Description For Assignments 1 and 2 in this course, you will be conducting a hypothetical Functiona ...
Description For Assignments 1 and 2 in this course, you will be conducting a hypothetical Functional Behavior Assessment (FBA) based on the?Case Study. In Assignment 1, you will conduct the indirect assessment portion of the FBA. In Assignment 2, you will conduct a direct assessment and write a hypothesis statement. Be sure to watch the lecture by Dr. Michael Weinberg on “How to Use Common Functional Assessment Tools: the MAS, QABF, FAI, and FAOF” before completing this assignment. Specific directions for Assignment 1: (1) Review the Case Study. Then write 2 paragraphs that discuss the following: a) A brief case summary, starting with a description of the person whose behavior is to be addressed. b) List the behavior(s) to be targeted for change. Note: Avoid the use of generic terms (such as “inappropriate behavior”) or references to functions (such as “escape behavior”) because you have not yet identified the function of the target behavior. c) Provide an operational definition (including situational context if relevant) of each behavior to be changed, using observable, measurable terms. d) Provide a rationale for changing the behavior(s). (Why is it important? What is the social significance of the behavior(s)?) (2) Administer an indirect assessment using a standardized functional assessment tool. a) Choose one from the following standardized assessments: Standardized Assessments Tools Assessment Tool Instructions 1. Motivation Assessment Scale (MAS II) Link to video explaining how to score 2. Question About Behavioral Function (QABF) Note: this is a Word document that will be downloaded when you click the link. Description and Instructions 3. Functional Assessment Interview (FAI) Note: this is a Word document that will be downloaded when you click the link. Description b) Identify 2 people involved with the child to complete the assessment tool (e.g., family members, teachers, paraprofessionals, etc.) and explain why you selected them. c) Pretend that you administer the standardized assessment to each of the people you selected and fill out the forms with hypothetical data. d) Analyze your hypothetical data by following the instructions on how to score the data for the assessment you selected (for the MAS or QABF) and then writing a detailed summary of the findings (for the MAS, QABF, or FAI). (Note: You do NOT have to come up with an actual hypothesized function of the behavior yet because you will do that in Assignment 2 after you complete the direct descriptive assessment. Only summarize your findings so far for this assignment.) Be sure to turn in your completed assessments. Please note: Your assignment should be submitted in a Word Document format using Times New Roman 12. The assignment must use APA format (see link to APA publication style in the course site resources.) Please include an appropriate heading on your paper and references to support methods or procedures used. Please be sure to save your work using the naming convention: Student last name, first name, ABA 503 Assignment 1 If you have utilized AI to assist you in any way in completing the assignment, please be sure to complete and submit the Student AI Use Declaration Form with your assignment submission (as per the Policy on the Use of AI and Guidelines for Students on the Ethical Use of AI). To submit your assignment, please click on the Add submission button located at the bottom of this page. You will be prompted to select a file to be submitted. (Note that you can drag and drop your file into the Files area or you can use the File picker to navigate to and select your file.) Then, click on the Save changes button. From this point, you have the option to either edit your answers by clicking on the Edit submission button or remove your submission by clicking on the Remove submission button. Please note that your assignment is submitted when you click the Save changes button. To view how you will be graded on this assignment, refer to the Grading Rubric. It is expected that your assignment submissions will conform to the American Psychological Association (APA) Style and Grammar Guidelines. UNFORMATTED ATTACHMENT PREVIEW Adapted from: O’Neill, R.E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional Assessment and Program Development for Problem Behavior. Pacific Grove, CA: Brooks/Cole Publishing. FUNCTIONAL ASSESSMENT INTERVIEW FORM - YOUNG CHILD Child with Problem Behavior(s): Age: Yrs Date of Interview: Mos Interviewer: Sex: M F Respondent(s): A. DESCRIBE THE BEHAVIOR(S) 1. What are the behaviors of concern? For each, define how it is performed, how often it occurs per day, week, or month, how long it lasts when it occurs, and the intensity in which it occurs (low, medium, high). Behavior How is it performed? How often? How long? Intensity? 