Positive Behavior Interventions and Supports Project Part I: Functional Behavior Assessment Overview In this assignment, candidates will selct a student that has been identified with a disability (student must have IEP) that exhibits ONE of the following social skills deficits: taking turns, conversational skills, interacting with peers, making positive choices, following directions, completing tasks/chores, organization and/or transition skills. Students will not address violent behaviors or work with students who demonstrate aggressive behaviors (hitting, elopement, profanity). Learning Outcomes Know and demonstrate professional roles and responsibilities relevant to ethical and legislative requirements as related to Council of Exceptional Children (CEC) Code of Ethics, professional certification standards, and confidentiality. Gather, interpret, and communicate background and assessment information from a variety of sources to make educational decisions and design individualized instruction. Administer and analyze appropriate formal and informal assessment to make educational decisions for exceptional learners. Understand and adhere to legal and ethical guidelines for assessing, identifying, and monitoring diverse learners with exceptionalities. Directions 1. Select a student with an exceptionality that displays a social behavior deficit listed above. 2. Complete parent survey, student survey, motivational assessment, and social skills checkslist. 3. Complete Student Profile Sheet. 4. Complete Student Observation using ABC Chart (2 observations for a minimum of 30 consecutive minutes). 5. Write and turn in to Blackboard a Functional Behavior Analysis paper template with the completed student profile information, motivational assessment, and social skills checklist). Candidates will use the template provided that addresses APA formatting (includes a title page, headers, and page numbers). The paper should be written as a report and not in first person. a. Summarize the student’s profile. b. Identify the student’s target behavior c. Summarize the ABC (state the antecedent, behavior, consequence) d. Hypothesize the function of the behavior Functional Behavior Assessment 1. Parent Interview 2. Student Profile Information Sheet 3. ABC Student Observation 4. Student Interview 5. Motivational Assessment 6. Social Skills Checklist FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA) PARENT INTERVIEW Directions: Please complete and return this form to your child’s school. The information will be used to help develop a behavior intervention plan for your child. Please return the completed form to ______________________. Please contact the school/teacher if you have any questions. Child’s Name ___________________________________________ Age _______ Today’s Date _____________ Address ________________________________________________ Phone __________________________________ Person completing form ________________________________________ Relationship to child __________________ Does your child have any medical or physical conditions? __________________________________________________ List any current medications your child is taking: _________________________________________________________Describe your child. (check all that apply) easily distracted cooperative talkative angry stubborn impulsive shy/quiet friendly self-abusive physically aggressive often fidgety shy overactive verbally aggressive bossy mean moody easy to please cries easily pouts polite/kind funny/clever prefers to be alone sad eager to please others withdrawn sociable passive Self-concept: Good Fair Poor Relations with parents: Good Fair Poor Relations with peers: Good Fair Poor Relations with teachers: Good Fair Poor Relations with sister/brother: Good Fair Poor Accepts responsibility for behavior? Yes No Some List his/her favorite things to do/places to go: ____________________________________________________________ What motivates your child to behave well? ______________________________________________________________ What usually causes your child to misbehave? ___________________________________________________________ How often does your child misbehave? _________________________________________________________________ List the specific problem behaviors your child has at home: _________________________________________________ List the specific problem behaviors your child has at school: ________________________________________________ What efforts have you taken to assist the school in dealing with your child’s behavior? ___________________________ ________________________________________________________________________________________________ When were you first aware of behavioral problems at school? ______________________________________________ ________________________________________________________________________________________________ List all community services, doctors, psychologists, social workers, etc that have been helping with these problems: Agency Address Phone Number Start/End Date Please attach any additional information you would like the school to consider in planning a behavior intervention. Parent/Guardian Signature _______________________________________________ Today’s Date _______________ Functional Behavior Assessment Student’s Profile Sheet (Complete ALL Sections) Student’s Name: _______________________ Exceptionality: ______________________ Grade: ______________________ Date of Birth: _______________________________ 1. List behaviors of concern. 