Beruflich Dokumente
Kultur Dokumente
University of Kansas
Brent Seager
Table of Contents
Abstract.page 4
Purpose of the FABI.....page 5
FABI Processpage 6
MODULE SIX: FABI
Identification of Student...page 6
Conducting Functional Assessment..page 6
Baseline Datapage 7
Designing the Intervention....page 8
Implementing/Testing the Intervention.page 8
Conclusion.page 9
Strengths....page 9
Areas for Improvement..page 9
References..page 10
Appendix Apage 11
Table One...page 11
Table Two..page 12
Appendix Bpage 14
Table One...page 14
Table Two..page 19
Table Threepage 22
Appendix Cpage 25
Table One...page 25
Table Two...page 28
Appendix Dpage 29
Table One...page 29
Appendix E.page 42
Table Onepage 42
Abstract
The purpose of this paper is to analyze the FABI process by reviewing documents and
studies completed in the SPED 743 course. The main purpose of this review is to identify and
MODULE SIX: FABI
determine the areas of strength and areas needing improvement in the FABI process, based upon
a review of the data that was collected in SPED 743 for the FABI assignment. The review will
center on the purpose of the FABI process, the entire FABI process from selection of student to
the implementation of the intervention, and suggestions for improvement and areas of strength.
Also, included within the paper is the review of the FABI process that are supported by
documents, data, graphs, and other information that were used in SPED 743 to collect data and
determine the effectiveness of the intervention. It is important to note that the student that will
be identified in the review of the FABI process from SPED 743 is identified by the initials of
students needing a functional behavior assessment (FBA). This also includes designing an FBA
and collecting data to select and develop an appropriate behavior intervention plan (BIP).
Perhaps one of the most important steps in the FABI experience is implementing the BIP and
collecting data to determine if the BIP is effective or ineffective. The teacher will then need to
collect information on the social validity of the FBA/BIP, to ensure that the intervention was
appropriate and that data was collected in the prescribed manner. While many school districts
have several different procedures in place for those responsible for writing and implementing the
MODULE SIX: FABI
FBA and BIP, it is vital as an educator to learn about the process to know what information will
need to be collected to ensure that the best FBA and BIP are implemented.
In Dutt & et al., 2016, the significance of learning how to design and implement the FBA
and BIP is set in place by the Individuals with Disabilities Education Act (IDEA) to address
behaviors that negatively impact learning for the student(s) identified. According to Dutt & et
al., the main purpose of the FBA is to determine the function of a behavior, the antecedent of the
behavior, and the consequence of the behavior; while monitoring the frequency and setting as
well to examine the factors in which a behavior(s) is most likely to occur. The information from
the FBA is vital in developing the BIP, as the FBA is like an outline to put the best plan of action
in place to address challenging behaviors in the classroom. One of the biggest reasons why the
FABI process is essential is to ensure that the amount of discrepancies found in the FBA/BIP are
reduced; and this is supported by the research of Dutt & et al., in which several studies of
FBA/BIP processes have yielded many concerning results in designing and implementation. The
FBA/BIP processes have many steps and requirements that must be completed, and the FABI
experience at the University of Kansas allows educators to practice implementing each step to
prepare them to use the FBA/BIP processes for students in their schools (Dutt & et al., 2016, p.
233-237).
FABI Process
Identification of Student
Before beginning the FABI process with the FBA & BIP, a student must be selected, this
can be accomplished by numerous methods including: teacher interviews, rating scales, formal
and informal observations, recommendations, and risk factors. The documents table one and
table two in Appendix A reviews the process of the FABI project of identifying and selecting a
student needing an FBA & BIP. One of the main factors in considering the need for an FBA &
BIP for the FABI project and within the school is the extent that the behavior is impacting the
MODULE SIX: FABI
learning environment for the student and their peers. This consideration factor is supported by
the evidence of the document in Appendix A and by Scott & Cooper, 2013, in which the extent,
frequency, and impact of a students behavior need to be considered before selecting the student
for the FBA & BIP (Scott & Cooper, 2013, p. 110). Another consideration factor before selecting
a student should be to determine if tier one or tier two interventions have been used, as this will
ensure that an FBA & BIP is an appropriate intervention for the student.