1. 2. 3. 4. 5. 6. 2. Which of the behaviors described above occur together (e.g., occur at the same time; occur in a predictable “chain”; occur in response to the same situation)? B. DEFINE POTENTIAL ECOLOGICAL EVENTS THAT MAY AFFECT THE BEHAVIOR(S) 1. What medications does the child take, and how do you believe these may affect his/her behavior? 2. What medical complication (if any) does the child experience that may affect his/her behavior (e.g., asthma, allergies, rashes, sinus infections, seizures)? 3. Describe the sleep cycles of the child and the extent to which these cycles may affect his/her behavior. 4. Describe the eating routines and diet of the child and the extent to which these routines may affect his/her behavior. 1 5. Briefly list the child’s typical daily schedule of activities and how well he/she does within each activity. DAILY ACTIVITIES Activity Child’s Reaction 6:00am 7:00am 8:00am 9:00am 10:00am 11:00am 12:00pm 1:00pm 2:00pm 3:00pm 4:00pm 5:00pm 6:00pm 7:00pm 8:00pm 9:00pm 6. Describe the extent to which you believe activities that occur during the day are predictable for your child. To what extent does the child know what he/she will be doing and what will occur during the day (e.g., when to get up, when to eat breakfast, when to play outside)? How does your child know this? 7. What choices does the child get to make each day (e.g., food, toys, activities?) 2 C. DEFINE EVENTS AND SITUATIONS THAT PREDICT OCCURRENCES OF THE BEHAVIOR(S) 1. Time of Day: When are the behaviors most and least likely to happen? Most likely: Least likely: 2. Settings: Where are the behaviors most and least likely to happen? Most likely: Least likely: 3. Social Control: With whom are the behaviors most and least likely to happen? Most likely: Least likely: 4. Activity: What activities are most and least likely to produce the behaviors? Most likely: Least likely: 3 5. Are there particular situations, events, etc. that are not listed above that “set off” the behaviors that cause concern (particular demands, interruptions, transitions, delays, being ignored, etc.)? 6. What one thing could you do that would most likely make the problem behavior occur? 7. What one thing could you do to make sure the problem behavior did not occur? D. DESCRIBE THE CHILD’S PLAY ABILITIES AND DIFFICULTIES 1. Describe how your child plays (with what? how often?). 2. Does your child have problem behavior when playing? Describe. 3. Does your child play alone? What does he/she do? 4. Does your child play with adults? What toys or games? 5. Does your child play with other children his/her age? What toys or games? 6. How does your child react if you join in a play activity with him/her? 7. How does your child react if you stop playing with him/her? 8. How does your child react if you ask him/her to stop playing with a toy and switch to a different toy? 4 E. IDENTIFY THE “FUNCTION” OF THE UNDESIRABLE BEHAVIOR(S) 1. Think of each of the behaviors listed in Section A, and define the function(s) you believe the behavior serves for the child (i.e., what does he/she get and/or avoid by doing the behavior?) Behavior What does he/she get? Or What exactly does he/she avoid? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 2. Describe the child’s most typical response to the following situations: a. Are the above behavior(s) more likely, less likely, or unaffected if you present him/her with a difficult task? b. Are the above behavior(s) more likely, less likely, or unaffected if you interrupt a desired event (eating ice cream, watching a video)? c. Are the above behavior(s) more likely, less likely, or unaffected if you deliver a “stern” request/command/reprimand? d. Are the above behavior(s) more likely, less likely, or unaffected if you are present but do not interact with (ignore) the child for 15 minutes. e. Are the above behavior(s) more likely, less likely, or unaffected by changes in routine? f. Are the above behavior(s) more likely, less likely, or unaffected if something the child wants is present but he/she can’t get it (i.e., a desired toy that is visible but out of reach)? 