Conducting School-Based Functional Behavioral Assessments: A Practitioner's Guide

Description

Widely recognized as a gold-standard resource, this authoritative book has been revised and expanded with 50% new material. It provides a complete introduction to functional behavioral assessment (FBA), complete with procedures, forms, and tools that have been piloted and refined in both general and special education settings. Numerous vivid examples illustrate how to use the authors' behavior-analytic problem-solving model (BAPS) to synthesize assessment results and guide the design of individually tailored interventions. Practitioners and students enjoy the engaging, conversational tone. In a convenient large-size format, the book includes 17 reproducible checklists and forms. Purchasers get access to a companion webpage where they can download and print the reproducible materials. New to This Edition *Revised BAPS model reflects the latest research and offers a more comprehensive approach to FBA. *Chapters on professional and ethical standards; analyzing how biological/medical conditions, thoughts, and emotions influence behavior; and analyzing how executive skills deficits influence behavior. *Chapters on testing hypotheses about the functions of problem behavior; testing reinforcer effectiveness; and evaluating function-based interventions. *Chapter providing applied learning experiences for professionals and students. *Most of the reproducible tools are new or revised. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas. Cover Half Title Page Series Page Title Page Copyright Dedication About the Authors Foreword Preface Acknowledgments Contents 1. Introduction to Functional Behavioral Assessment A Functional Perspective What Is FBA? FBA Methods Indirect Assessment Descriptive Assessment Experimental Analysis Treatment Analysis FBA and Philosophy Philosophical Doubt Empiricism Interactionism Behavioral Compassion Behavioral Empathy FBA and Problem Solving Phase 1: Identification and Description of Interfering Behavior Phase 2: Recording Current Levels of Interfering Behaviors Phase 3: Identifying and Describing Antecedent, Consequence,and Associated Variables Phase 4: Conceptual Synthesis Phase 5: Linking Assessment Data to Interventions Phase 6: Implementation Phase 7: Progress Monitoring Summary 2. Professional Standards and Ethical Considerations National Association of School Psychologists Behavior Analyst Certification Board Who Is Qualified to Conduct an FBA? Behavioral Skills Training to Promote and Maintain FBA Competencies Resources to Support and Evaluate Competencies in FBA Functional Behavioral Assessment Competency Scale Functional Behavioral Assessment Procedural Checklist Summary Form 2.1. Functional Behavioral Assessment Competency Scale (FBACS) Form 2.2. Functional Behavioral Assessment Procedural Checklist (FBAPC) Form 2.3. Functional Behavioral Assessment Informed Consent Form 3. Conceptual Foundations of Functional Behavioral Assessment Functional Antecedents and Consequences Consequence Variables Positive Reinforcement Negative Reinforcement Individually Mediated, Socially Mediated, and Automatic Reinforcement Antecedent Variables Discriminative Stimuli Motivating Operations SDs and MOs Antecedents and Consequences: A Summary Additional Behavior‑Analytic Terms and Concepts Response Classes (When It Rains . . . It Pours) Response Class Hierarchies (First the Sky Darkens, Then There Is Thunder and Lightning Followed by a Light Rain . . . Then It Pours) The Matching Law Summary 4. Behavior Analysis of Medical Conditions, Emotions, and Thoughts Biological and Medical Influences on Behavior How Exactly Do Biological and Medical Variables Affect Interfering Behaviors? The Influence of Emotions on Behavior How Exactly Do Emotions Affect Interfering Behaviors? The Influence of Thoughts on Behavior How Exactly Do Thoughts (Covert Verbal Behaviors) Affect Interfering Behaviors? Summary 5. Executive Skills Executive Skills: A Brief Introduction Executive Skills Intervention Intervention Example 1: Response Inhibition Intervention Example 2: Flexibility Summary Form 5.1. Executive Skills Questionnaire for Parents/Teachers Form 5.2. Executive Skills Questionnaire for Students Form 5.3. Executive Skills Problem Checklist, Elementary Version—Teacher Form 5.4. Executive Skills Problem Checklist, Middle/High School Version Form 5.5. Executive Skills Problem Checklist, Elementary Version—Parents 6. The Behavior-Analytic Problem‑Solving Model Rationale for the BAPS Model The Evolution of Conceptual Models The Three‑Term Conceptual Model The Four‑Term Conceptual Model The Five‑Term Conceptual Model The Eight‑Term Conceptual Model Components of the BAPS Model Interfering Behavior Context Personal Characteristics Skill Delays/Deficits Motivational Triggers (MOs) Sources of Reinforcement (SDs) Reinforcing Consequences Parameters of Reinforcement Summary Using the Behavior‑Analytic Problem Solving: Assessment Results Recording Form Step 1: Interfering Behavior Step 2: Context Step 3: Reinforcing Consequences Step 4: Motivational Triggers (MOs) Step 5: Sources of Reinforcement (SDs) Step 6: Personal Characteristics Step 7: Skill Delays/Deficits Step 8: Parameters of Reinforcement Case Examples of the BAPS Model The Case of the Missing Snack Additional Case Examples Communicating FBA Results and Recommendations Using the BAPS Model BAPS Revelations Summary Summary Form 6.1. Behavior-Analytic Problem Solving: Assessment Results 7. Indirect Functional Behavioral Assessment