Functional Behavior Assessment

Day 1

Functional Behavior Assessment

Day 1

Intermediate Unit 1Presenter: Kristen N. Salamone

Intermediate Unit 1Presenter: Kristen N. Salamone

Session ObjectivesSession Objectives

Participants will:• Identify basic behavior principles • Apply basic behavior principles to a specific

child’s or adolescent’s behavior• Understand state and federal laws

concerning FBA’s, data collection and behavioral principles

• Examine FBA team forms, interview forms and data collection forms

• Develop a plan of data collection to utilize throughout the next week

Participants will:• Identify basic behavior principles • Apply basic behavior principles to a specific

child’s or adolescent’s behavior• Understand state and federal laws

concerning FBA’s, data collection and behavioral principles

• Examine FBA team forms, interview forms and data collection forms

• Develop a plan of data collection to utilize throughout the next week

Ground RulesGround Rules• Talk about behaviors, not judgments• Keep confidential (identifying) information

out of discussions• Respect your districts and your colleagues

districts• Recognize that working with difficult

behavior is hard and it is OK to ask for help• Focus on future successes, not past failures• Understand that behavior change requires

systematic instruction and is gradual in improvement

• Talk about behaviors, not judgments• Keep confidential (identifying) information

out of discussions• Respect your districts and your colleagues

districts• Recognize that working with difficult

behavior is hard and it is OK to ask for help• Focus on future successes, not past failures• Understand that behavior change requires

systematic instruction and is gradual in improvement

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions•Individual Students•Assessment-based•High Intensity

Tertiary Interventions•Individual Students•Assessment-based•Intense, durable procedures

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small Group Interventions• Some Individualizing

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response• Small Group Interventions• Some Individualizing

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

The Public Health ModelThe Public Health Model

Academic Systems Behavioral Systems

The Foundation

•Context Related•Serve a Function•Interventions depend on environment and function

•Respect

To Obtain/To Avoid

Does the behavior allow the student to postpone, avoid, or escape anything (demands, social interaction, etc.)?

Does the behavior provide stimulation activity (an alternative to a lack of active engagement in activities)?

Does the behavior allow the student to gain preferred activities or items?

Does the behavior allow the student to gain peer or adult attention?

THE GOALS OF MISBEHAVIORTHE GOALS OF MISBEHAVIOR

What about Behavior?What about Behavior?• Behaviors serve a function

• Analysis of the function or purpose of a behavior is the key to intervention

• Functional Behavior Assessment includes observation, interview and analysis to disclose information about the reasons behaviors occur

• Behaviors serve a function

• Analysis of the function or purpose of a behavior is the key to intervention

• Functional Behavior Assessment includes observation, interview and analysis to disclose information about the reasons behaviors occur

1. The Public Health Model shows?

2. Name 1 Ground Rule

3. What do behaviors serve for the student?

4. What are the 2 goals of misbehavior?

5. What is the key to behavior interventions?

1. The Public Health Model shows?

2. Name 1 Ground Rule

3. What do behaviors serve for the student?

4. What are the 2 goals of misbehavior?

5. What is the key to behavior interventions?

Spot Check 1Spot Check 1

AntecedentAntecedent

is what occurs before a behavior

is what occurs before a behavior

AntecedentAntecedent

Pay close attention to:• The activity• The adult(s) • The peer(s) • The location/environment• The demand or request

Pay close attention to:• The activity• The adult(s) • The peer(s) • The location/environment• The demand or request

CSI

Antecedent StrategiesAntecedent Strategies

•Environmental

•Temporal (time)

•Physical/Medical

•Task

•Presentation

•Instructor

•Instruction

•Environmental

•Temporal (time)

•Physical/Medical

•Task

•Presentation

•Instructor

•Instruction

A

Environmental VariablesEnvironmental Variables

•Furniture•Décor•Noise Level•Temperature•Lighting

•Furniture•Décor•Noise Level•Temperature•Lighting

Temporal (time) VariablesTemporal (time) Variables

• Time of Day• Wait Time• Start/Stop Time• Transition Time

• Time of Day• Wait Time• Start/Stop Time• Transition Time

Physical/Medical VariablesPhysical/Medical Variables

•Hunger•Allergies•Medications•Medical Side

Effects•Stimulation

(clothing)

•Hunger•Allergies•Medications•Medical Side

Effects•Stimulation

(clothing)