2. What does the student do well and when does it occur? 3. What does the student struggle with and when does it occur? Does there appear to be a skill deficit or do you feel that the student sometimes chooses not to use the skills that they have? 4. What is reinforcing and enjoyable for this student? 5. Are there good days and bad days? If so, does there seem to be a pattern? 6. How does the student communicate his/her needs (verbally, nonverbally, written, etc.) 7. What is his/her learning style (visual, auditory, tactile, kinesthetic)? 8. What type of instruction is the most successful for the student (direct, group/cooperative learning, lecture, independent/seatwork)? 9. Does academic failure or difficulty with materials appear to produce behaviors? 10. What are settings that negatively affect the behaviors? 11. What are triggers that negatively affect behaviors (lack of social attention, demands/requests, task transition, setting transition, interruption in routine, negative social interactions, when limits are set or consequences are imposed, redirected, embarrassment, sleep patterns, eating routines, medications, health, life stressors, etc.)? 12. What are the warning signs that the student exhibits that indicate that a behavior is about to occur (restless, withdrawal, loud voice, blurting out, change in mood, etc.). 13. How does the student respond after the behavior has occurred? 14. What interventions/strategies have been used with the student? 15. What consequences have been implemented and which ones have been effective (warnings, timeouts, ignore behavior, loss of privileges, sent to office, suspension, write-up? 16. Is attendance or tardiness a concern? FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA)) STUDENT INTERVIEW Student _________________________________ Date ___________ I have many friends at school Yes No Not Sure I like coming to school Yes No Not Sure My classmates like me Yes No Not Sure I like the other students in my class Yes No Not Sure I complete my homework most of the time Yes No Not Sure My parents love me Yes No Not Sure I get into trouble at school Yes No Not Sure My home is a happy place Yes No Not Sure My teachers like me Yes No Not Sure I get in trouble at home Yes No Not Sure I get into fights Yes No Not Sure I have been suspended this year Yes No Not Sure I have been sent to the office for misbehaving Yes No Not Sure I usually do what my teacher(s) ask me to do Yes No Not Sure My classmates tease and pick on me Yes No Not Sure What do I do that gets me in trouble at school? ___________________________________________________ _________________________________________________________________________________________ What do I do that gets me in trouble at home? ___________________________________________________ _________________________________________________________________________________________ What would help me to behave better in school? __________________________________________________ _________________________________________________________________________________________ What would help me to behave better at home? ___________________________________________________ _________________________________________________________________________________________ *** IDENTIFYING REWARDS *** Name 3 things you most like to do at school: Name 3 things you most like to do at home: 1. ______________________________________ 1. _____________________________________ 2. ______________________________________ 2. _____________________________________ 3. ______________________________________ 3. _____________________________________ Name 3 classmates with whom you would like to work: Name 3 special jobs that you would like to do at school: 1. ______________________________________ 1. _____________________________________ 2. ______________________________________ 2. _____________________________________ 3. ______________________________________ 3. _____________________________________ ELSE 6163 Positive Behavior Interventions and Supports If you had 15 minutes of free-time at school to do what you wanted, what would you do? ________________ Adapted from LCD (6-1-99) 1 MOTIVATION ASSESSMENT SCALE Name_______________________________________________ Rater________________________________________ Date___________ Behavior Description____________________________________________________________________________________________________ Setting Description______________________________________________________________________________________________________ Instructions: 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 and treatments. To complete the Motivation Assessment Scale, select one behavior that is of particular interest. It is important that you identify the behavior very specifically. Aggression, for example, is not as good as a description as hits his sister. Once you have specified the behavior to be rated, read each question carefully and circle the number that best describes your observation of this behavior. Never=0 Almost Never=1 Seldom=2 Half the Time=3 Usually=4 Almost Always=5 Always=6 1. Would the behavior occur continuously, if this person were left alone for long periods of time, for example, several hours? 