Conducting school-based functional behavioral assessments: a practitioner's guide

✍ Scribed by Watson, T Steuart;Steege, Mark W;Gresham, Frank M(Foreword)

• Publisher: The Guilford Press
• Year: 2009
• Tongue: English
• Leaves: 290
• Series: Guilford practical intervention in the schools series
• Edition: 2nd ed
• Category: Library

✦ Synopsis

Explaining the "whats," "whys," and "how-tos" of functional behavioral assessment, this practical and engaging book is packed with real-world tools and examples. Effective procedures are presented for evaluating challenging behavior in K-12 students, organizing assessment data, and using the results to craft individualized behavior support plans. The authors draw on extensive school-based experience to provide sample reports, decision trees, and reproducible checklists and forms-all in a large-size format with lay-flat binding to facilitate photocopying.

New to This EditionRevised throughout to reflect significant advances in the field.Provides an updated conceptual model for understanding behavior.Three new chapters cover brief functional analysis, behavior-analytic problem solving, and direct behavioral consultation.Fully updated coverage of legal issues under IDEIA.Includes revised forms and sample reports.This title is part of thePractical Intervention in the Schools Series, edited byKenneth W. Merrell.

✦ Table of Contents

Half Title Page......Page 3
Cover......Page 1
Series Page......Page 4
Title Page......Page 5
Copyright......Page 6
Dedication......Page 7
About the Authors......Page 8
Foreword......Page 9
Preface......Page 11
Contents......Page 15
List of Figures and Tables......Page 19
1. Introduction to Functional Behavioral Assessment......Page 21
The “Good Old Days”......Page 23
The Shifting Sands of Treatment Approaches......Page 25
What Is Functional Behavioral Assessment?......Page 26
The Need for Objective and Individualized Behavioral Assessments (or, the Common Errors Committed during Functional Behavioral Assessments)......Page 27
The “Not So Good Old Days”: Intervention Momentum and Premature Implementation......Page 32
The Evidence Base for Functional Behavioral Assessment......Page 34
Brief Overview of Functional Behavioral Assessment Procedures......Page 35
2. Genesis of Functional Behavioral Assessment......Page 38
A Special Note......Page 46
3. Legal Aspects of Functional Behavioral Assessment......Page 48
The Individuals with Disabilities Education Improvement Act......Page 50
When Does the Law Require That We Conduct an FBA?......Page 52
Must We Conduct an FBA before Suspending a Student Receiving Special Services for Less Than 10 Cumulative Days in a School Year?......Page 53
Do I Conduct FBAs Only for Children with Disabilities, or Do I Have to Use FBAs with Children in Regular Education?......Page 54
Does the Law Specify the Length of Time for Which an FBA Is Considered “Current” or “Valid”?......Page 56
If a Student Has Already Been Suspended, Can We Conduct a “Post Hoc FBA”?......Page 57
We Have a Student with a Disability Who Is Having Difficulty on the Bus. Must We Conduct a Bus FBA?......Page 58
If There Is No One in Our School District Qualified to Conduct and Interpret FBAs, What Do We Do Then?......Page 59
How Do We Demonstrate the “Sufficiency” of a BIP?......Page 60
Is There a Potential Relationship between FBA/BIP and FAPE?......Page 61
Summary......Page 62
Antecedents and Consequences......Page 63
Discriminative Stimuli......Page 66
Motivating Antecedents of Behavior......Page 67
How Motivating Operations Influence Discriminative Stimuli......Page 68
Reinforcing Consequences of Behavior......Page 74
Three-Term Contingency: The ABCs of FBA......Page 78
The S-O-R-C Model......Page 79
The S-M-I-R-C Model......Page 80
Response Class (When It Rains, It Pours)......Page 82
A Real-Life Example of Response Class and Response Class Hierarchies......Page 83
Matching Law......Page 84
Summary......Page 85
5. Key Elements of Functional Behavioral Assessment......Page 86
Key Elements......Page 87
Indirect Functional Behavioral Assessment......Page 90
Direct Descriptive Functional Behavioral Assessment......Page 93
Treatment Validity of Functional Behavioral Assessment......Page 95
Summary......Page 96
A Final Element: The Functional Behavioral Assessment Rating Scale......Page 97