Task VariablesTask Variables

• Materials• Activity Pace• Length of Task• Activity

Partners• Activity

Complexity

• Materials• Activity Pace• Length of Task• Activity

Partners• Activity

Complexity

Presentation VariablesPresentation Variables

•Type of Instruction

•Complexity of Presentation

•Types of Cues

•Type of Instruction

•Complexity of Presentation

•Types of Cues

Instructor VariablesInstructor Variables

• Tone of Voice• Disposition/Attitude towards a

Student• Consistency of

Expectation

• Tone of Voice• Disposition/Attitude towards a

Student• Consistency of

Expectation

Instruction VariablesInstruction Variables

• Skill Deficits• Lack of Prior

Knowledge

• Skill Deficits• Lack of Prior

Knowledge

Establishing OperationsEstablishing Operations

Definition: an event that changes the status of a stimulus as a reinforcer or punisher– Durational Events– Behavioral Histories– Physiologic Conditions

Definition: an event that changes the status of a stimulus as a reinforcer or punisher– Durational Events– Behavioral Histories– Physiologic Conditions

Examining Behavior TriggersExamining Behavior TriggersFast Triggers• Immediate Antecedents• Specific Discriminative Stimuli

Slow Triggers• Establishing Operations• Setting Events• Ecological Events

Fast Triggers• Immediate Antecedents• Specific Discriminative Stimuli

Slow Triggers• Establishing Operations• Setting Events• Ecological Events

1. Name 1 thing to pay attention to when looking for the Antecedent.

2. Name all of the antecedent strategies and one example of each.

3. What is Establishing Operations?

4. Give 2 examples of Establishing Operations.

5. What are 2 types of behavior triggers?

1. Name 1 thing to pay attention to when looking for the Antecedent.

2. Name all of the antecedent strategies and one example of each.

3. What is Establishing Operations?

4. Give 2 examples of Establishing Operations.

5. What are 2 types of behavior triggers?

Spot Check 2 (Antecedents)Spot Check 2 (Antecedents)

What is Behavior?What is Behavior?

• Psychology, Animal Behavior.– a.observable activity in a human or

animal.– b.the aggregate of responses to

internal and external stimuli.

• Psychology, Animal Behavior.– a.observable activity in a human or

animal.– b.the aggregate of responses to

internal and external stimuli.

BehaviorBehaviorMust be OBSERVABLE and MEASURABLE

•Form of a behavior

•Function of a behavior

Defining Behavior Defining Behavior

Behavior:-running out into the hallway -hitting desk with fist-completing schoolwork early-yelling expletives in class-writing and passing notes to classmates

Not:-bad attitude-lazy-low self-esteem-frustrated-control, power-angry-lack of motivation-disrespectful

An observable and measurable act of an individual

ConsequenceConsequence

is any event thatfollows a behavior

is any event thatfollows a behavior

ONSEQUENCE

What typically happens after the behavior of concern?

What typically happens after appropriate behavior?

ConsequenceConsequencePay attention to:

• What the adult(s) do

– Give a verbal reprimand

– Keep the student in for recess

– Take away points

• What the other student(s) do

– Laugh at the student

– Imitate the student

Pay attention to:

• What the adult(s) do

– Give a verbal reprimand

– Keep the student in for recess

– Take away points

• What the other student(s) do

– Laugh at the student

– Imitate the student

ConsequencesConsequences ConsequencesConsequences

• Reinforcement - event that follows a behavior which increases or maintains the future frequency of that behavior

• Punishment – event that follows a behavior which decreases or eliminates the future frequency of that behavior

• Reinforcement - event that follows a behavior which increases or maintains the future frequency of that behavior

• Punishment – event that follows a behavior which decreases or eliminates the future frequency of that behavior

The consequence with which a behavior is met will determine its likelihood of reoccurrence!

The consequence with which a behavior is met will determine its likelihood of reoccurrence!

Reinforcement or Punishment?Reinforcement or Punishment?Reinforcement or Punishment?Reinforcement or Punishment?

We only know if a consequence is a reinforcement or a punishment by its

effect on behavior

NOTNOTby our intent!!!

(look at the future frequency of the behavior)

Functions of BehaviorFunctions of Behavior

To get: To escape:-attention -attention-activities -activities-objects -objects-stimulus -stimulus

Why Determine the Function?Why Determine the Function?

Short term:To teach the student a new skill (replacement behavior) that achieves the same function as the behavior of concern.

Ex. Hand raising, saying “Hi”.

