FBA Forms
Completed as part of EBD evaluation and also can be done as a stand alone evaluation when needed
Completed as part of EBD evaluation and also can be done as a stand alone evaluation when needed
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
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).
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.
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
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.
Out of seat behavior, tantrums
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
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).
Leaving one’s seat, hitting another peer, throwing items, yelling out an answer, and being late to class.
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).