SIB-R Scales of Independent Behavior

RevisedTRAINING

April 2013

AgendaIntroduction of PresenterEssential KnowledgeInterview - Administrative ProcedureSIB-R Full Scale AdaptiveAdaptive Rating ScaleAdaptive TipsSIB-R Full Scale Problem Behavior ScaleBehavior Rating ScaleBehavior TipsGuidelines for Completing SIB-R Problem Behavior Scale

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.

Interview – Administration Procedure

Full ScaleSet up – Interview Book – Response Booklet We read the statement/question & the parent follows along with the interview book.Usually Best to Use A TablePlace free of noise / distractions One respondent – One interviewerRespondent should be someone who is familiar with the rating scales & the person being assessed.Follow directionsStarting point is first item

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

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

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

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

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

SIB-R- Problem Behavior Scale, cont. Externalized

#2 Hurtful to others

#3 Destructive to property

#4 Disruptive Behavior

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

Behavior Rating Scale

SeverityHow Serious? 0 1 2 3 4Not Serious

Not a problem

Slightly Serious

A mild problem

Moderately Serious

Moderate problem

Very Serious

Severe problem

Extremely Serious

A critical problem

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).

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.

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.