fba: getting more information
DESCRIPTION
FBA: Getting More Information. “Flat, sexy summary statements in just 8 minutes a day!”. Checking in…. How are you doing? Ask questions !!! Do you have a student in mind?. Evaluate Your Summary Statements: 4 Questions. How good is your summary statement? - PowerPoint PPT PresentationTRANSCRIPT
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FBA: Getting More Information
“Flat, sexy summary statements in just 8 minutes a day!”
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Checking in…
How are you doing?
Ask questions!!!
Do you have a student in mind?
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Evaluate Your Summary Statements: 4 Questions1. How good is your summary statement?
2. Could you build a plan from it?
3. Do you need more information?
4. How are you going to get it?
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A Tale of Three Summary Statements
All the time Disruptive Don’t knowDon’t know
MathPeriod
Talks to Neighbors
ObtainAttention
ObtainPeer
Attention(Cody)
Talks to Cody
Math Independent
Seatwork
Hard TimeGettingOut of
Bed
Problems at Home
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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
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Universal Level (tier I):School-wide Systems
For All Students,Staff, and Settings
Targeted Level (tier II):Efficient, Ongoing
Systems for Students with At-Risk Behaviour
Intensive Level (tier III):Individualized
Systems for Students with Severe Behaviour
SYSTEMSOF SUPPORT
STRATEGIES FORFUNCTIONAL SUPPORT
MODEL OF SUPPORT
PREVENT-Teach all students adaptive, functional skills-Provide reinforcement for prosocial behaviour
INDIVIDUALIZE-Conduct full FBA-Develop individualized support plan-Monitor and modify plan based on response
ADAPT-Conduct brief FBA-Select intervention based on function-Adapt intervention to provide functional consequences
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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
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SWIS ODR Records Review
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Request for Assistance
Sample Request for Assistance Forms (3) Guess and Check form
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Getting More Information: Direct Observations
What are you looking at?
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Does watching students help?
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Why observe?
Observations may…– Confirm interview data– Improve summary statement– Inform behaviour support plan
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Outcomes of Observations
1. Find/confirm functional information Behaviour Antecedents Consequences
2. How much behaviour/how intense? Create a baseline Compare to peers
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A-B-C Observation Forms
A-B-C cards
Antecedent/Behaviour/Consequence Chart
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A-B-C ChartA B C
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Vignette - Tracy
Setting event Antecedent Behaviour Consequence
None identified Insults,
throws
Peers laugh (obtain peer attention)
Comments ignored by peers in cafeteria
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Vignette - Sarah
Setting event Antecedent Behaviour Consequence
None identified
Disrespectfulreplies? Insults teacher?
Teacher moves on to another student
Teacher direction (turn in homework?)
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FBA PracticeActivity
Raynette
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Case Study: Raynette
Grade 4 female, new to school Teacher concerns: disrespect, talkouts,
complaining about work What is your plan for assessment?
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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?
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Raynette (continued)
What is your summary statement? Are you reasonably confident?
Setting event Antecedent Behaviour Consequence
AfternoonsDisrespect, talkouts
Peers laugh, teacher reprimand (obtain adult or peer attention)
Directions, independent work (withteacher proximity)
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Getting More Information:Case StudyEddie
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Eddie’s Summary Statement
Setting event Antecedent Behaviour Consequence
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Evaluate Your Summary Statements: 4 Questions1. How good is your summary statement?
2. Could you build a plan from it?
3. Do you need more information?
4. How are you going to get it?
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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?
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Request for Assistance
What else do you want to know?
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RFA: Non-Referring Staff
What else do you want to know?
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Direct Observation
Use A-B-C form or watch casually
What else do you want to know?
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FACTS Interview
What else do you want to know?
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Student-Guided Interview
What else do you want to know?
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Eddie
• Problem Behaviour:
• Antecedents:
• Maintaining Consequences:
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Action Planning Time
Choose a focus student and start drafting a summary statementEvaluate the quality of your summary
statementWhat more do you need to know?Setting event Antecedent Behaviour Consequence
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Add-on Observation Activity
(time permitting)
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Back to Shane
Review the interview information for Shane
Identify A-B-C to look for in Observation
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ABC Observation Summary
Setting Event Antecedent Behaviour Consequence
ABC Observation
Following the ABC Observation – Summarize the observation results into a Summary of Behaviour
Also note any other pertinent information you observed
Notes:
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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?
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ABC Observation Summary
Setting Event Antecedent Behaviour ConsequenceNegative relationship w/ teacher???
Teacher confrontation
Work refusal, doodling, yells at teacher, disruptive
Avoid teacher confrontation, avoid math task, to office
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
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Summary of Behaviour - ShaneSetting Event Antecedent Behaviour Consequence
Teacher/Staff InterviewAcademic Failure in previous class that day
Difficult tasks, any word problems & most math operations
Work refusal, doodling, not follow directives, yells at teacher, disruptive
Avoid math task, doodling, work refusal, sent to office
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Summary of Behaviour - ShaneSetting Event Antecedent Behaviour Consequence
Teacher/Staff InterviewAcademic Failure in previous class that day
Difficult tasks, any word problems & most math operations
Work refusal, doodling, not follow directives, yells at teacher, disruptive
Avoid math task, doodling, work refusal, sent to office
ABC ObservationNegative relationship w/ teacher???
Teacher confrontation
Work refusal, doodling, yells at teacher, disruptive
Avoid teacher confrontation, avoid math task, to office
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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
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Summary of Behaviour - ShaneSetting Event Antecedent Behaviour Consequence
Teacher/Staff InterviewAcademic Failure in previous class that day
Difficult tasks, any word problems & most math operations
Work refusal, doodling, not follow directives, yells at teacher, disruptive
Avoid math task, doodling, work refusal, sent to office
ABC ObservationNegative relationship w/ teacher???
Teacher confrontation
Work refusal, doodling, yells at teacher, disruptive
Avoid teacher confrontation, avoid math task, to office
Final Summary of Behaviour (move to Behaviour Plan)Negative relationship w/ teacher & previous academic failure
1. Teacher confrontation
2. Math task
Work refusal, doodling, yells at teacher, disruptive
Avoid:1) teacher
confrontation2) Math task