Conducting Functional Assessment
To conduct a functional assessment, the teacher must observe the student in a variety of
educational settings. The teacher must also interview the student, parents or guardians, and other
settings of when the undesired behavior(s) are occurring (Wehmeyer & et al., 2004, p. 29-31). In
Appendix B, table one, I have included an assessment that I provided to T.W. to determine the
challenges that the student is having and when the student believes that the undesired behaviors
are most likely to occur. In Appendix B, table two, I have included a teacher interview about the
student and their behavior in the classroom, as this information is also vital prior to starting an
FBA. Interviewing parents or guardians is also important, as it allows the teacher to determine if
the behavior(s) occur at home as well; in Appendix B, table three, I have provided the interview
with the parent to show that it was completed prior to beginning the FBA. While there are
several steps that must occur before an FBA can be started, these steps work to ensure that the
person conducting the FBA has a good overall picture of which behaviors and actions to observe
teacher observing an indication of where, when, and under what conditions an undesired
behavior(s) will occur. According to Wood & et al., 2011, identifying examples and non-
MODULE SIX: FABI
examples and operational definitions of the target behavior is essential prior to collecting
baseline data (Wood & et al., 2011, p. 222-223). This will ensure that the correct target
behavior(s) are recorded and this will allow the teacher or observer to develop a baseline for the
occurrence of the target behavior(s) in each environment or setting. In Appendix C, table one,
there is an example of the information that is used to provide examples (on-task) and non-
examples (off-task) and operational definitions of the target behavior (off-task) to collect
accurate baseline data. Also included in Appendix C, table two, is a graph of the baseline data
collected for the student, which was used to determine if the amount of time that the student was
displaying the target behavior and to help guide in designing the BIP.
and other forms of data must be analyzed to ensure that the designer of the intervention has taken
every aspect into consideration to ensure that a successful intervention can be designed.
According to Mueller & et al., 2012, effective BIPs are evidence-based, and are used to teach
students missing skills or replacement behaviors, which will allow them to participate in all
school environments (Mueller & et al., 2012, p. 39-40). Included in Appendix D, table one is the
completed FABI planning form, which includes examples (on-task) and non-examples (off-task)
of target behaviors and replacement behaviors, and how the intervention will be implemented
across all school environments. While this is a complex process, it is imperative that this step is
completed in a thorough and concise manner, to ensure that all aspects and concerns are covered
and addressed.
Implementing/Testing the Intervention
Implementing and testing the intervention is one of the most challenging aspects, as
observers must agree on the definition of the target behavior and consistently enforce the BIP
successfully implement and test the effectiveness of the intervention, inter-observer agreement
(IOA) should be consistent around 95% or higher (Strickland-Cohen & Horner, 2015, p. 87-89).
To ensure that IOA percentages are consistent, training should be provided to all observers to
ensure that everyone is on the same page while observing the student during the intervention.
Appendix E, table one, shows the implementation, testing, and observer information for T.W.
during the SPED 743 course, which indicates that the intervention was successful in helping to
reduce the occurrence of the target behavior across all school environments.
Conclusion
Strengths
The biggest strength of the FABI assignment for SPED 743 was the success of the
intervention designed for T.W. The student increased the amount of on-task behaviors and time
on-task in the classroom, which allowed the student to better utilize instructional time and
improve their grades in all courses. Also, the peers of T.W. were less distracted and able to
participate in the classroom. Another strength of the FABI assignment was the social validity
and treatment integrity, as the intervention and data collected was accurate and appropriate for
the needs of the student. Perhaps the biggest strength of the FABI was breaking it into smaller
portions, as this allowed more accurate data to be collected over the course of several class
periods and environments; which provided more accurate data to determine the effectiveness of
the intervention.