5 g. Are the above behavior(s) more likely, less likely, or unaffected if he/she is alone (no one else is present)? F. DEFINE THE EFFICIENCY OF THE UNDESIRABLE BEHAVIOR(S) 1. What amount of physical effort is involved in the behaviors (e.g., prolonged intense tantrums vs. simple verbal outbursts, etc.)? 2. Does engaging in the behaviors result in a “payoff” (getting attention, avoiding work) every time? Almost every time? Once in a while? 3. How much of a delay is there between the time the child engages in the behavior and gets the “payoff”? Is it immediate, a few seconds, longer? G. DEFINE THE PRIMARY METHOD(S) USED BY THE CHILD TO COMMUNICATE 1. What are the general expressive communication strategies used by or available to the child? (e.g., vocal speech, signs/gestures, communication books/boards, electronic devices, etc.) How consistently are the strategies used? 2. If your child is trying to tell you something or show you something and you don’t understand, what will your child do? (repeat the action or vocalization? modify the action or vocalization?) 3. Tell me how your child expresses the following: 6 FUNCTIONS Requests an Object Requests an Action Protests or Escapes Requests Help Requests a Social Routine Requests Comfort Indicates Illness Shows you something NOTES: 7 NONE OTHER CRY OR WHINE TANTRUM AGGRESSION SELF - INJURY COMPLEX SIGNS SIMPLE SIGNS CREATIVE MULTI WORD CREATIVE SINGLE WORD DELAYED ECHO IMMEDIATE ECHO VOCALIZE FACIAL EXPRESSION HEAD NOD/HEAD SHAKE MOVE AWAY FROM YOU MOVE TO YOU GAZE SHIFT LEAD POINT GIVE GRAB & REACH MEANS 4. With regard to receptive communication ability: a. Does the child follow verbal requests or instructions? If so, approximately how many? (List, if only a few). b. Is the child able to imitate someone demonstrating how to do a task or play with a toy? c. Does the child respond to sign language or gestures? If so, approximately how many? (List, if only a few.) d. How does the child tell you “yes” or “no” (if asked whether he/she wants to do something, go somewhere, etc.)? H. WHAT EVENTS, ACTIONS, AND OBJECTS ARE SUPPORTIVE OR PRESENT CHALLENGES TO THE CHILD 1. Describe the things that your child really enjoys. For example, what makes him/her happy? What might someone do or provide that makes your child happy? 2. What kinds of things have you or your child’s care providers done to try and change the problem behaviors? 8 I. DEVELOP SUMMARY STATEMENTS FOR EACH MAJOR PREDICTOR AND/OR CONSEQUENCE Distant Setting Event Triggers Problem Behavior Maintaining Consequence Function Rev. 10/02 9 Motivation Assessment Scale II Test Version – 2.0 Name: Age: Rater: Today’s Date: Behavior Description: Setting Description: Frequency Description (circle only one): More than once per; Year Month Week Day Hour Name: Behavior Description: Enter the name of the individual with the problem behavior. Enter a specific behavior (e.g., hits his head) rather than a more general description of the individual’s behavior (e.g., he gets upset). Rater: Enter the name of the person filling out the scale or being interviewed. Setting Description: Specify the situation where the behavior is a problem (e.g., at home after dinner, during lunch, during one-on-one teaching). Instructions to Raters Rate each of the items on the following pages by circling the number that corresponds to about how often the individual engages in the behavior indicated, in the setting which has been selected. Motivation Assessment Scale II Test Version – 2.0 Item Response 1. Would the behavior occur continuously, over and over, if this person was left alone for long periods of time? (For example, several hours.) Never 2. Does the behavior occur following a request to perform a difficult task? Never 0 Almost Never Seldom 2 1 0 Almost Never Never 0 Almost Never Seldom 2 Never 0 Almost Never Seldom 2 Never 6. Would the behavior occur repeatedly, in the same way, for very long periods of time, if no one was around? (For example, rocking back and forth for over an hour) Never 7. Does the behavior occur when any request is made of this person? Never 0 Almost Never Seldom 2 0 Seldom 2 0 Seldom 2 Never 0 Almost Never Seldom 2 Never 0 Almost Never Seldom 2 Never 0 Almost Never Seldom 2 Never 12. Does the person seem to do the behavior to upset or annoy you when you are trying