Data Collection for FBA/BIP

Data used to develop a Functional Behavior Assessment, Behavior Intervention Plan and

as progress monitoring towards Target Behaviors

The Behavior Intervention Plan (BIP) is to be informed by a Functional Assessment of the Student’s Behavior

Select and define target behavior.Develop a hypothesis as to the function of the behavior.Collect data -

Indirect data collection Direct data collection

Validate the function and variables related to the behavior Triangulation of data Functional analysis

Develop the Behavior Intervention Plan Continue to take data on progress towards Target behaviors The same tools used for Developing and FBA/BIP can be used as

progress monitoring tools. Graph results every 9 weeks to show progress and determine a new

baseline. Graph results sooner if the plan is not working and revise the BIP as

an IEP team.

Direct and Indirect Data Collection

Direct assessment Direct observation of the problem behavior and the conditions

surrounding the behavior. This includes the antecedent and consequence.

Indirect or informant assessment Interviews with teachers and other adultsAnecdotal notesStudent interview Warning-Indirect measures can provide additional information

but they usually are not as reliable as direct observation measures. Informant information from those directly involved should not be the only information that IEP teams consider.

Indirect and Direct Data-Use both when conducting and FBA

Indirect Anecdotal, Interview, Surveys, behavior rating scales

Direct

ABC Chart, Scatterplot, Latency, Duration recording

Any tool used while directly observing a student

and taking data.

Data Collection Record Review

Previous discipline contacts Previous referrals for special

services Review Work Samples

Error analysis of student work Behavior Ratings or

Checklists ADHD Scales Sociometric

nominations/ratings Behavior Checklist Adaptive Behavior Scales

Standardized Tests ARMT AAA ACCESS GRAD EXAM

Norm Referenced Tests Curriculum Based Measurement Teacher-made tests

Naturalistic Observation Non-systematic observation

Anecdotal Records ABC Analysis of Behavior

Systematic Observation Event Recording Duration Recording Latency Recording Time Sampling/Interval

Recording Interviews Student

Parents Teachers Peers Other Significant Adults

Record Review

Previous discipline contacts

Previous referrals for special services

Review of all previous discipline infractions and consequences associated with these infractions.

Review of student’s history including referral and special services

Review of Work SamplesError analysis of student work Review work samples,

conference records, report cards, etc. to determine if the students is having difficulty with academic expectations.

How does the student’s work compare to his/her peers work?

Determine the student’s learning style and the teacher’s presentations style.

Review the student’s eligibility report to determine ability level. Is the LRE appropriate?

Review any medical concerns.

http://teacherpages.nhcs.net/schools/parsley/karlysokolowski/Pages/RIOT(Review,Interview,Observe,Test)Information.aspx

Review the child’s Eligibility reportfor behavior rating scalesBehavior Ratings or Checklists

ADHD ScalesSociometric nominations/ratingsChild Behavior ChecklistAdaptive Behavior Scales

If the student did not previously have behavior difficulties consider getting permission for rating scales.

Rating Scales Available ADDES-3-Attention Deficit Disorder Evaluation Scale, Third edition-

Attention ADHDT-Attention Deficit/Hyperactivity Disorder Test-Attention BASC-Behavior Assessment System for Children, Second Edition=Behavior BDIS-Behavior Disorders Identification Scale-Behavior BES-3-Behavior Evaluation Scale, Third Edition-Behavior BRIEF-Behavior Rating Inventory of Executive Function=Executive

Function CAB-Clinical Assessment of Behavior=Behavior CAT-C-clinical assessment of Attention Deficit-Child-Attention Conners-3-Conners, Third Edition-Attention CBRS-Connors Comprehensive Behavior Rating Scales-Behavior Devereux Behavior Rating Scale-Behavior EDDT-Emotional Disturbance Decision Tree-Behavior EPBS-Emotional and Behavior Problem Scale-Behavior SAED-Scale for Assessing Emotional Disturbance-Non-ED/ED Behavior SCALES-Scales for Diagnosing Attention Deficit/Hyperactivity Disorder-

Attention

Review of performance on tests and prior successful accommodations/modificationsNorm Referenced

TestsCurriculum

Based Measurement

Teacher-made tests

Look for performance patterns

Ability levelPossibly fear or

anxiety associated with testing.

Naturalistic Observation

Non-systematic observationAnecdotal Records

ABC Analysis of Behavior

http://cecp.air.org/fba/problembehavior2/text2.htm#direct1

(ABC) Chart-Direct observation of the Antecedent, Behavior and Consequence observed

Anecdotal Records-When reviewing records be certain that the notes are objective. Do not use the information if there are opinions that are excessively negative.

Systematic ObservationSystematic

ObservationEvent RecordingDuration

RecordingLatency RecordingTime

Sampling/Interval Recording

Scatterplots

http://verbalbehavior.pbworks.com/w/page/8131340/Datasheets%20and%20templates

InterviewsStudentParentsTeachersPeersOther Significant Adults

http://www.cesa11.k12.wi.us/SpEd/CSPD/FBA_recommended_websites.pdf

Interviews in Mastering the Maze

Forced-Choice Reinforcement MenuThis data collection tool (Gable, 1991)

identifies possible reinforcers for the student based on the student's answers to basic questions. The results provide information about the types of reinforcers the student prefers, including adult approval, competitive approval, peer approval, independent rewards, and consumable rewards.

Use A Data Triangulation Chart to put data sources together!

http://cecp.air.org/fba/problembehavior2/text2.htm#direct1

Defining TargeDt Behaviors

Example Non-Example

high-pitched screams poor impulse control

kicking over chairs angry, hostile, resentful

completing tasks paying attention

Behavior AnalysisDate:__________________

Days of Data ________________________

For this example we have 10 days of data. You might have more or less.

Total Number of Incidents: ___________________

Count the number of incidents for all the days of data collection.

Average Number of Incidents Daily: ___________

Take total incidents divided by number of days you collected data

Average length of time engaged in target behavior________.

Take total number of minutes of target behavior and divide by number of incidents. % of day engaged in behavior:______________

Add up the total minutes of target behavior and divide by total number of available minutes for the data recording time.

Behavior AnalysisDate: Today’s Date

Days of Data : 10

Total Number of Incidents:32

Average Number of Incidents Daily: 3.2

Average Length of Incidents: 11.875 approximately 12 minutes

% of day engaged in behavior: 9.05%

After the BIP Is DevelopedContinue to take data on a DAILY basisUse tools discussed in Direct and Indirect data collection

to measure progress towards Target Behaviors. Consider using a daily behavior chart with the student

(see examples in the Behavior encyclopedia) as part of your data collection.

Graph your results at least every 9 weeks to show progress Revisit the interventions that you are using if student is not making sufficient progress.

Consider adjusting the reinforcers, and looking at environmental concerns if the student is not making progress.

Helpful WebsitesC:\Users\Auction\Documents\BIP Review for

Target Behaviors.docxhttp://

teachers.bcps.org/teachers_elem/jlynch2/resources.html

www.behaviordoctor.orgSociometric Ratings

References Nicole Caldwell, www.PositivelyAutism.comCartwright, C.A., & Cartwright, G.P. (1970).

Determining the motivational systems of individual children. TEACHING Exceptional Children, 2:3, 143-149.