Areas for Improvement
While there were many successful aspects of the FABI assignment, there were also a few
areas that I would improve upon in the future. The biggest area that I see for improvement
would be to have additional people evaluating and observing the student. I would also want to
have more observational data on the student when they are completing or participating in a
preferred activity. Perhaps the biggest area for improvement in the future would be to select one
measurement for the on-task and off-task recording systems, as I used two different methods at
MODULE SIX: FABI
once. This was confusing for some observers at first, and I believe that selecting one
measurement system will yield better results in the future. While there are other areas that could
be improved, I believe that the areas mentioned above are a great start to ensuring that I have the
functional behavior assessments and interventions for school personnel. The Journal of
17(2), p. 87-89.
Wehmeyer, M.L., Baker, D.J., Blumberg, R. & Harrison, R. (2004). Self-determination and
Appendix A
Table One
School:
Team Members:
3. Does the student have multiple risk factors (e.g., harsh and inconsistent
parenting or high mobility) making him or her more susceptible to school
failure and/or dangerous behavior?
4. Has the student been (a) placed in an alternative setting for behavior
dangerous to him or herself or others (b) placed in an alternative setting for
45 days due to drug or weapons violations? Or (c), has the student been
suspended from school for more than 10 days or has that suspension resulted
in a change in placement (Drasgow & Yell, 2001)?
*If you answered yes to the first three questions, a FABI may be warranted. If you answered
yes to the fourth question, a FABI is mandated by the Individuals with Disabilities Act (IDEA,
2004).
Table Two
Referral Checklist for Team 6
Functional Assessment-Based Interventions
DIRECTIONS: Please check the schoolwide data that were used to recommend this student for
a Functional-Assessment based intervention (FABI) and include a brief description of the
concern.
Academic Outcomes
State assessment scores:
Click or tap here to enter text.
Report Cards (e.g., course failures, low HS credit earnings, progress reports):
Low grades in core classes, multiple missing assignments in all classes.
Referrals for other school services (e.g., prereferral team, behavior specialist, special
education, counseling):
Click or tap here to enter text.
Appendix B
Table One
STUDENT ASSESSMENT
Student: ___________T.W.__________________________________________________
Date: __9/21/2016___________________
____________________________________________________________________________
MODULE SIX: FABI
1. When do you think you have the fewest problems with off-task (target
behavior) in school? Whenever I am in a class that I do not have too much work in, this is
usually in one of my exploratory classes, as I do not have homework in these classes.
2. When do you think you have the most problems with off-task (target behavior) in
school?
During classes in which I think that I have too much work or I do not understand what the
teachers are talking about. The classes are math, chemistry, and English.
4. What changes could be made so you would have fewer problems with _off-task________
(target behavior)?
Getting my work done in class, asking for help, seeking the teacher out to set new due
dates.
4. What kind of rewards would you like to earn for good behavior or good schoolwork?
I would like to earn time in order to play games on the iPad, I would also like to earn a pass
for one assignment or test in math, chemistry, and English.
Handwriting 1 2 3 4 5
Science 1 2 3 4 5
Social 1 2 3 4 5
Studies
English 1 2 3 4 5
Music 1 2 3 4 5
P.E. 1 2 3 4 5
Art 1 2 3 4 5
Is there any type of homework you have ever done that youve liked?
Social studies homework is some of the only homework that I will work on because I enjoy
history and social studies.
MODULE SIX: FABI
Is there any type of Studying you have ever done that youve liked?
Not that I can remember.
Is there any type of activities you have ever done that youve liked?
Earning money doing chores, working at a part-time job.
STUDENT ASSESSMENT
STUDENT: ________T.W._______________________
DATE: ________9/21/2016___________________________
1. In general, is your work too hard for you? always sometimes never
2. In general, is your work too easy for you? always sometimes never
4. Do you think work periods for each subject always sometimes never
are too long?
5. Do you think work periods for each subject always sometimes never
are too short?
8. Do you think you get the points or rewards always sometimes never
you deserve when you do good work?
11. Are there things in the classroom that always sometimes never
distract you?
12. Is your work challenging enough for you? always sometimes never
MODULE SIX: FABI
Table Two
TIME STARTED: 1:00
Student: T.W.
