FBA: Getting More Information

“Flat, sexy summary statements in just 8 minutes a day!”

Checking in…

How are you doing?

Ask questions!!!

Do you have a student in mind?

Evaluate Your Summary Statements: 4 Questions1. How good is your summary statement?

2. Could you build a plan from it?

3. Do you need more information?

4. How are you going to get it?

A Tale of Three Summary Statements

All the time Disruptive Don’t knowDon’t know

MathPeriod

Talks to Neighbors

ObtainAttention

ObtainPeer

Attention(Cody)

Talks to Cody

Math Independent

Seatwork

Hard TimeGettingOut of

Bed

Problems at Home

Confirming Your Summary Statements Match level of assessment to severity and

complexity of the situation Preliminary Functional Behaviour Assessment

Interview leads to summary Full Functional Behaviour Assessment

Interview leads to summary, which is confirmed by direct observation

Functional Analysis Summary is confirmed via systematic manipulation of

environment

Universal Level (tier I):School-wide Systems

For All Students,Staff, and Settings

Targeted Level (tier II):Efficient, Ongoing

Systems for Students with At-Risk Behaviour

Intensive Level (tier III):Individualized

Systems for Students with Severe Behaviour

SYSTEMSOF SUPPORT

STRATEGIES FORFUNCTIONAL SUPPORT

MODEL OF SUPPORT

PREVENT-Teach all students adaptive, functional skills-Provide reinforcement for prosocial behaviour

INDIVIDUALIZE-Conduct full FBA-Develop individualized support plan-Monitor and modify plan based on response

ADAPT-Conduct brief FBA-Select intervention based on function-Adapt intervention to provide functional consequences

Tools for Developing and Confirming Summary Statements Interviews

Functional Assessment Checklist – Teachers and Staff (FACTS)

Records search: Incident Reports Referral to School Based Team Form Direct Observation

A-B-C Charts

SWIS ODR Records Review

Request for Assistance

Sample Request for Assistance Forms (3) Guess and Check form

Getting More Information: Direct Observations

What are you looking at?

Does watching students help?

Why observe?

Observations may…– Confirm interview data– Improve summary statement– Inform behaviour support plan

Outcomes of Observations

1. Find/confirm functional information Behaviour Antecedents Consequences

2. How much behaviour/how intense? Create a baseline Compare to peers

A-B-C Observation Forms

A-B-C cards

Antecedent/Behaviour/Consequence Chart

A-B-C Chart

A B C

Vignette - Tracy

Setting event Antecedent Behaviour Consequence

None identified Insults,

throws

Peers laugh (obtain peer attention)

Comments ignored by peers in cafeteria

Vignette - Sarah

Setting event Antecedent Behaviour Consequence

None identified

Disrespectfulreplies? Insults teacher?

Teacher moves on to another student

Teacher direction (turn in homework?)

FBA PracticeActivity

Raynette

Case Study: Raynette

Grade 4 female, new to school Teacher concerns: disrespect, talkouts,

complaining about work What is your plan for assessment?

Case Study: Raynette

Grade 4 female, new to school Teacher concerns: disrespect, talkouts Antecedents: Independent work, esp. in

afternoon What is your plan for assessment?

Raynette (continued)

What is your summary statement? Are you reasonably confident?

Setting event Antecedent Behaviour Consequence

AfternoonsDisrespect, talkouts

Peers laugh, teacher reprimand (obtain adult or peer attention)

Directions, independent work (withteacher proximity)

Getting More Information:Case StudyEddie

Eddie’s Summary Statement

Setting event Antecedent Behaviour Consequence

Evaluate Your Summary Statements: 4 Questions1. How good is your summary statement?

2. Could you build a plan from it?

3. Do you need more information?

4. How are you going to get it?

Background Info: Eddie A. ID’d through school’s auto-referral process Grade 8 student (15 years old) Generally friendly but has seemed irritable

lately with Mr. Leo (E’s math teacher) Used to play hockey, may have quit his team

this year New group of friends lately Mr. Leo has reported that E has been out of

control in his class Received one referral in each of last 2 years,

but 4 this year (3 in Mr. Leo’s classroom) What else do you need to know?

Request for Assistance

What else do you want to know?

RFA: Non-Referring Staff

What else do you want to know?

Direct Observation

Use A-B-C form or watch casually

What else do you want to know?

FACTS Interview

What else do you want to know?

Student-Guided Interview

What else do you want to know?

Eddie

• Problem Behaviour:

• Antecedents:

• Maintaining Consequences:

Action Planning Time

Choose a focus student and start drafting a summary statementEvaluate the quality of your summary

statementWhat more do you need to know?Setting event Antecedent Behaviour Consequence

Add-on Observation Activity

(time permitting)

Back to Shane

Review the interview information for Shane

Identify A-B-C to look for in Observation

ABC Observation Summary

Setting Event Antecedent Behaviour Consequence

ABC Observation

Following the ABC Observation – Summarize the observation results into a Summary of Behaviour

Also note any other pertinent information you observed

Notes:

ABC Observation Activity

Observe Shane video Identify A-B-C Summary from observation

How are your findings consistent or inconsistent with the interview information?

What would be your next steps?

ABC Observation Summary

Setting Event Antecedent Behaviour Consequence

Negative relationship w/ teacher???

Teacher confrontation

Work refusal, doodling, yells at teacher, disruptive

Avoid teacher confrontation, avoid math task, to office

Following the ABC Observation – Summarize the observation results into a Summary of Behaviour

Also note any other pertinent information you observed

Notes:

Repeated teacher confrontation escalates student Behaviour

Student did not get physical despite opportunity

Summary of Behaviour - ShaneSetting Event Antecedent Behaviour Consequence

Teacher/Staff InterviewAcademic Failure in previous class that day

Difficult tasks, any word problems & most math operations

Work refusal, doodling, not follow directives, yells at teacher, disruptive

Avoid math task, doodling, work refusal, sent to office

Summary of Behaviour - ShaneSetting Event Antecedent Behaviour Consequence

Teacher/Staff InterviewAcademic Failure in previous class that day

Difficult tasks, any word problems & most math operations

Work refusal, doodling, not follow directives, yells at teacher, disruptive

Avoid math task, doodling, work refusal, sent to office

ABC ObservationNegative relationship w/ teacher???

Teacher confrontation

Work refusal, doodling, yells at teacher, disruptive

Avoid teacher confrontation, avoid math task, to office

If data do not match FACTS summary ? If data from observations do not match

FACTS Behaviour summary or you are not convinced….

-Do another ABC observation

-Interview other staff that interact with student during target routine

-Interview the student

Summary of Behaviour - ShaneSetting Event Antecedent Behaviour Consequence

Teacher/Staff InterviewAcademic Failure in previous class that day

Difficult tasks, any word problems & most math operations

Work refusal, doodling, not follow directives, yells at teacher, disruptive

Avoid math task, doodling, work refusal, sent to office

ABC ObservationNegative relationship w/ teacher???

Teacher confrontation

Work refusal, doodling, yells at teacher, disruptive

Avoid teacher confrontation, avoid math task, to office

Final Summary of Behaviour (move to Behaviour Plan)Negative relationship w/ teacher & previous academic failure

1. Teacher confrontation

2. Math task

Work refusal, doodling, yells at teacher, disruptive

Avoid:1) teacher

confrontation2) Math task