1. How do you know if your behavior is identified well?

2. Name 3 examples of good identifications of behavior and 3 examples of bad identifications of behavior.

3. When consequence is enforced, who do we pay attention to?

4. What are the 2 types of consequences?

5. How do we know if the consequence is a reinforcement or a punishment?

6. The function of behavior serves to get or escape (4 things).

1. How do you know if your behavior is identified well?

2. Name 3 examples of good identifications of behavior and 3 examples of bad identifications of behavior.

3. When consequence is enforced, who do we pay attention to?

4. What are the 2 types of consequences?

5. How do we know if the consequence is a reinforcement or a punishment?

6. The function of behavior serves to get or escape (4 things).

Spot Check 3 (Behaviors, Consequences, Function)Spot Check 3 (Behaviors, Consequences, Function)

PracticePracticeBehavior Possible Function

Yelling •Escape lunch room•Gain attention•Escape gym class (motor activities)

Hitting •Gain access to desirable item•Get help from parent•Gain sensory stimulation•Escape activity

Swearing •Avoid peer interaction•Gain attention from adults•Escape demands (academic)

Example 1Example 1

Jared talks out at least two times per class. He smiles, and other students snicker, when his teacher reminds him to raise his hand. Since the beginning of the year, the problem seems worse.

• Do the reminders reinforce or punish him? How do you know?

• What might be the function of this behavior?

Jared talks out at least two times per class. He smiles, and other students snicker, when his teacher reminds him to raise his hand. Since the beginning of the year, the problem seems worse.

• Do the reminders reinforce or punish him? How do you know?

• What might be the function of this behavior?

Example 2Example 2

Colleen has an argument with someone in the cafeteria at least 3 times per week. The consequence is to stay in at recess and read or work on the computer with the teacher.

• Is the consequence serving as a reward or punisher?

• What might the function of Colleen’s behavior be?

Colleen has an argument with someone in the cafeteria at least 3 times per week. The consequence is to stay in at recess and read or work on the computer with the teacher.

• Is the consequence serving as a reward or punisher?

• What might the function of Colleen’s behavior be?

Scenario #1Scenario #1Tisha, a three year old with ASD, is building a block structure

during work time. Her teacher tells the group that work time will be ending in 5 minutes. Tisha is not finished with her structure. When work time is over the teacher reminds the kids to clean up their work and put their materials away. Tisha starts kicking and screaming, hitting anyone who is near her. She hits the teacher who comes to tell her it is time to clean up. The teacher takes the blocks and puts them in the container, leaving a few for Tisha to put away. Tisha continues to kick and scream. This happens each time Tisha is reminded to clean up her work.

Tisha, a three year old with ASD, is building a block structure during work time. Her teacher tells the group that work time will be ending in 5 minutes. Tisha is not finished with her structure. When work time is over the teacher reminds the kids to clean up their work and put their materials away. Tisha starts kicking and screaming, hitting anyone who is near her. She hits the teacher who comes to tell her it is time to clean up. The teacher takes the blocks and puts them in the container, leaving a few for Tisha to put away. Tisha continues to kick and scream. This happens each time Tisha is reminded to clean up her work.

Antecedents Behaviors Consequences Reinforcement or Punishment

Function of Behavior

Scenario #2Scenario #2

Bob, a young man with Asperger Syndrome, yells out “This is stupid” when given an assignment in his inclusive social studies class. His teacher calls his name sternly and tells him that he has a WARNING. After a few minutes, Bob yells again “I don’t want to do this pathetic work”. The teacher yells at Bob and gives him STRIKE 1. After a few more minutes, Bob yells, “Only a moron would want to write about the Aztecs”. The teacher yells again, saying he is sick of Bob’s comments, Bob has a bad attitude, Bob has no consideration for his classmates, etc. and gives Bob STRIKE 2. Each time Bob comments, the teacher yells and gives him a strike. Bob behaves this way at least one time per day.

Bob, a young man with Asperger Syndrome, yells out “This is stupid” when given an assignment in his inclusive social studies class. His teacher calls his name sternly and tells him that he has a WARNING. After a few minutes, Bob yells again “I don’t want to do this pathetic work”. The teacher yells at Bob and gives him STRIKE 1. After a few more minutes, Bob yells, “Only a moron would want to write about the Aztecs”. The teacher yells again, saying he is sick of Bob’s comments, Bob has a bad attitude, Bob has no consideration for his classmates, etc. and gives Bob STRIKE 2. Each time Bob comments, the teacher yells and gives him a strike. Bob behaves this way at least one time per day.

