Functional Behavioral Assessment Pre/Post-Training Assessment

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Functional Behavioral Assessment Pre/Post-Training Assessment

Name or other identification: ______

1. What are the steps in the Functional Behavioral Assessment (FBA) process?

1. When completing an FBA, behaviors must be defined in such a way as they are…

a.) Discrete and functional.

b.) Observable and measurable.

c.) Functional and observable.

1. Hailey is three years old and hits other children during snack. Mrs. Gillespie wants Hailey to share, wait her turn, and eat slowly during snack. Mrs. Gillespie keeps telling Hailey to “be nice.” Hailey smiles at Mrs. Gillespie, but keeps on hitting others and grabbing food.

What are the behaviors that Mrs. Gillespie wants from Hailey?

1. In the boxes below:

A) Label the 4 terms that are included in a “Summary of Behavior” or hypothesis statement developed from an FBA?

B) Briefly define each of the 4 terms.

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1. Briefly compare and contrast a “Practical FBA” and a “Comprehensive FBA”.

1. Read the following scenario and answer the questions regarding Barry.

Barry walks into the room – Joe and Mary begin giggling and pointing at him. Barry shouts “shut up butt holes!” Joe and Mary immediately turn around. As Barry approaches his desk, Sarah is sitting in his seat talking to a neighbor. Barry threatens “get out of my seat now or I’ll jam this pencil in your ear!” Sarah immediately leaves the seat and moves away. This is more likely to occur when Barry has stayed at his grandparent’s house for the weekend.

1. Define Barry’s problem behavior.

______

1. Identify an antecedent for Barry’s behavior

1. Describe the typical consequence of Barry’s behavior

1. Based on the scenario above: What do you “hypothesize” is the function of Barry’s behavior?

______

1. Complete a behavioral summary/hypothesis statement of Barry’s behavioral function

1. Marilyn is nine years old and has a long history of whining. Whining is most likely to occur when Marilyn is asked to do difficult tasks, and appears to be maintained by escape from those difficult tasks. The overall likelihood of whining increases if Marilyn is fatigued or has had a poor night’s sleep. Given this description with “whining” as the behavior of concern, identify the following behavioral elements:

1. Define Marilyn’s behavior (in such a way that others can record her behavior):

1. Identify the function of her behavior:

1. Identify the setting events for her behavior:

8. Use the example form below to determine: What is the targeted routine in which Jason’s problem behaviors occur?

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Functional Assessment Checklist for Teachers and Staff (FACTS-Part A)

Student: Jason Grade 3 Date:

Staff Interviewed: Interviewer:

Student Strengths: Identify at least three strengths or contributions the student brings to school.

Academic strengths - Excellent Language and Math Skills

Social/Recreational - Wants to have friends

ROUTINES ANALYSIS: Where, When and With Whom Problem Behaviors are Most Likely.

Time / Activity & Staff Involved / Likelihood of Problem Behavior / Specific Problem Behavior / Current Intervention for the Problem Behavior
Morning Check in/
Ms. Jones / Low High
1 2 3 4 5 6 / Sometimes talking to peers / Redirection
Reading/
Ms. Jones / 1 2 3 4 5 6
Transition/
Mr. Abram /
1 2 3 4 5 6 / Swears, teases other students / Given detention
Gym/or Art/
Ms. Williams / 1 2 3 4 5 6
Lunch/
Lunch supervisors /
1 2 3 4 5 6 / Swears, teases students / Given warning, lunch detention
Recess/
Recess Supervisors /
1 2 3 4 5 6 / Swears, teases students / Detention, call home
Math/
Ms. Jones / 1 2 3 4 5 6
Social Studies/
Ms. Jones / 1 2 3 4 5 6
Mixed Lang Arts/
Mr. Abram /
1 2 3 4 5 6
Recess/
Recess Supervisors /
1 2 3 4 5 6 / Swears, teases students / Detention, call home
1 2 3 4 5 6

BEHAVIOR(s): Rank order the top priority problem behaviors occurring in the targeted routine above

1. Complete the Summary of Behavior Statement (in the dashed box) within the form below: