FBA Forms
Completed as part of EBD evaluation and also can be done as a stand alone evaluation when needed
Embedded Files
Interview Forms
Teacher:
FBA Teacher Interview: Gathers information on primary behavior(s) of concern, antecedents, possible functions, possible replacement behaviors, and typical consequences.
Parent:
FBA Parent Interview: Gathers information on behavior(s) of concern, strengths/interests, at home and in the community.
Student:
FBA: Student Interview: Gathers information on strengths/motivators, behavior(s) of concern, antecedents, possible interventions, and school perception.
Student Reinforcement Checklist: gathers information about what incentives a student would be interested in earning at school.
Student Forced Choice Reinforcement Menu: Gathers information on incentive preferences through "forced-choice" items, which present the student with two items at a time and ask them to select the more preferred item. This type of interview is useful for students who endorse no or few items on a checklist-style reinforcement menu and for ascertaining the student's degree of preference for items.
Observation/Data Collection Forms:
ABC Narrative
This method involves recording the environmental variables related to undesired behavior(s). When the behavior of interest occurs, the observer records the target behavior, the antecedent (event that immediately preceded the behavior), and the consequence (event that immediately followed the behavior). Use this method or combine it with other methods below when the objective is to identify the possible function of the undesired behavior.
This method involves recording the environmental variables related to undesired behavior(s). When the behavior of interest occurs, the observer records the target behavior, the antecedent (event that immediately preceded the behavior), and the consequence (event that immediately followed the behavior). Use this method or combine it with other methods below when the objective is to identify the possible function of the undesired behavior.
Considerations:
Considerations:
Because it requires the observer to record multiple variables, it may require more time and effort to record every instance of behavior, especially high frequency behaviors. The ABC narrative method only documents correlation relationships between the undesired behavior(s) and observed antecedents and consequences, and the team must then consider these correlations and hypothesize the function of the undesired behavior(s).
Example Behaviors:
Example Behaviors:
Throwing items, inappropriate comments to peers, leaving one’s seat, hitting or other forms of aggression, walking out of class without permission, and refusal to follow instructions.
Copy of ABC Narrative Observation Form.docxSummarizing the Data:
Summarizing the Data:
The team should look for patterns regarding the antecedents that immediately precede undesired behavior(s) and the consequences that occur following undesired behaviors. The former is helpful to selecting appropriate prevention strategies and the latter is helpful to pinpointing the function of the undesired behavior and selecting appropriate response strategies that will extinguish reinforcement.
Duration
This method documents the length of a behavior by recording the time the behavior begins and ends. Use this method if your primary concern is the length of time the student engages in the behavior and the behavior has a clear beginning and end. Do not use this method if the behavior occurs with high frequency or the behavior starts and stops rapidly.
This method documents the length of a behavior by recording the time the behavior begins and ends. Use this method if your primary concern is the length of time the student engages in the behavior and the behavior has a clear beginning and end. Do not use this method if the behavior occurs with high frequency or the behavior starts and stops rapidly.
Considerations:
Considerations:
It can sometimes be difficult to accurately record the exact duration of the behavior. On the other hand, duration recording not only tells us how long the student engages in the behavior, but it automatically provides us with how many times the behavior occurred.
Example Behaviors:
Example Behaviors:
Out of seat behavior, tantrums
Copy of Duration Behavior Observation Form.docxSummarizing the Data:
Summarizing the Data:
Duration can be summarized two different ways:
Percentage of observation with behavior: Sum the total number of min/sec/hrs that the behavior occurred during the observation, divide the sum by the total number of min/sec/hrs of the observation, and multiply by 100.
Average duration of behavior: Sum the total durations and divide by the total occurrences.
Frequency and Rate
These methods involve counting the number of times a behavior occurs in a specific time period. Use these methods if the behavior can be easily counted and the behavior has a clear beginning and end. Do not use these methods if the behavior is occurring at such a high rate that an accurate count is impossible (e.g., pencil tapping) or the behavior occurs for extended periods of time (e.g., 2 tantrums, but the duration of each tantrum is one hour).
These methods involve counting the number of times a behavior occurs in a specific time period. Use these methods if the behavior can be easily counted and the behavior has a clear beginning and end. Do not use these methods if the behavior is occurring at such a high rate that an accurate count is impossible (e.g., pencil tapping) or the behavior occurs for extended periods of time (e.g., 2 tantrums, but the duration of each tantrum is one hour).
Considerations:
Considerations:
A frequency measure should be used only when the length of observation time is consistent from day to day (e.g., always 2 hours). A rate measure should be used if the length of observation time varies from day to day (e.g., 60 minutes of Monday, 300 minutes on Tuesday).
Example Behaviors:
Example Behaviors:
Leaving one’s seat, hitting another peer, throwing items, yelling out an answer, and being late to class.
Copy of Frequency_Rate Behavior Observation Form.docxSummarizing the Data:
Summarizing the Data:
Frequency: At the end of the observation period, total the number of occurrences. For example, Anna left her seat 5 times during 7th period.
Rate: Count the number of times the behavior occurred in the time observed. Divide that count by the length of time the behavior was observed. For example, if Anna kicked a peer 30 times in a 10 minute observation, the rate would be 3 kicks per minute (30 kicks ÷ 10 minutes = 3 kicks per minute).
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