Antecedents Behaviors Consequences Reinforcement or Punishment

Function of Behavior

Scenario #3Scenario #3

Whenever Susie is given written tests, she both scribbles her name on the test and pushes it aside or she crumbles the test into a ball and throws it away. Her teacher tells her that she will receive a zero on the test, that she is failing the class, that she should have at least made an effort. The teacher also required that Susie spend the rest of the class time sitting quietly at her desk and not disturbing others.

Whenever Susie is given written tests, she both scribbles her name on the test and pushes it aside or she crumbles the test into a ball and throws it away. Her teacher tells her that she will receive a zero on the test, that she is failing the class, that she should have at least made an effort. The teacher also required that Susie spend the rest of the class time sitting quietly at her desk and not disturbing others.

Antecedents Behaviors Consequences Reinforcement or Punishment

Function of Behavior

The Laws behind FBA!The Laws behind FBA!

• Chapter 14• Chapter 711

• Chapter 14• Chapter 711

Chapter 14 and Chapter 711Chapter 14 and Chapter 711• Behavior support programs and plans

must be based on a functional assessment of behavior and utilize positive behavior techniques.

• When an intervention is needed to address problem behavior, the types of intervention chosen for a particular student or eligible young child must be the least intrusive necessary.

• Behavior support programs and plans must be based on a functional assessment of behavior and utilize positive behavior techniques.

• When an intervention is needed to address problem behavior, the types of intervention chosen for a particular student or eligible young child must be the least intrusive necessary.

§14.133(a), §711.46(a)

NEW

Chapter 14 and Chapter 711Chapter 14 and Chapter 711

The use of restraints is considered a measure of last resort, only to be used after other less restrictive measures, including de-escalation techniques.

The use of restraints is considered a measure of last resort, only to be used after other less restrictive measures, including de-escalation techniques.

NEW

§14.133(a), §711.46 (a)

Chapter 14 and Chapter 711Chapter 14 and Chapter 711Positive behavior support plans –

A plan for students with disabilities and eligible young children who require specific intervention to address behavior that interferes with learning. A positive support plan must:

• Be developed by the IEP team, • Be based on a functional behavior

assessment, • Becomes part of the individual eligible

young child’s or student’s IEP

Positive behavior support plans –

A plan for students with disabilities and eligible young children who require specific intervention to address behavior that interferes with learning. A positive support plan must:

• Be developed by the IEP team, • Be based on a functional behavior

assessment, • Becomes part of the individual eligible

young child’s or student’s IEP

NEW

§14.133(b), §711.46(b)

Chapter 14 and Chapter 711Chapter 14 and Chapter 711 Positive behavior support plans

Such plans must include methods that utilize positive reinforcement and other positive techniques to shape a student’s or eligible young child’s behavior, ranging from the use of positive verbal statements as a reward for good behavior to specific tangible rewards

Positive behavior support plans

Such plans must include methods that utilize positive reinforcement and other positive techniques to shape a student’s or eligible young child’s behavior, ranging from the use of positive verbal statements as a reward for good behavior to specific tangible rewards §14.133(b), §711.46(b)

NEW

Chapter 14 and Chapter 711Chapter 14 and Chapter 711• School entities have the primary responsibility for

ensuring that positive behavior support programs meet regulatory requirements, including– the training of personnel for the use of specific

procedures, methods and techniques– having a written policy and procedures on the

use of positive behavior support techniques and obtaining parental consent prior to the use of restraints or intrusive procedures

• In accordance with their plans, agencies may convene a review, including the use of human rights committees, to oversee the use of restrictive or intrusive procedures or restraints.

• School entities have the primary responsibility for ensuring that positive behavior support programs meet regulatory requirements, including– the training of personnel for the use of specific

procedures, methods and techniques– having a written policy and procedures on the

use of positive behavior support techniques and obtaining parental consent prior to the use of restraints or intrusive procedures

• In accordance with their plans, agencies may convene a review, including the use of human rights committees, to oversee the use of restrictive or intrusive procedures or restraints.

§14.133(f), §711.46(f)

NEW

Chapter 14 and Chapter 711Chapter 14 and Chapter 711Subsequent to a referral to law enforcement, for students with disabilities who have positive behavior support plans, an updated functional behavior assessment and positive behavior support plan must be completed.

Subsequent to a referral to law enforcement, for students with disabilities who have positive behavior support plans, an updated functional behavior assessment and positive behavior support plan must be completed.