Age: 17 Sex: M F
b. Off-task
d. Off-task
e. Talking out
3.What procedures have you followed when the behaviors first occurred?
a. Redirecting behavior
MODULE SIX: FABI
b. Student is asked if they need to work in a different area in the classroom or outside of the
classroom.
b. Monday mornings and Wednesday mornings is when the behavior is noticed the most.
8.Is there any circumstance under which the behavior does not occur?
a. When student participates in collaborative groups of their choosing.
9.Is there any circumstances under which the behavior always occurs?
a. During non-preferred activities, such as taking notes, homework assignments, lectures, etc.
10.Does the behavior occur more often during certain times of the day?
a. In the morning, but it does occur in the afternoon as well.
11. Does the behavior occur in response to the number of people in the immediate environment?
a. No, as it seems to occur even when other students are absent or working outside of the
classroom or in different areas in the classroom.
b. Verbal praise
16.Is the student taking any medication that might affect his/her behavior?
a. Not to my knowledge.
17.Could the students behavior be signaling some deprivation condition (e.g. thirst, hunger, lack
of rest, etc.)?
a. It could be from a lack of sleep, as student is usually more tired at the beginning of the week.
18. Could the behavior be the result of any form of discomfort (e.g., headaches, stomachaches,
blurred vision, ear infection, etc.)?
a. Not to my knowledge.
19.Could the behavior be caused by allergies (e.g., food, materials in the certain environments,
etc.)?
a. Not to my knowledge.
21.Are there any observable events that signal the behavior of concern is about to occur?
a. Student becomes disengaged during instruction.
c. Student is off-task playing games, etc. on iPad instead of working on the lesson.
b. Student is asked if they need to work in a different area in the classroom or outside of the
classroom.
Comments:
MODULE SIX: FABI
Table Three
TIME STARTED: 1:20
StudentT.W
Age: 17 Sex: M F
g. Off-task
3. What procedures have you followed when the behaviors first occurred?
f. Grounded the student
e. The student does not understand the concepts or content being taught
8.Is there any circumstance under which the behavior does not occur?
b. When the student is at home
9.Is there any circumstances under which the behavior always occurs?
b. At school
10.Does the behavior occur more often during certain times of the day?
b. Morning time during the school year
c. Every Monday
11.Does the behavior occur in response to the number of people in the immediate environment?
b. No
e. Preferred activities such as free choice time on iPad, talking to friends, etc.
16. Is the student taking any medication that might affect his/her behavior?
b. No
17.Could the students behavior be signaling some deprivation condition (e.g. thirst, hunger, lack
of rest, etc.)?
b. No
18.Could the behavior be the result of any form of discomfort (e.g., headaches, stomachaches,
blurred vision, ear infection, etc.)?
b. No, student is healthy and visits physician as needed.
19.Could the behavior be caused by allergies (e.g., food, materials in the certain environments,
etc.)?
b. No
c. Defiance
21.Are there any observable events that signal the behavior of concern is about to occur?
e. Student does not engage or becomes disinterested
Comments:
TIME COMPLETED: _2:00_______
TOTAL TIME: _40 minutes_________
MODULE SIX: FABI
Appendix C
Table One
Student Name: T.W. Student ID: Click or tap here to enter text.
School: L.H.S. Date of Birth: Click or tap here to enter text.
Current Grade Level: 11th Special Education: Yes No
Gender: M Disability Eligibility: OHI
Parent(s): R.R. Parent(s) Contact Number: Click or tap here to
enter text.
Date of Assessment: Classroom teacher: M.B.
depending upon the lessons and activities in the classroom. Examples of the students off-task behavior
include, but are not limited to: talking out, putting head down, refusing to provide feedback or accept
feedback from staff members, and refusal to complete or turn in classroom assignments. Non-examples
of target behavior include, but are not limited to: Head up, working in a cooperative group, and giving
and accepting feedback from teachers, other staff members, and students.
The student will use the replacement behavior of on-task to replace the target behavior off-task in each
classroom. Off-task target behavior should occur no more than five times per week in any classroom.
Student should not be off-task for more than five minutes during each occurrence. The student will use
the replacement behavior of on-task to monitor and gage and monitor their readiness and participation in
the classroom.