0 1 2 3 4 5 6 2. Does the behavior occur following a request to perform a difficult task? 0 1 2 3 4 5 6 3. Does the behavior seem to occur in response to your talking to another person in the room? 0 1 2 3 4 5 6 4. Does the behavior ever occur to get a toy, food, or activity that this person has been told that he or she can’t have? 0 1 2 3 4 5 6 5. Would the behavior occur repeatedly in the same way for very long periods of time if no one were around, for example rocking back and forth for over an hour? 0 1 2 3 4 5 6 6. Does the behavior occur when any request is made of this person? 0 1 2 3 4 5 6 7. Does the behavior occur whenever you stop attending to this person? 0 1 2 3 4 5 6 8. Does the behavior occur when you take away a favorite toy, food, or activity? 0 1 2 3 4 5 6 9. Does it appear to you that this person enjoys performing the behavior? (It feels, tastes, looks, smells, and sounds pleasing.) 0 1 2 3 4 5 6 10. Does this person seem to do the behavior to upset or annoy you when you are trying to get him or her to do what you ask? 0 1 2 3 4 5 6 11. Does this person seem to do the behavior to upset or annoy you when you are not paying attention to him or her, for example, if you are sitting in a separate room, interacting with another person? 0 1 2 3 4 5 6 12. Does the behavior stop occurring shortly after you give this person the toy, food, or activity he or she has requested? 0 1 2 3 4 5 6 13. When the behavior is occurring does this person seem calm and unaware of anything else going on around him or her? 0 1 2 3 4 5 6 14. Does the behavior stop occurring shortly after (one to five minutes) you stop working or making demands of this person? 0 1 2 3 4 5 6 15. Does this person seem to do the behavior to get you to spend some time with him or her? 0 1 2 3 4 5 6 16. Does this behavior seem to occur when this person has been told that he or she can’t do something he or she had wanted to do? 0 1 2 3 4 5 6 Scoring Sheet Sensory Escape Attention Tangible 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Total Score Mean Score Relative Ranking INSTRUCTIONS FOR USING THE MOTIVATION ASSESSMENT SCALE Person filling out the form had to be familiar with the individual who has the behavior challenge. To direct our understanding of the behavior challenge to the intent of the challenge versus the way it appears or make use feel. To understand the correlation between the frequency of the challenging behavior and it’s potential for multiple intents. To identify those situations in which an individual is likely to behave in certain ways for example, placing work demands often leads to head banging. OUTCOMES: To assist in the identification of the motivation(s) of a specific behavior. From: Duran, V.M. & Crimmins, D.B. (1988). Identifying the variables maintaining self-injurious behavior. Journal of Autism and Developmental Disorders, 18, 99-117. Adapted by J.M. Cafiero SAMPLE A-B-C Recording Form Date: _____6/30/2020_______Location: _ ___3rd grade general education classroom_____ Observer’s name ___Exemplary Candidate Length of time observed: __30 minutes_ Date / Time 8/26/15 Antecedent Behavior Consequence 8:00-8:05 Setting: class had transitioned into classroom from morning meeting. Students sitting at tables for read to self while teacher takes attendance and takes care of morning business Sitting quietly at table drawing with colored pencils from a book of cartoon characters Teacher redirects to read to self. Suggests Tony pick another of his books. 8:05-8:10 Setting: same Teacher redirected and went back to the front of class. Tony knelt on floor next to chair at his table and continued to quietly draw from his book. Other student at his table looks up from their reading and watches him for a few seconds then goes back to reading. 8:10-8:15 Setting: same Other student at his table starts to arrange her area instead of reading Tony stops drawing to watch peer. Begins to talk to peer quietly. Peer redirects him and tells him to stop talking. 8:15-8:20 Setting: same Continued read to self. Classroom continues to be quiet with majority of students on task with a few students off task Tony continues to draw with colored pencils now with book closed. (8:15) Tony continues to draw after redirection (8:16) Tony stops drawing and watches peer at table play with hair while reading (8:17) Teacher redirects while walking past to the door Teacher redirects him again to read to self .Teacher comes over to table, removes drawing, book and puts colored pencils back in center table Tony’s head is down on the table with an upset face (8:19) storage. Quietly talks to Tony about Read to Self-expectations. Picks out a book from his box for him and directs him to read quietly to self. 8:20-8:25 Setting: same read to self-time. Teacher is walking around room and preparing for next activity. Students are still at tables. At about 8:24 teacher directs students to “find a good place to stop in their reading” Tony’s head is still on table (8:22) Tony sits up. He is still frowning and his eye brows are knitted. Tony begins to rearrange colored pencils in the center storage area. Tony picks up his book and begins to flip the pages then stops when teacher directs to close books No response from teacher or table mates. No response from teacher or table mates. Table mate watches him for a few seconds and returns to reading. No response from teacher or table mates. 