to get him or her to do what you ask? Never 13. Does the behavior stop occurring when he or she is left alone? Never 0 Almost Never Seldom 2 0 Seldom 2 0 1 4 Half the Time Half the Time Half the Time Half the Time Half the Time Half the Time Half the Time Seldom 2 Half the Time Usually 4 2 Half the Time 3 Always 6 Almost Always Always 6 Almost Always Always 6 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 3 Seldom Almost Always 5 3 1 Almost Never Usually 3 1 Almost Never Half the Time 6 5 3 1 11. Does it appear to you that this person enjoys performing the behavior? (It feels, tastes, looks, smells, and/or sounds pleasing) 4 3 1 10. Does the behavior occur when you take away a favorite toy, food, or activity? Usually 3 1 9. Does the behavior occur whenever you stop paying attention to this person? Half the Time Always 5 3 1 8. Does the behavior occur when there are many people around? 4 3 1 Almost Never Usually 3 1 Almost Never Half the Time Almost Always 5 3 1 5. Does the behavior ever occur to get a toy, food, or activity that this person has been told that he or she can’t have? 4 3 1 4. Does the behavior occur in response to your talking to other persons in the room? Usually 3 1 3. Does this behavior occur when others are attending to him or her? Half the Time Almost Always Always 6 5 Usually 4 Almost Always 5 Always 6 Item Response 14. Does this person seem to do this behavior to upset or annoy you when you are not paying attention to him or her? (For example, if you are sitting in a separate room, interacting with another person) Never 15. Does the behavior stop occurring shortly after you give this person the toy, food, or activity he or she has requested? Never 16. When the behavior is occurring, does this person seem calm and unaware of anything else going on around him or her? Never 17. Does this person seem to do the behavior to get people to stop paying attention to him or her? Never 18. Does the behavior seem to occur when this person has been told that he or she can’t do something he or she had wanted to do? Never 19. Does this person ignore others when engaging in this behavior? Never 0 Almost Never Seldom 2 1 0 Almost Never 0 Seldom 2 0 Seldom 2 0 Seldom 2 0 Seldom 2 Never 21. Do others try and prevent this behavior by not attending to him or her? Never 0 Almost Never Seldom 2 0 Seldom 2 Never 0 Almost Never Seldom 2 Never 24. Does it seem that this behavior occurs most often during “down time”, when there isn’t much activity going on in the classroom/work setting? Never 25. Is this person not asked to do certain tasks because of this behavior? Never 0 Almost Never Seldom 2 Almost Never Seldom 2 0 Seldom 2 Never 0 Almost Never Seldom 2 Never 0 Almost Never Seldom 2 Never 0 Almost Never 1 Usually 4 Half the Time Half the Time Half the Time Half the Time Half the Time Half the Time Half the Time Half the Time Seldom 2 Half the Time Usually 4 2 Half the Time 3 6 Almost Always Always 6 Almost Always Always 6 Almost Always Always 6 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 3 Seldom Always 5 3 1 28. Does the behavior allow the person to “get out of” doing what you ask of him/her? Half the Time Almost Always 5 3 1 27. Does this behavior occur when he or she seems bored? 4 3 1 26. Do others try and “prevent” this behavior by talking to or paying attention to him/her? Usually 3 1 Almost Never Half the Time 6 5 3 1 0 4 3 1 23. Does this person always have access to a particular toy, food, item or activity in an effort to avoid this behavior? Usually 3 1 22. Does this person seem to do the behavior to get you to spend some time with him or her? Half the Time Always 5 3 1 Almost Never 4 3 1 20. Does the behavior stop occurring shortly after (one to five minutes) you stop working or making demands of this person? Usually 3 1 Almost Never Half the Time Almost Always 5 3 1 Almost Never 4 3 1 Almost Never Usually 3 1 Almost Never Half the Time Almost Always Always 6 5 Usually 4 Almost Always 5 Always 6 Item 29. Does this person spend much time alone, in an effort by others to stop this behavior? Response Never 0 Almost Never Seldom 2 1 30. Does this person always seem to have oneon-one attention from others in an effort to prevent this behavior? Never 31. Would this behavior occur if he or she was denied access to something he/she wanted? Never 0 Almost Never Almost Never Seldom 2 Never 0 Almost Never Seldom 2 Never 0 Almost Never Seldom 2 Never 0 Almost Never