Rationale for Replacement behavior (e.g. Why do you want to teach this behavior or
increase the likelihood of this behavior occurring?):
When the student displays the replacement behavior, the target behavior of off-task does not occur and the
student is prepared to learn and is able to complete assignments and activities, engage in classroom
discussions and lectures, accept and give feedback to teachers and peers, and has their head up in class. If
the student displays the replacement behavior more, their grades and motivation will increase in the
classroom, which will allow the student to be successful in school.
Table Two
MODULE SIX: FABI
M 5
i
n
u 0
t
Baseline One
e
Baseline Two
s
Baseline Three
Baseline Observations
Appendix D
Table One
Behavior Intervention Plan (BIP) and/or district standard forms after Step 5: Testing the
Intervention.
Student Name: T.W. Student ID: Click or tap here to enter text.
School: L.H.S. Date of Birth: Click or tap here to enter text.
Current Grade Level: 11th Special Education: Yes No
Gender: M Disability Eligibility: OHI
Parent(s): R.R. Parent(s) Contact Number: Click or tap here to
enter text.
Date of Assessment: Classroom teacher: M.B.
other work from his classes. The target behavior occurs in all of the students classes, and it can vary
depending upon the lessons and activities in the classroom. Examples of the students off-task behavior
include, but are not limited to: talking out, putting head down, refusing to provide feedback or accept
feedback from staff members, and refusal to complete or turn in classroom assignments. Non-examples
of target behavior include, but are not limited to: Head up, working in a cooperative group, and giving
and accepting feedback from teachers, other staff members, and students.
Rationale for Replacement behavior (e.g. Why do you want to teach this behavior or increase
the likelihood of this behavior occurring?):
When the student displays the replacement behavior, the target behavior of off-task does not occur and the
student is prepared to learn and is able to complete assignments and activities, engage in classroom
discussions and lectures, accept and give feedback to teachers and peers, and has their head up in class. If
the student displays the replacement behavior more, their grades and motivation will increase in the
classroom, which will allow the student to be successful in school.
MODULE SIX: FABI
The student will engage in off-task behaviors as a way to avoid completing work and other
assignments in the classroom. Although certain behaviors such as talking out or refusing to
accept or give feedback will occur more often than arguing, playing games on iPad, or putting
head down; all of these behaviors are present in order to avoid work completion.
What behavior are you progress monitoring with direct observation? (select minimum of
one)
Source: Umbreit, J., Ferro, J., Liaupsin, C., & Lane, K. (2007). Functional behavioral assessment and function-based
intervention: An effective, practical approach. Upper Saddle River, NJ: Prentice-Hall
Running head: SEAGER_JOURNAL M#2 KNOWLEDGE OF STUDENTS
Environment
Running head: SEAGER_JOURNAL M#2 KNOWLEDGE OF STUDENTS
Adjust antecedent Click or tap here to enter text.
variables so the
conditions that set
Provide appropriate Click or tap here to enter text.
ment Anteceden
positive
reinforcement for
Withhold the Click or tap here to enter text.
consequence that
previously
Target
consequence that
previously
Withhold the Click or tap here to enter text.
ment
consequence when
positive
reinforcement for
Withhold the Click or tap here to enter text.
consequence that
previously
Target
I Data to be collected:
Student Outcome (What behavior(s) is (are) being measured? What measurement
system? When/ Where?)
Target Behavior: Off-task in the classroom using duration, whole interval, and frequency
data to monitor.
Replacement Behavior: On-task in the classroom using duration, whole interval, and
frequency data to monitor progress.
Treatment Integrity (e.g., Checklist)
Treatment Integrity: Weekly checklist and observation.
Running head: SEAGER_JOURNAL M#2 KNOWLEDGE OF STUDENTS
other school and district policies to ensure the safety of all individuals.