Indirect FBA Considerations for Evaluators Conducting Indirect FBAs Indirect FBA Procedures Review of Records Analysis of Rating Scale Results Interviews Behavior‑Analytic Problem‑Solving Interview Behavioral Stream Interview Summary Form 7.1. Behavior-Analytic Problem-Solving Interview (BAPS-I) 8. Descriptive Functional Behavioral Assessment Defining Behavior Recording Behavior Frequency Recording Duration Recording Latency Recording Interval Recording Performance‑Based Behavior Recordings Conducting Descriptive FBAs Functional Behavioral Assessment Observation Form Incident‑Based Functional Assessment Form Conditional Probability Record Interval Recording Procedure Task Analysis Recording Procedure Comparing and Contrasting Descriptive FBA Procedures Summary Case Example: Indirect and Descriptive FBA Background Information Critique of Previous Evaluations Presenting Referral Concerns The Functional Behavioral Assessment Process Recommendations Case Outcomes Form 8.1. Functional Behavioral Assessment Observation Form (FBAOF) Form 8.2. Incident-Based Functional Assessment Form (IBFAF) Form 8.3. Conditional Probability Record (CPR) Form 8.4. Interval Recording Procedure (IRP) 9. Experimental Functional Behavioral Assessment Extended Functional Analysis Considerations Case Example of Extended Functional Analysis Brief Functional Analysis Case Example of Brief Functional Analysis Trial‑Based Functional Analysis Case Example of Trial‑Based Functional Analysis Synthesized Functional Analysis Case Example of Synthesized Functional Analysis Structural Analysis Case Example of Structural Analysis Summary Form 9.1. Task Difficulty Antecedent Analysis Form 10. Preference Assessment and Experimental Analysis of Reinforcer Effectiveness Preference Assessment Indirect Assessment of Potential Reinforcers Descriptive Assessment of Potential Reinforcers Preference Assessment Considerations Experimental Analysis of Reinforcer Effectiveness Case Example Summary 11. Function-Based Interventions Antecedent Interventions Linking FBA Results to Antecedent Interventions Teaching and Reinforcement‑Based Interventions Linking FBA Results to Teaching and Reinforcement‑Based Strategies Consequence‑Based Strategies to Reduce Interfering Behavior Linking FBA Results to Consequence‑Based Strategies to Reduce Interfering Behavior Behavior‑Analytic Problem Solving: Function‑Focused Intervention Using the Behavior‑Analytic Problem Solving: Function‑Focused Intervention Planning Tool Case Example of Function‑Focused Planning Summary Form 11.1. Behavior-Analytic Problem Solving: Function-Focused Intervention 12. Treatment Analysis Treatment Effectiveness Assessment Case Example of Treatment Effectiveness Assessment Treatment Comparison Analysis Case Examples of Treatment Comparison Analyses Summary 13. Functional Behavioral Assessment Report Templates and Examples The FBA Report Template Identifying Information Evaluation Dates Reason for Referral Purposes of the FBA Description of Assessment Procedures Relevant Background Information Results: Identification and Description of Interfering Behaviors Results: Documentation of Current Levels of Interfering Behaviors Results: Graphic Display of Interfering Behaviors Results: Behavior‑Analytic Interviews Results: Behavior‑Analytic Observations Results: Experimental Analyses Synthesis of Results Results: Behavior‑Analytic Treatment Assessments Summary Interpretive Session with Parent(s)/Guardian(s) Recommendations for the Team’s Consideration Summary Form 13.1. Behavioral Assessment Report 14. Applied Learning Experiences Applied Learning Experience 1: Identifying, Describing, and Recording Behavior Identifying Behavior Describing Behavior Selecting a Behavior Recording Procedure Using the Behavior Recording Procedure Interpreting the Behavior Recording Procedure Data Applied Learning Experience 2: Behavior Recording Practice Applied Learning Experience 3: Interobserver Agreement (IOA) Applied Learning Experience 4: Four‑Term Contingency Applied Learning Experience 5: Four‑Term Contingency Applied Learning Experience 6: Four‑Term Contingency Applied Learning Experience 7: Behavior‑Analytic Interview (Role Play) Applied Learning Experience 8: Behavior‑Analytic Interview (Actual Case) Applied Learning Experience 9: Designing the Interval Recording Procedure (IRP) Applied Learning Experience 10: Implementing the IRP Applied Learning Experience 11: Behavior‑Analytic Observation Applied Learning Experience 12: Designing Experimental Analyses Applied Learning Experience 13: Conducting Experimental Analyses Applied Learning Experience 14: Behavior‑Analytic Problem Solving (BAPS) and Case Conceptualization Applied Learning Experience 15: Identifying Reinforcers Applied Learning Experience 16: Behavior‑Analytic Problem Solving (BAPS) and Function‑Focused Intervention Applied Learning Experience 17: Treatment Analysis (Treatment Effectiveness) Applied Learning Experience 18: Treatment Analysis (Treatment Comparison) Applied Learning Experience 19: Explaining Assessment Results and Recommendations Applied Learning Experience 20: Consultation, Training, and Supervision Summary 15. It’s the Final Chapter Case Examples of Pliable and Flexible FBAs The Suspended Student Several Target Behaviors Uninformed Consent and Tardiness The English Language Learner It Takes a Village Low‑Rate, High‑Intensity Behaviors and Variables That Are Unethical to Manipulate Peer‑Mediated Reinforcement Parting Shots Appendix. Functional Behavioral Assessment Rating Scale (FuBARS) References Index