Seldom 2 Never 0 Almost Never Seldom 2 Never 0 Almost Never Seldom 2 Never 0 Almost Never Seldom 2 Never 39. Do others try and “prevent” this behavior by giving him or her something to do, eat or play with? Never 40. Would the behavior occur continuously, over and over, if this person was in an unstructured setting (i.e., no demands, little attention) for long periods of time? (For example, several hours) Never 41. Does it seem that this behavior occurs most often during group activities? Never 0 Almost Never Seldom 2 0 Seldom 2 0 Seldom 2 0 Seldom 2 Never 43. Does the person seem to do the behavior to upset or annoy you when you are interacting with him or her? Never 0 Almost Never Seldom 2 Almost Never 1 Usually 4 Half the Time Half the Time Half the Time Half the Time Half the Time Half the Time Half the Time Half the Time Seldom 2 Half the Time Usually 4 2 Half the Time 3 6 Almost Always Always 6 Almost Always Always 6 Almost Always Always 6 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 3 Seldom Always 5 3 1 0 Half the Time Almost Always 5 3 1 42. Would the behavior occur repeatedly, in the same way, for very long periods of time? (For example, rocking back and forth for over an hour) 4 3 1 Almost Never Usually 3 1 Almost Never Half the Time 6 5 3 1 Almost Never 4 3 1 38. Does this behavior occur when everyone seems to be busy and not able to attend to him or her? Usually 3 1 37. Does this person seem to enjoy his or her time alone? Half the Time Always 5 3 1 36. Are requests not made of this person for fear they will engage in the behavior? 4 3 1 35. Would giving him or her a favorite object, food or other item stop the behavior? Usually 3 1 34. Does the presence of other people make this behavior less likely to occur? Half the Time Almost Always 5 3 1 33. Does the behavior seem to occur most often when others try to interact with him or her? 4 3 1 32. Does engaging in this behavior seem to make him or her happy, content, or less frustrated? Usually 3 1 0 Half the Time Almost Always Always 6 5 Usually 4 Almost Always 5 Always 6 Item 44. Does this person seem to like having other people around him or her? Response Never 0 Almost Never Seldom 2 1 45. Does saying “no” to a request start to make him or her upset? Never 0 Almost Never Never 0 Almost Never Seldom 2 Never 0 Almost Never Seldom 2 Never 0 Almost Never Seldom 2 Never 0 Almost Never Seldom 2 Never 0 Almost Never Seldom 2 Never 0 Almost Never 1 Half the Time Half the Time Half the Time Half the Time Seldom 2 Half the Time Usually 4 2 Half the Time 3 6 Almost Always Always 6 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 Almost Always Always 6 5 Usually 4 3 Seldom Always 5 3 1 51. Does this person seem “driven” to complete the behavior? 4 3 1 50. Does the behavior occur when you indicate that it is time to move to a new activity? Usually 3 1 49. Does the behavior stop when you pay attention to this person Half the Time Almost Always 5 3 1 48. Does the behavior stop occurring shortly after (one to five minutes) you leave him or her alone? 4 3 1 47. Does it seem this behavior most often occurs during instructional periods? Usually 3 1 46. Does this behavior occur when he or she is expected to work independently? Half the Time Almost Always Always 6 5 Usually 4 Almost Always 5 Always 6 Scoring Transfer the numeric Response for each Item to the blanks below. Scores are organized into columns by type of motivation. Total each column of numbers (Total) and calculate the Mean (Total divided by the number of questions in that column) for each motivation. Determine the Ranking for each motivation by assigning the number “1” to the motivation with the highest Mean score, “2” to the motivation with the second highest Mean score, and so forth. Sensory Escape Demands Escape Attention Attention Tangible 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 20. 17. 22. 18. 19. 25. 21. 26. 23. 24. 28. 29. 30. 31. 27. 36. 33. 34. 35. 32. 47. 37. 38. 39. 40. 41. 44. 45. 42. 43. 49. 50. 46. 48. 