Defining and Recording Behavior......Page 103
Stage 1: The Interview......Page 104
Stage 2: The Direct Observation......Page 106
Frequency Recording......Page 107
Duration Recording......Page 108
Interval Recording......Page 109
Performance-Based Behavioral Recordings......Page 112
Interobserver Agreement......Page 115
Summary......Page 116
The Need for a Game Plan......Page 117
Guiding Conceptual Framework......Page 118
Indirect Functional Behavioral Assessment......Page 119
Considerations for Evaluators Conducting Indirect Functional Behavioral Assessments......Page 120
General Directions for Evaluators Using Indirect Functional Behavioral Assessment Procedures......Page 122
The Functional Behavioral Assessment Screening Form......Page 123
The Behavioral Stream Interview......Page 126
The Antecedent Variables Assessment Form......Page 130
The Consequence Variables Assessment Form......Page 131
The Functional Assessment Informant Record for Teachers......Page 142
Summary......Page 147
8. Direct Descriptive Functional Behavioral Assessment......Page 148
The Task Difficulty Antecedent Analysis Form......Page 149
The Conditional Probability Record......Page 151
The Functional Behavioral Assessment Observation Form......Page 154
Example of the Use of the Functional Behavioral Assessment Observation Form......Page 156
Step 1: Designing Data-Recording Procedures......Page 158
Step 4: Analyzing the Data......Page 159
Specific Uses of the Interval Recording Procedure......Page 160
Comparing and Contrasting the Functional Behavioral Assessment Observation Form and the Interval Recording Procedure......Page 162
The Task Analysis Recording Procedure......Page 165
Step 3: Identifying the Interfering Behaviors to Be Recorded......Page 166
Step 6: Implementing the TARP......Page 167
Specific Uses of the Task Analysis Recording Procedure......Page 168
Troubleshooting......Page 169
Summary......Page 172
Critique of Previous Assessments......Page 173
Current Disposition......Page 174
The Functional Behavioral Assessment Process with Dawn......Page 175
Final Case Disposition......Page 181
Functional Analysis......Page 182
Structural Analysis......Page 185
Brief Functional Analysis......Page 188
Case Example of Brief Functional Analysis......Page 189
Are Interventions That Are Based on Function More Effective Than Interventions That Are Based on the Principles of Applied Behavior Modification......Page 193
Are School-Based Teams Really Able to Design Innovative and Effective Positive Behavioral Support Plans?......Page 194
Summary......Page 195
10. Behavior-Analytic Problem-Solving Model......Page 196
Contextual Variables......Page 197
Antecedent: Unconditioned Motivating Operations......Page 198
Antecedent: Conditioned Motivating Operations......Page 199
Individual Mediating Variables......Page 200
Individual Behavior Deficits......Page 202
Behavior......Page 203
Reinforcing Consequence(s)......Page 204
Parameters of Reinforcement......Page 207
Behavior-Analytic Problem-Solving Forms......Page 209
11. Function-Based Interventions......Page 216
Components of Positive Behavior Support Plans......Page 218
Selecting Interventions......Page 219
Antecedent Variables......Page 220
Consequences......Page 223
Functional Behavioral Assessment Procedures......Page 225
Effects......Page 229
Summary......Page 231
Components of a Functional Behavioral Assessment Report......Page 232
Sample Functional Behavioral Assessment Reports......Page 233
Example 1: Brief Functional Behavioral Assessment Report for Ward Cleaver......Page 235
Example 2: Functional Behavioral Assessment Report for Larry White......Page 238
Example 3: Psychological Evaluation Report (Extended Report Version) for Eric Trout......Page 246
Example 4: Functional Behavioral Assessment Report for Hal Alou-Ya......Page 255
Summary......Page 267
13. Direct Behavioral Consultation: Or, “How Do We Get People to Implement Interventions Accurately and Consistently?”......Page 268
Consultation......Page 269
Direct Behavioral Consultation......Page 270
Research on Direct Behavioral Consultation......Page 273
Consultation Summary Report......Page 274
The Quiet Crisis......Page 277
American Idle......Page 278
References......Page 279
Author Index......Page 287
Subject Index......Page 289