Appendix E
Table One
Treatment Integrity Checklist Final
Gene
10/10 ral
St /2016 Educ
ud - ation
en Week 10/14 Class
t: T.W. of: /2016 Setting: room
O Prim TI 8:58/ Treatme 49
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ve er Time y
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or tap
here to
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text. Length
Seco
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Observ Obser
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M.B. time: 98 minutes
Key: 0 = not in place, 1 = partially in place, 2 = completely in place
M T W T F C C
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Treatment Integrity Checklist Final
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Key: 0 = not in place, 1 = partially in place, 2 = completely in place
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viti
es.
Running head: SEAGER_JOURNAL M#2 KNOWLEDGE OF STUDENTS
Do
not
giv
e
atte
ntio
n to
stu
den
t 2 2 2 1 2 9
90
E1 wh %
en
exh
ibit
ing
targ
et
beh
avi
or.
Ma
inta
in
clas
sro
om
exp
ect
10
atio 2 2 2 2 2 10 0
E2 ns %
for
rule
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E3
Running head: SEAGER_JOURNAL M#2 KNOWLEDGE OF STUDENTS
E4
E5
Teacher
initials
Comments
Total 3
(Antecedent) 8
9
Percent 5
(Antecedent) %
Total
2
(Reinforceme
0
nt )
1
Percent 0
( Reinforceme 0
nt) %
Total 1
(Extinction) 9
9
Percent 5
(Extinction) %
7
Total (A-R-E ) 7
9
6
.
2
Percent (A-R- 5
E) %
Observation Two-Observer Two
Duration/Frequency Recording Data Collection
10/11/2016
8:58-9:47
Start Time End Time Duration Frequency
0:00 2:45 2:45 1
2:45 4:50 2:05 2
4:50 9:03 4:13 3
9:03 13:35 4:32 4
13:35 16:06 3:31 5
16:06 17:32 1:26 6
Total Time Observed: 49:00
Total Time Off-task: 17:32
Percentage of time off-task: 35.34%
IOA Observation Two: 83.3%
Observation Three-Observer One
Duration/Frequency Recording Data Collection
10/12/2016
8:58-9:47
Start Time End Time Duration Frequency
0:00 5:01 5:01 1
5:01 7:27 2:26 2
7:27 11:04 3:37 3
11:04 14:51 3:47 4
14:51 18:23 3:32 5
18:23 20:12 1:49 6
Total Time Observed: 49:00
Total Time Off-task: 20:12
Percentage of time off-task: 41.06%
IOA Observation Three: 100%
Observation Three-Observer Two
Duration/Frequency Recording Data Collection
10/12/2016
8:58-9:47
Start Time End Time Duration Frequency
0:00 4:57 4:57 1
4:57 7:25 2:28 2
Running head: SEAGER_JOURNAL M#2 KNOWLEDGE OF STUDENTS
Observation Five-Observer One
Duration/Frequency Recording Data Collection
10/14/2016
8:58-9:47
Start Time End Time Duration Frequency
0:00 2:12 2:12 1
2:12 4:19 2:07 2
4:19 7:54 3:35 3
7:54 11:30 3:36 4
11:30 14:34 3:04 5
Total Time Observed: 49:00
Total Time Off-task: 14:34
Percentage of time off-task: 29.26%
IOA Observation Five: 100%
Observation Five-Observer Two
Duration/Frequency Recording Data Collection
10/14/2016
8:58-9:47
Start Time End Time Duration Frequency
0:00 2:14 2:14 1
2:14 4:24 2:10 2
4:24 8:01 3:37 3
8:01 11:25 3:24 4
11:25 14:53 3:28 5
Total Time Observed: 49:00
Total Time Off-task: 14:53
Percentage of time off-task: 29.65%
IOA Observation Five: 100%
Running head: SEAGER_JOURNAL M#2 KNOWLEDGE OF STUDENTS
T
i
m
Intervention Data
e
25
O
20
f
f
15
-
Observer 1
T
10 Column1
a
s
k 5
i 0
n
M
i
n
u
t
e
s
T
i
m
Intervention & Baseline Data
e
25
O
f 20
f Observer 1
-
15 Observer 2
T
a B.D. O.B. 1
s B.D. O.B. 2
10
k
i 5
n
M 0
i Observation One Observation Two Observation Three
n
u
t
e
s