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Practitioner’s Guide to Functional Behavioral Assessment
Process, Purpose, Planning, and Prevention
Stephanie M. Hadaway
Alan W. Brue
pages 71-98
process:informal and formal assessment
an informal assessment can include observations,interviews and questionnaires.
a formal assessment includes standardized measures that allow you to compare one student's behavior to many other students(perhaps serval thousand) of the same age-that is ,the standard.
formal assessments allow you to see which behaviors are not problematic,which ones are slightly problematic,and which ones are significantly problematic
functional analysis screening tool
the functional analysis screening tool is a questionnaire used to identify factors that may influence the occurrence of problem behaviors
motivation assessment scale
the motivation assessment scale is a questionnaire that helps to identify situations in which a person is likely to behave a certain way.
questions about behavioral function
the questions about behavioral function is a scale used to assess the function of maladaptive behaviors in persons who have been diagnosed with a developmental disability.
fomal measures量表
achenbach system of empirically based assessment
behavior assessment system for children,third edition
beck youth inventories,second edition
social skills improvement system rating scale
conners comprehensive behavior rating scales
burks behavior rating scales,second edition
formal measures for specific problems(p.80)
assessing anxiety
assessing attention/hyperactivity/impulsivity
assessing autims
assessing depression
there are many different tools that can be used to collect information about a student and his or her behavior,informal and formal measures may be used individually or in combination,while formal measures will cost money,their use can be very beneficial when you need to demonstrate that a student's behavior is problematic compared to other students of the same age,when used in conjunction with interviews,you should have collected enough information from informal and formal measures to begin the data analysis process.
process:observation
direct observation is not just about watching a student,it requires knowledge of data collection methods and an understanding of when to use these methods.
direct observation data is the information you gather,it is the firsthand recording of the student or resident's behavior derived from observation.
subjects who are being observed will demonstrate a change in their behavior based on the observation being conducted.
five recommendations for observer conduct
preparation
professionalism
focus,avoid interjecting yourself into the lesson,tasks or activities in the classroom or treatment environment
positioning
confidentiality
four guidelines for successful observations
objectivity,the observations need to remain objective.
accuracy,make certain the data is accurate
meaningfulness,insure the data you are collecting is meaningful,in the development of FBA, the focus should be on the target behavior and the events surrounding the occurrence of the target behavior
timeliness,data collections should be timely,old data give us historical information and a way to measure improvement or lack of improvement,but we are looking for recent data.
observe the student long enough to obtain sufficient data
it is preferable to gather information about behavior exhibited during a range of activities or events,this gives you a truer picture of the behavior that you are observing,even though we have heard of very brief observation,最少持續三十分鐘
observing a student across a rang of settings allows the observer to gain a clearer understanding of day-to-day functioning
there are many individuals whose behavior improves in the presence of an observer,most of the time,if we observe long enough,this type of individual will eventually become familiar with our presence,and the target behavior will reemerge
data collection methods
event recording,documenting the numner of times a behavior occurs in a specified time period
frequency collection,simply count the number of times the student is engaged in the target behavior,at the end of the time period,you have the frequency of the behavior
rate,count the number of times the student engaged in the targeted behavior,then devide the engagement amount by the length of time the behavior occurred
event recording is best used when
the behavior does not occur with a high rate of frequency(e.g.,tapping foot or talking with friends)
the behavior has a clear beginning and end(e.g.,temper tantrum)
limited staff to record data
it is important to know the amount of time a behavior occurs
interval recording decumenting the occurrence or lack of occurrence of the target behavior in a specified time interval
partial-interval recording.utilize method when the actual time of occurrence of the target behavior is important and the intention of data collection is behavior reduction,this method is also used when event recording is not feasible
whole-interval recording.utilize this method when you want to estimate the duration of a target behavior and you want to increase a behavior,this method is also used when event recording is not feasible
scatterplot.utilize this method when you want to know the time of day a behavior occurs
interval recording is best used when
the behavior occurs with a high frequency
the behavior does not have a clear beginning and end
access to experienced and additional staff
duration recording,this is a method of data collection documenting how long a behavior occurs,duration recording will record the total time or percentage of time that a behavior occurs within a specified time period,behavior is measured from the time it begins until the time it stops
duration recording is best used when
the length of the behavior is the focus of the observation
the behavior does have a clear beginning and end
the behavior occurs over a period of time,not in quick succession or rapidly
latency recording,this is a method of data collection documenting the length of elapsed time between the onset of a stimulus and the occurrence of a particular behavior,latency recording can be used when you want to decrease the amount of time it takes for a student to respond to a specific instruction
latency recording is best used when
the length of time it take the individual to begin the expected behavior is needed
the behavior does have a clear beginning and end
the behavior is not ongoing
the behavior does not occur in quick succession or rapidly
ABC data collection,this is a method of descriptive analysis that allows the observer to document the environmental variables ralate to the target behavior
ABC data recording is best used when
an FBA is being completed
additional personnel are available
the observer has an ample amount of time to record events
antecedent-this is the preceding sitmulus,it is the event,experience,or circumstance that happened just before the behavior
behavior-this is the target behavior,it is the act or action that the student or client exhibited
consequence-this is the event,experience,or circustance that happened right after the behavior
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