NEW

§14.133(h), §711.46(h)

The following methods may NOT be used…The following methods may NOT be used…• Corporal punishment• Punishment for behavior that is caused by the student’s

disability• Locked rooms, locked boxes, or other locked structures or

spaces from which the student cannot readily exit• Noxious substances• Deprivation of basic rights, such as withholding meals,

water, or fresh air• Treatment of a demeaning manner• Electric shock• Suspension or removal s from classes for disciplinary

reasons that form a pattern.

• Corporal punishment• Punishment for behavior that is caused by the student’s

disability• Locked rooms, locked boxes, or other locked structures or

spaces from which the student cannot readily exit• Noxious substances• Deprivation of basic rights, such as withholding meals,

water, or fresh air• Treatment of a demeaning manner• Electric shock• Suspension or removal s from classes for disciplinary

reasons that form a pattern.

§14.133(e 1-8)

1. What entities do Chapter 14 and Chapter 711 protect?

2. Name something new about Positive Behavior Support Plans in Chapter 14 and/or Chapter 711.

3. Are restraints allowed? If yes, when?

4. Name 2 methods that CANNOT be used.

1. What entities do Chapter 14 and Chapter 711 protect?

2. Name something new about Positive Behavior Support Plans in Chapter 14 and/or Chapter 711.

3. Are restraints allowed? If yes, when?

4. Name 2 methods that CANNOT be used.

Spot Check 4 (The Law)Spot Check 4 (The Law)

Functional Behavior AssessmentFunctional Behavior Assessment

What it is NOT…..•A document•A quick fix•The latest fad

What it IS……•A process•A TEAM effort•Research based to guide effective decision making•The LAW

Most Important ReasonMost Important Reason

Without determining the function of a behavior, we may inadvertently reinforce inappropriate behaviors with our intervention.

How Do We Do It?How Do We Do It?

• Functional Based Assessment– Address questions– Analyze patterns– Form hypothesis (summary statement)

• Positive Behavior Support Plan– Generate and Implement Interventions– Monitor progress of interventions– Evaluate Effectiveness of PBSP yearly

• Functional Based Assessment– Address questions– Analyze patterns– Form hypothesis (summary statement)

• Positive Behavior Support Plan– Generate and Implement Interventions– Monitor progress of interventions– Evaluate Effectiveness of PBSP yearly

TEAMTEAMprocessTEAMTEAMprocessStep 1: Informant Interview/Review of RecordsStep 2: Direct Observation with Data CollectionStep 3: Analysis of ALL information gathered

Questions to AddressQuestions to Address

• How often does the target behavior occur & how long does it last?

• Where does the behavior typically occur/never occur?• Who is present for the occurrence/nonoccurrence of

the behavior?• What is going on during the

occurrence/nonoccurrence of the behavior?• When is the behavior most likely/least likely to occur?• How does the student react to the usual

consequences that follow the behavior?

• How often does the target behavior occur & how long does it last?

• Where does the behavior typically occur/never occur?• Who is present for the occurrence/nonoccurrence of

the behavior?• What is going on during the

occurrence/nonoccurrence of the behavior?• When is the behavior most likely/least likely to occur?• How does the student react to the usual

consequences that follow the behavior?

57Horner, R. & Sugai, G. (2007). Function based support: Selected topics. Retrieved from web 5/13/08 http://www.pbis.org/files/1107gsbrieffba.ppt;

1.Informal •Archival Review•Problem Solving Meeting

2. Indirect •Checklist•Functional Assessment Interview•Initial Line of Inquiry

3. Direct Observation

•A-B-C data•Structured, Planned Observation

FB

A L

EV

EL

S

30% Reliability in identifying function

60-80% reliable

http://www.behaviordoctor.org/

1. What is the most important reason to conduct an FBA?

2. What do you need before you conduct an FBA?

3. What are the 3 steps of the FBA process?

4. Name 2 questions you should address.

1. What is the most important reason to conduct an FBA?

2. What do you need before you conduct an FBA?

3. What are the 3 steps of the FBA process?

4. Name 2 questions you should address.

Spot Check 5 (FBA)Spot Check 5 (FBA)

Step 1 Informant Interviewing:Step 1 Informant Interviewing:

•Who should we interview?

•What is the purpose?

•What are the parts of the interview?

Record ReviewsRecord Reviews

Why are they necessary?