51. Sensory Escape Demands Escape Attention Total Mean Rank V. Mark Durand ©2002 Attention Tangible ABA503 Assignment 1 Rubric Grading item Completely accurate in content and clearly articulated Partially inaccurate in content AND unclear in articulation 1 Item is missing or completely inaccurate in content 5 Partially inaccurate in content OR somewhat unclear in articulation 3 Case Summary, including person whose behavior will be targeted Target Behaviors 5 3 1 0 Operational Definitions of Target Behaviors 5 3 1 0 Rationale for changing behaviors 5 3 1 0 Choice of indirect assessment tool (MAS, QABF, or FAI) 4 3 1 0 Identification of 2 people to complete the assessment and why 6 (3 points each) 4 2 0 Completed assessment for 1st person 15 10 5 0 Completed assessment for 2nd person 15 10 5 0 0 Total Data analysis: scored assessment (for MAS or QABF) plus written summary of results (for MAS, QABF, or FAI) for 1st person completing assessment 15 10 5 0 Data analysis: scored assessment (for MAS or QABF) plus written summary of results (for MAS, QABF, or FAI) for 2nd person completing assessment 15 10 5 0 Overall Writing (clarity, APA style formatting, proper citations) 10 7 3 0 Final Grade Additional Comments: APA Style Links: 1) Sample student paper using APA style: https://apastyle.apa.org/style-grammar-guidelines/paper-format/student-annotated.pdf 2) Student Paper Setup Guide: https://apastyle.apa.org/instructional-aids/student-paper-setup-guide.pdf 3) Heading Levels Template for a Student Paper: https://apastyle.apa.org/instructional-aids/heading-template-student-paper.pdf 4) Student Title Page Guide: https://apastyle.apa.org/instructional-aids/student-title-page-guide.pdf 5) Reference Examples: https://apastyle.apa.org/style-grammar-guidelines/references/examples Functional Assessment Interview Functional Assessment Interview Overview: The Functional Assessment Interview (FAI; O’Neill et al., 1997) is a semi-structured interview with 11 sections, which is designed to gather information about a behavior and the circumstances under which it occurs. Available from ConnectAbility.ca Overview The Functional Assessment Interview Form (FAI; O’Neill et al., 1997) is a semi-structured interview designed to gather information about a behavior and the circumstances under which it occurs. The interview consists of 11 sections that help caregivers/teachers describe the behavior, identify antecedents and consequences, and identify medical conditions. The interview also inquires about an individual’s communication skills, successful and unsuccessful teaching strategies and activities; effective reinforcers, interventions previously attempted, and developed hypotheses. It does not result in scores to identify behavior function but does yield information that may be helpful in solving problem behaviors. In 2003, The Center on Social and Emotional Foundations for Early Learning at University of Illinois at Urbana-Champaign created an FAI Form for young children, which can be accessed at http://csefel.vanderbilt.edu/modulesarchive/module3a/4.pdf. Summary Functional Assessment Interview By Robert E. O’Neill The Functional Assessment Interview (FAI) is an important part of a functional behaviour assessment. The FAI consists of a series of questions designed to gather information about a child’s behavior. Unlike the Motivation Assessment Scale (MAS), the FAI does not include scores that help to identify the function of the behavior. The FAI, however, helps you gather information that you and a consultant would then use when problem solving around a problem behavior. The first set of questions guides you as you describe the behavior. Then you are asked questions about the “ecological/setting events”, such as the child’s recent eating and sleeping habits. A description of the immediate antecedents (when, what, where and with whom the behavior occurs) and consequences of the behavior (what the child gets or avoids by engaging in the behavior) are also required. You are also asked questions about the child’s abilities and difficulties, likes and dislikes, and method and level of communication. As someone who works closely with the child, you might be able to answer many of these questions. It is important, however, to interview people who may have other information about the child – such as other staff members, the child’s parents and, where appropriate, the child himself – in order to gather as much information as possible. 