinforcement is most effective when delivered within 30s, but 0s is ideal. Certainly, our intent will be to fade the schedule of reinforcement once the student responds at some identified criterion. Remember to remind participants that when responding decreases it may be because our stimulus is no longer serving as a reinforcer!Research on immediacy with animals indicates that reinforcement is most effective when delivered within 30s, but 0s is ideal. Certainly, our intent will be to fade the schedule of reinforcement once the student responds at some identified criterion. Remember to remind participants that when responding decreases it may be because our stimulus is no longer serving as a reinforcer!

152. Student Profile ActivityBradley Lisa Jason As a team : Determine specific Behavior/s of Concern� Possible reinforcement Indirect tools to use for more information Direct Observation activities Prepared by KY Coop Network February 2010 Super Cluster Note: Brainstorming a culminating activity� needs work ? Handouts: Updated Student Profiles; data tools used within trainingSuper Cluster Note: Brainstorming a culminating activity� needs work ? Handouts: Updated Student Profiles; data tools used within training

153. In Summary

154. Functional Behavior Assessment (FBA)

155. In Closing Each team is given the A-Z Review handout. Give a set amount of time- 3-5 minutes is what I use depending up the time left. Instructions: �You have 5 minutes to identify one concept discussed today that begins with each letter of the alphabet. When finished, the entire team is to stand up at their chairs.� Start the time. Stop upon the end of the time or when a team is standing. Identify a reader from the group to read through the lists as a review for the day. Prize may be given out to the team with the most concepts identified.Each team is given the A-Z Review handout. Give a set amount of time- 3-5 minutes is what I use depending up the time left. Instructions: �You have 5 minutes to identify one concept discussed today that begins with each letter of the alphabet. When finished, the entire team is to stand up at their chairs.� Start the time. Stop upon the end of the time or when a team is standing. Identify a reader from the group to read through the lists as a review for the day. Prize may be given out to the team with the most concepts identified.

156. "People don't shape the world, the world shapes them" (BF Skinner) �

157. References Crone, Deanne A., Lewis-Palmer, Teri , Carr, Edward G., March, Horner, Robert H., Brown, Todd, Anne W. �Functional Assessment Checklist for Teachers and Staff (FACTS)�, (2000). http://www.pbis.org/pbis_resource_detail_page.aspx?Type=4&PBIS_ResourceID=246 Durand, Mark V. PhD. & Crimmins, Daniel, Ph.D. �The Motivation Assessment Scale Administration Guide�, Monaco and Associates, Inc. 1996-2009. Iwata, Vollmer, & Zarcone (1990). The experimental (functional) analysis of behavior disorders: Methods, applications, and limitations. In Repp & Singh (Eds..), Perspective on the use of nonaversive and aversive interventions for persons with developmental disabilities. The Florida Center on Self-Injury:, 5th edition : �Functional Analysis Screening Tool �, 2002 http://www.lessons4all.org/downloads/FAST.pdf www.pbis.org Special Connections : http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=behavior§ion=main&subsection=fba/facts Prepared by KY Coop Network February 2010

Functional Behavior Assessment & Preference Assessment

Functional Behavior Assessment & Preference Assessment

Presentation Transcript

Functional Assessment & Positive Behavior Support Plans

Positive Behavior Supports, Functional Assessment & Analysis

Functional Behavior Assessment & Positive Behavior Support Plans

Functional Behavioral Assessment (FBA)

Functional Behavioral Assessment

Functional Behavioral Assessment and Positive Behavioral Supports

Functional Behavior Assessments and Positive Behavior Support Plans

Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP) Overview

POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) “ Introduction and Practice in Functional Behavior Assessment (FBA)

Assessing Behavior (Guideline 3)

Written Assessment

S300 Screening & Brief Functional Behavior Assessment

Functional Behavior Assessment: Scott Smith

Data Collection for FBA/BIP

Chapter 9

Functional Behavior Assessment – FBA Alanna McMullan – amcmullan@caiu

Arbitre Consulting, Inc.

Functional Behavior Assessment & Behavior Support Planning Process

Early Childhood Assessment

Functional Behavioral Assessment and Positive Behavioral Supports

Functional Behavior Assessment Day 2

ASSESSMENT

Functional Behavior Assessment & Preference Assessment