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Practitioner’s Guide to Functional Behavioral Assessment
Process, Purpose, Planning, and Prevention
Stephanie M. Hadaway
Alan W. Brue
pages 24-36
phase I:process
process is the beginning phase of functional behavioral assessment
professional responsibilities within process,the practitioner would make preparation,review records,interview the student and other contributing parties, utilize assessments,collect data,and complete observation
alternative view the process phase could also be considered the doing or working phase,this phase is about gathering,asking,reviewing,and observing
task list
1.gather team
2.define target behavior
3.assign team responsibilities or contact specialist
the following tasks will be completed by the practitioner or a team member:
4.review records
5.interviews
6.destribute and gather questionnaires
7.observe subject
goal by the end of this phase,the practitioner would have gathered accurate and reliable data on the target behavior
the most effective FBAs are often built with accurate data collecting, objective observat-ions of the student,informative parent,staff and student interviews,insightful questionnai-res and surveys,and a thorough review of the child's history and records.
students who might need an FBA are not limited to students supported through exceptional education.general education students might also demonstrate interfering behaviors as well.
knowledge about the student
knowledge about the context
knowledge about behavioral theory
at your first meeting,be prepared to discuss student behavior,past strategies,new strategies,and the possibility of developing an FBA.
in the event that the team does not have baseline data on the target behaviors,there should be a second meeting,the second meeting should be used to review the target behaviors and present the baseline data on the target behaviors.
during the third meeting,the team will take the information gathered and determine the function of the student's behavior.
prior to the meeting
step one
gather student records,you want to have a good understanding of the child's history includ-ing social,academic,behavioral,emotional,cultural,familial,and physiological aspects
step two
contact team members including the parent or legal caregiver with information regarding:
meeting date and time
data needed-this should include information on student's behavior and strategies that have been attempted
step three
gather the necessary paperwork-sign-in sheet,parental rights,parental consent form,referr-al form,any data collected on the student that is pertinent,and any paperwork designated by your district or state
during the meeting
step four
present the current behavior difficulties or disciplinary event that prompted the meeting
step five
review student records
step six
facilitate a discussion on the student's overall functioning,make sure to note the context in which the student does and does not exhibit problems.include who is present,where is occurs,time of day,surrounding events,and any other relevant data
step seven
determine a plan
step eight
identify target behavior
step nine
present baseline data if available,if not,set a new meeting date to present baseline data
step ten
assign responsibilities to each staff member
parent interview
student interview
staff interview
review history and student records
observations
additional assessment,informal inventories,surveys,or questionnaires
step eleven
set a date to reconvence and finalize the FBA
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