1 Functional Assessment Interview By bringing your attention to the antecedents (things that happened before the behavior) and the consequences (things that happen as a result of the behavior) of the behavior, the FAI helps you to identify not only the problem behavior(s), but also the possible reasons for it. The FAI also brings your attention to the skills, interests, challenges and communication issues of the child. We have attached a completed FAI form for you to read. As you can see, there is much more detailed information included in the FAI than in the MAS. We have also included a blank copy of the FAI that you might want to use. Age: N/A Time to Administer: 45-90 minutes Method of Administration: Interview with caregiver or teacher, which results in a hypothesis regarding behavior No scores yielded but resulting information can provide basis for intervention to address problem behavior Subscales: Components: Behavior description (topography, frequency, duration, intensity); Ecological/setting events; Immediate antecedents (most and least likely times, settings, people, activities); Consequences/outcomes that maintain; Efficiency of behavior (effort required, frequency of reward, latency between behavior and reward); Communication strategies; Reinforcers; Intervention history Reference O’Neill, R.E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional Assessment and Program Development for Problem Behavior. Pacific Grove, CA: Brooks/Cole Publishing. 2 Questions About Behavior Function (QABF) Paclawskyj, T. R., Matson, J. L., Rush, K. S., Smalls, Y., & Vollmer, T. R. (2000) QABF Link to publication in Research and Developmental Disabilities, 2000 https://www.sciencedirect.com/science/article/abs/pii/S0891422200000366?via%3Dihub Overview: The Questions About Behavioral Function (QABF) is a 25-item rating scale used to assess the functions or reasons behind challenging behaviors in individuals with intellectual disabilities and/or autism. It helps identify the variables maintaining problem behaviors by assessing five key functions: attention, escape, non-social, physical, and tangible. Here's a more detailed breakdown: • Purpose: The QABF is designed to help professionals understand why a person might be engaging in a particular challenging behavior, which is crucial for developing effective interventions. • Structure: The QABF consists of 25 questions, with five questions related to each of the five functions (attention, escape, non-social, physical, and tangible). • Scoring: Items are scored on a Likert-type scale (e.g., never, rarely, sometimes, often). The scores from each function are then compared to determine which function is most likely maintaining the behavior. • Administration: The QABF can be completed and scored in about 20 minutes. • Functions: The five functions assessed by the QABF are: • • Attention: The behavior may be occurring to get attention from others. • Escape: The behavior may be occurring to avoid a task or situation. • Non-social: The behavior may be occurring as a form of automatic reinforcement. • Physical: The behavior may be occurring due to pain or physical discomfort. • Tangible: The behavior may be occurring to gain access to a desired item or activity. Research: Numerous studies have confirmed the clinical usefulness of the QABF in assessing the functions of various challenging behaviors in people with different types of disabilities. Questions About Behavior Function (QABF) Paclawskyj, T. R., Matson, J. L., Rush, K. S., Smalls, Y., & Vollmer, T. R. (2000) • Limitations: While the QABF is a valuable tool, it's important to note that it's an indirect assessment method, meaning it relies on the reports of others who know the individual well. Therefore, it's recommended to use it in conjunction with other assessment methods, such as direct observation and functional analysis. Instructions 1. Prepare the Questionnaire: 2. Ensure you have the necessary QABF form and the individual’s behavior history. · Collect Information: 3. Gather input from teachers, caregivers, and others who are familiar with the individual’s behavior. 4. Administer the QABF: 5. Ask the team to rate various potential functions of behavior based on their observations. Common categories include: a. Attention b. Escape c. Tangible d. Automatic e. Other 6. Rate the Behavior: • Rate each item on the questionnaire: 0 = Never 1 = Rarely 2 = Some 3 = Often -- to indicate how well each function explains the individual’s behavior. 7. Analyze the Results: • Sum the scores in each category to determine which function is most likely to explain the behavior. 8. Interpretation and Plan: • Use the most highly rated function(s) to guide the development of intervention strategies targeting the identified function of the behavior. Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.