8:25-8:30 Teacher gives directions to clear table and put baskets under chairs and then turn chairs towards front for smart board activity. Tony follows directions and turns chair. Listens with eyes on teacher and sitting still. After a minute, Tony picks up his chair while still under his bottom and moves to the other side of his table closer to the front of the room. No response from teacher or students. Functional Behavior Assessment Rubric Standards Exemplary 15 points Acceptable 13 points Unacceptable 10 Summary of Student Profile Information Candidate describes the student’s demographic and background information that includes relevant cultural and familial information that is related to the target learner’s educational needs and abilities that supports the need for the development of interventions with positive behavior supports. Candidate describes the student’s demographic and background information, including pertinent cultural and familial information, related to the target learner’s educational needs and abilities. Candidate fails to provide a description of the student’s demographic and background information that relates to the learner’s educational needs. Candidate also does not justify the need for the development of interventions with positive behavior supports. Completed Assessment(s) and Interviews Clearly and accurately summarized all completed the Social Skills Checklist and Motivational Assessment Scale and parent and student interviews. Completed assessments and interviews are uploaded to Blackboard. Vaguely or inaccurately completed the Social Skills Checklist and Motivational Assessment Scale and parent and student interviews. Completed assessments and interviews are uploaded to Blackboard. Unclearly completed the Social Skills Checklist and Motivational Assessment Scale and parent and student interviews and or fails to upload Completed assessments and interviews to Blackboard. Target Behavior The candidate identifies the student’s target behavior that is observable, measurable, and includes examples and non-examples of the behavior. The candidate identifies a target behavior that is observable but does not include examples and non-examples of the behavior. The candidate does not identify a target behavior that is observable and/or does not include examples and non-examples of the behavior. ABC Recording The candidate provides a collection of student’s behavior using observation notes; antecedents, behavior, and consequences are defined with action words without the use of feelings, intentions, or inferences. The candidate provides a collection of behavior notes using observation; antecedents, behavior, and consequences however, behaviors are defined with the use of feelings or inferences such as aggressive, angry, happy, excited, or lazy. The candidate does not provide a collection of student behaviors using either observation notes or antecedents, behavior, or consequences. ABC Summary Statement The candidate identifies a hypothesis in one complete statement; the behavior listed in the hypothesis is the same one identified as the focus of the FBA, and all three components (antecedent, behavior, consequence) are linked to the FBA data. The candidate identifies the hypothesis in a statement that includes the antecedent, behavior, and consequence; however, one does not link to the FBA data. Candidate does not identify a hypothesis statement or the statement written only links one component (antecedent, consequence, behavior) to the FBA data. Function of Behavior The candidate identifies a function of the behavior that is valid, supported in research literature, and linked to FBA data. The candidate identifies the function of the behavior that is valid and supported in research literature but is not linked to FBA data. Candidate fails to identify function of the behavior that is related to the observations conducted. Exemplary 10 points Acceptable 8 points Unacceptable 6 points Overall Writing Guidelines Candidate demonstrates professional writing that adheres to APA format and is free of errors in spelling, grammar, and punctuation Candidate demonstrates professional writing that adheres to APA format; however, there are 5 or less errors noted in format, spelling, grammar, and punctuation. Candidate demonstrates inadequate professional writing skills that does not adhere to APA format AND more than 5 errors noted in format, spelling, grammar, and punctuation.
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