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SIB-R Scales of Independent Behavior Revised

SIB-R Scales of Independent Behavior Revised. TRAINING April 2013. Agenda. Introduction of Presenter Essential Knowledge  Interview - Administrative Procedure  SIB-R Full Scale Adaptive  Adaptive Rating Scale Adaptive Tips  SIB-R Full Scale Problem Behavior Scale

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SIB-R Scales of Independent Behavior Revised

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  1. SIB-R Scales of Independent Behavior Revised TRAINING April 2013

  2. Agenda Introduction of Presenter Essential Knowledge Interview - Administrative Procedure SIB-R Full Scale Adaptive Adaptive Rating Scale Adaptive Tips SIB-R Full Scale Problem Behavior Scale Behavior Rating Scale Behavior Tips Guidelines for Completing SIB-R Problem Behavior Scale

  3. ESSENTIAL KNOWLEDGE Reason for following the steps: If called to testify in a Fair Hearing and you are asked on how you administered the SIB-R, you want to be able to say you followed protocol. If you do not follow protocol and the child is determined not eligible based on the SIB-R and the family appeals the decision to Fair Hearing the SIB-R results are null and void. Face-to-face interview. DO NOT INTERPRET THE QUESTIONS: 1. If parent is on the fence on how to rate a particular question-rate down. 2. Slow down and listen to what parent is saying.

  4. Interview – Administration Procedure Full Scale Set up – Interview Book – Response Booklet We read the statement/question & the parent follows along with the interview book. Usually Best to Use A Table Place free of noise / distractions One respondent – One interviewer Respondent should be someone who is familiar with the rating scales & the person being assessed. Follow directions Starting point is first item

  5. SIB – R – Full Scale - Adaptive • 14 Sub scales organized into 4 adaptive domains • Motor Skills • A) gross motor • B) fine motor • Social Interaction and Communication • C) Social interaction • D) Language Comprehension • E) Language Expression

  6. SIB – R – Full Scale - Adaptive • Personal Living • F) Eating and Meal Preparation • G) Toileting • H) Dressing • I) Personal Self Care • J) Domestic Skills • Community Living • K) Time and Punctuality • L) Money and value • M) Work Skills • N) Home / Community Orientation

  7. Adaptive Rating Scale for SIB-R • Does (or could do) Task completely without help or supervision: 0 1 2 3 Never or Rarely Even if Asked Does, but not well or About ¼ of the time may need to be asked Does fairly well or about ¾ of the time may need to be asked Does very well always or almost always with out being asked

  8. Adaptive Tips You can stop asking the questions after 3 zeros of the last 5 questions. For example: 1. 0 1. 1 2. 0 2. 1 3. 1 3. 0 4. 1 4. 0 5. 0 5. 1 6. 1 7. 0

  9. SIB-R- Problem Behavior Scale • Three Broad Maladaptive indices organized into 8 problem behavior areas • Internalized #1 Hurtful to self #5 Unusual or repetitive habits #7 Withdrawal or inattentive • Asocial #6 Socially offensive #8 Uncooperative

  10. SIB-R- Problem Behavior Scale, cont. • Externalized #2 Hurtful to others #3 Destructive to property #4 Disruptive Behavior

  11. Behavior Rating Scale • Frequency How Often? 1 2 3 4 5 Less than once a month 1 to 3 times a month 1 to 6 times a week 1 to 10 time a day 1 or more times an hour

  12. Behavior Rating Scale • Severity How Serious? 0 1 2 3 4 Not Serious Not a problem Slightly Serious A mild problem Moderately Serious Moderate problem Very Serious Severe problem Extremely Serious A critical problem

  13. Behavior Tips DO NOT DEVIATE FROM THE STANDARD QUESTION. DO NOT lead the parent. DO NOT give the parent the answer. If you have seen a behavior & mom has not said it is a problem or she forgot the behavior, discuss the behavior with mom. If you have seen the behavior, write in the protocol section what you observed by examiner (your name).

  14. Behavior Tips - continued The examples listed are only to explain what the category means. Look at behaviors from the last 1 – 2 months. Inability to learn, or simple lack of adaptive behavior, should not be considered to be a behavior problem. Behavior problems do not include chronologically age appropriate behaviors, such as crying or a saying no. Behaviors that typically occur together or within a few minutes of each other should be considered to be a single problem. If a child has more than one behavior within a single category, specify the behavior that causes the most problem, then rate this behavior for frequency and severity. Rate the behavior’s frequency based on its frequency during the most recent month.

  15. ACKNOWLEDGEMENTS I must acknowledge those who helped me put this training together: For starting the process for the training: Liz Larsen. For his time, guidance, & mentoring: Robert Card. For helping me through the learning curve of Power Point: Tandy Gilbert, Tara Burrell, & Brenda Nickell. For previewing the presentation and her encouragement: Bonnie Jones. For consulting with me about the format of the handouts: Margaret Cuoio & Tandy Gilbert. Thanks to all of you who have attended this training. I hope it was beneficial to you. Please contact me with any questions.

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