FBA: Getting More Information

1. FBA: Getting More Information “Flat, sexy summary statements in just 8 minutes a day!”

2. Checking in… • How are you doing? • Ask questions!!! • Do you have a student in mind?

3. Evaluate Your Summary Statements: 4 Questions • How good is your summary statement? • Could you build a plan from it? • Do you need more information? • How are you going to get it?

4. A Tale of Three Summary Statements Don’t know All the time Disruptive Don’t know Problems at Home Math Period Talks to Neighbors Obtain Attention Hard Time Getting Out of Bed Math Independent Seatwork Talks to Cody Obtain Peer Attention (Cody)

5. Confirming Your Summary Statements • Match level of assessment to severity and complexity of the situation • Preliminary Functional Behaviour Assessment • Interview leads to summary • Full Functional Behaviour Assessment • Interview leads to summary, which is confirmed by direct observation • Functional Analysis • Summary is confirmed via systematic manipulation of environment

6. MODEL OF SUPPORT SYSTEMS OF SUPPORT STRATEGIES FOR FUNCTIONAL SUPPORT INDIVIDUALIZE -Conduct full FBA -Develop individualized support plan -Monitor and modify plan based on response Intensive Level (tier III): Individualized Systems for Students with Severe Behaviour ADAPT -Conduct brief FBA -Select intervention based on function -Adapt intervention to provide functional consequences Targeted Level (tier II): Efficient, Ongoing Systems for Students with At-Risk Behaviour PREVENT -Teach all students adaptive, functional skills -Provide reinforcement for prosocial behaviour Universal Level (tier I): School-wide Systems For All Students, Staff, and Settings

7. Tools for Developing and Confirming Summary Statements • Interviews • Functional Assessment Checklist – Teachers and Staff (FACTS) • Records search: Incident Reports • Referral to School Based Team Form • Direct Observation • A-B-C Charts

8. SWIS ODR Records Review

16. Request for Assistance • Sample Request for Assistance Forms (3) • Guess and Check form

17. Getting More Information: Direct Observations What are you looking at?

18. Does watching students help?

19. Why observe? • Observations may… • Confirm interview data • Improve summary statement • Inform behaviour support plan

20. Outcomes of Observations • Find/confirm functional information • Behaviour • Antecedents • Consequences • How much behaviour/how intense? • Create a baseline • Compare to peers

21. A-B-C Observation Forms • A-B-C cards • Antecedent/Behaviour/Consequence Chart

24. A-B-C Chart A B C

25. Vignette - Tracy Setting event Antecedent Behaviour Consequence Peers laugh (obtain peer attention) Comments ignored by peers in cafeteria None identified Insults, throws

26. Vignette - Sarah Setting event Antecedent Behaviour Consequence Teacher moves on to another student None identified Teacher direction (turn in homework?) Disrespectful replies? Insults teacher?

27. FBA PracticeActivity Raynette

28. Case Study: Raynette Grade 4 female, new to school Teacher concerns: disrespect, talkouts, complaining about work What is your plan for assessment?

30. Case Study: Raynette Grade 4 female, new to school Teacher concerns: disrespect, talkouts Antecedents: Independent work, esp. in afternoon What is your plan for assessment?

31. Raynette(continued) Setting event Antecedent Behaviour Consequence Peers laugh, teacher reprimand (obtain adult or peer attention) Afternoons Directions, independent work (with teacher proximity) Disrespect, talkouts What is your summary statement? Are you reasonably confident?

32. Getting More Information:Case Study Eddie

33. Eddie’s Summary Statement Setting event Antecedent Behaviour Consequence

34. Evaluate Your Summary Statements: 4 Questions How good is your summary statement? Could you build a plan from it? Do you need more information? How are you going to get it?

35. Background Info: Eddie A. ID’d through school’s auto-referral process Grade 8 student (15 years old) Generally friendly but has seemed irritable lately with Mr. Leo (E’s math teacher) Used to play hockey, may have quit his team this year New group of friends lately Mr. Leo has reported that E has been out of control in his class Received one referral in each of last 2 years, but 4 this year (3 in Mr. Leo’s classroom) What else do you need to know?

36. Request for Assistance What else do you want to know?

37. RFA: Non-Referring Staff What else do you want to know?

38. Direct Observation Use A-B-C form or watch casually What else do you want to know?

39. FACTS Interview What else do you want to know?

40. Student-Guided Interview What else do you want to know?

41. Eddie • Problem Behaviour: • Antecedents: • Maintaining Consequences:

42. Action Planning Time Setting event Antecedent Behaviour Consequence • Choose a focus student and start drafting a summary statement • Evaluate the quality of your summary statement • What more do you need to know?

43. Add-on Observation Activity (time permitting)

44. Back to Shane Review the interview information for Shane Identify A-B-C to look for in Observation

45. ABC Observation Summary Following the ABC Observation – Summarize the observation results into a Summary of Behaviour Also note any other pertinent information you observed Notes:

46. ABC Observation Activity Observe Shane video Identify A-B-C Summary from observation How are your findings consistent or inconsistent with the interview information? What would be your next steps?

47. ABC Observation Summary Following the ABC Observation – Summarize the observation results into a Summary of Behaviour Also note any other pertinent information you observed Notes: Repeated teacher confrontation escalates student Behaviour Student did not get physical despite opportunity

48. Summary of Behaviour - Shane

49. Summary of Behaviour - Shane

50. If data do not match FACTS summary ? If data from observations do not match FACTS Behaviour summary or you are not convinced…. -Do another ABC observation -Interview other staff that interact with student during target routine -Interview the student