•Medical•Past experiences•Behavioral/academic history•Progression of Behaviors•Successful Intervention strategies•Unsuccessful Intervention strategies•Environmental Settings

Types?•Old PBSP’s•IEP’s•Psychological

Advantages?•Quick •ID Variables

Disadvantages?•Current Reflection•Indirect

Functional Assessment Checklist For Teachers and Staff (FACTS)

Functional Assessment Checklist For Teachers and Staff (FACTS)

•What is it?•Who completes it?•How long does it take?•How is it used?•When is it used?•Identify Routines?

Problem Behavior QuestionnaireProblem Behavior Questionnaire

•Indirect Functional Assessment Instrument

•Potential Effects of Peer Attention

InterviewsInterviews

Two Groups:

•Teachers, Support Staff, parents, family members, other relevant persons who work with or know the individual well.•Individuals who are exhibiting behavior of concern.

•Based on interest, willingness and ability to engage

Student Interview FormsStudent Interview Forms

Example 1

Example 2

1. Why are record reviews necessary?

2. Name 2 types of records you can review.

3. What is the name of the checklist used for teachers and staff?

4. Who should complete the FACTS?

5. Who should be interviewed?

1. Why are record reviews necessary?

2. Name 2 types of records you can review.

3. What is the name of the checklist used for teachers and staff?

4. Who should complete the FACTS?

5. Who should be interviewed?

Spot Check 6 (Step 1)Spot Check 6 (Step 1)

Step 2Direct Observation/Data Collection

Step 2Direct Observation/Data Collection

-Defines the behavior-Informant information-Baseline-Objective-Hypothesis-Assessment-PBSP

What are the Purposes?What are the Purposes?

-Determine current level of learning or behavior (baseline)-Investigate the events (A-B-C-F)-Measure progress towards goals-Guide “next steps” in programming (adjustments)

StepsSteps1. Determine the purpose for

data collection.2. Define the behavior (one at a

time) measurably and observably.

3. Decide where, how often, and who will collect data.

4. Design a data collection tool(s) to fit your needs--simple, but functional with clear coding system.

5. Transfer the data to a visual representation (graph).

Choosing a Data SystemChoosing a Data SystemQuestion of Interest Dimension to Measure

How often? Each Event (frequency, rate or percentage)

How long? Duration (each even or cumulative)

How long to begin the behavior after the stimulus?

Latency

General Observations

Event Duration Latency Interval

Functional Assessment Direct Observation Tool

Event Recording

Tool

Duration Recording

Tool

Latency Recording

Tool

Scatter Plot

Permanent Product Measurement

Partial Interval

Recording Whole

Interval Recording

Momentary Time

Sample Recording

Data Collection ToolsData Collection Tools

Functional Assessment Direct Observation ToolFunctional Assessment Direct Observation Tool•Combines ABC and Scatter Plot•Uses•Advantages and Disadvantages•How much Data?

Scatter PlotScatter Plot

•What is it?•How do you use it?•Role?•Advantages and Disadvantages?

Event RecordingEvent Recording

•What is it?•Advantages and Disadvantages?•When should it be used?

Duration RecordingDuration Recording

•What is it?•Advantages and Disadvantages?•When should it be used?

Latency RecordingLatency Recording

•What is it?•Advantages and Disadvantages?•When should it be used?

Whole Interval RecordingWhole Interval Recording

•What is it?•Advantages and Disadvantages?•When should it be used?

Momentary Time Sampling RecordingMomentary Time Sampling Recording

•What is it?•Advantages and Disadvantages?•When should it be used?

Partial Interval RecordingPartial Interval Recording

•What is it?•Advantages and Disadvantages?•When should it be used?

Permanent Product MeasurementPermanent Product Measurement

•What is it?•Advantages and Disadvantages?•When should it be used?

1. What is an important thing you get from the direct observation and data collection step?

2. Name 2 purposes.

3. Name the steps.

4. What do you need to know to choose a data system?

5. Discuss 2 data collection tools.

1. What is an important thing you get from the direct observation and data collection step?

2. Name 2 purposes.

3. Name the steps.

4. What do you need to know to choose a data system?

5. Discuss 2 data collection tools.

Spot Check 7 (Part 2)Spot Check 7 (Part 2)

Step 3Analyze the InformationStep 3Analyze the Information

ReferencesReferencesABA Concepts: Functional Behavior Assessment

Presentation. Choutka, M.ED., C. Nonnemacher, M.ED., S.

The Commonwealth of Pennsylvania. The PA Code. www.padcode.com.

US Office of Special Education Programs. Special Connections. http://www.specialconnections.ku.edu.

The Pennsylvania Department of Training and Consultation (PaTTAN). www.pattan.net.