FUNCTIONAL BEHAVIOR ASSESSMENT (FBA) INTERVIEW INSTRUCTIONS

During the course of your educational journey, you will encounter students who exhibit behavior that impedes the teaching/learning process. After trying unsuccessful strategies, a functional behavior assessment (FBA) may be necessary. The primary goal of the FBA is to identify the purpose for the behavior. One important data collection tool used in the FBA process is the Functional Assessment Interview (FAI). An example of a completed FAI is included in the Oneillet al. text.

You will read the student scenario and complete the provided FAI form. Each section of the form must be thoroughly completed using professional terminology and address the student scenario presented. To assist you with this assignment, review your text and the grading rubric provided.

The Functional Behavior Assessment (FBA) Interview must be submitted via LiveText in order to receive credit for the work. This assignmentmust be submittedby 11:59 p.m. (ET) on Sunday of Module/Week 6.

B. DEFINE ECOLOGICAL EVENTS (SETTING EVENTS) THAT PREDICT OR SET UP THE PROBLEM BEHAVIORS

1. What medications is the person taking (if any), and how do you believe these may affect his or her behavior?

2. What medical or physical conditions (if any) does the person experience that may affect his or her behavior (e.g., asthma, allergies, rashes, sinus infections, seizures, problems related to menstruation)?

3. Describe the sleep patterns of the individual and the extent to which these patterns may affect his or her behavior.

4. Describe the eating routinesand diet of the person and the extent to which these may affect his or her behavior.

5. a. Briefly list below the person's typical daily schedule of activities. (Check the boxes by those activities the person enjoys and those activities most associated with problems.)

b. To what extent are the activities on the daily schedule predictable for the person, with regard to what will be happening, when it will occur, with whom, and for how long?

c. To what extent does the person have the opportunity during the day to make choices about his or her activities and reinforcing events? (e.g., food, clothing, social companions, leisure activities)

6. How many other persons are typically around the individual at home, school, or work (including staff, classmates, and housemates)? Does the person typically seem bothered in situations that are more crowded and noisy?

7. What is the pattern of staffing support that the person receives in home, school, work, and other settings (e.g., 1:1, 2:1)? Do you believe that the number of staff, the training of staff, or their social interactions with the person affect the problem behaviors?

C. DEFINE SPECIFIC, IMMEDIATE ANTECEDENT EVENTS THAT PREDICT WHEN THE BEHAVIORS ARE LIKELY AND NOT LIKELY TO OCCUR.

1. Times of Day: When are the behaviors most and least likely to happen?

2. Settings: Where are the behaviors most and least likely to happen?

3. People: With whom are the behaviors most and least likely to happen?

4. Activity: What activities are most and least likely to produce the behaviors?

5. Are there particular or idiosyncratic situations or events not listed above that sometimes seem to "set off" the behaviors, such as particular demands, noises, lights, clothing?

6. What one thing could you do that would most likely make the undesirable behaviors occur?

7. Briefly describe how the person's behavior would be affected if...

a. You asked him or her to perform a difficult task.

b. You interrupted a desired activity, such as eating ice cream or watching TV.

c. You unexpectedly changed his or her typical routine or schedule of activities.

d. She or he wanted something but wasn't able to get it (e.g., a food item up on a shelf).

e. You didn't pay attention to the person or left her or him alone for a while (e.g., 15 minutes).

D. IDENTIFY THE CONSEQUENCES OF OUTCOMES OF THE PROBLEM BEHAVIORS THAT MAY BE MAINTAINING THEM (I.E., THE FUNCTIONS THEY SERVE FOR THE PERSON IN PARTICULAR SITUATIONS)

E. CONSIDER THE OVERALL EFFICIENCY OF THE PROBLEM BEHAVIORS. EFFICIENCY IS THE COMBINED RESULT OF (1) HOW MUCH PHYSICAL EFFORT IS REQUIRED, (2) HOW OFTEN THE BEHAVIOR IS PERFORMED BEFORE IT IS REWARDED, AND (3) HOW LONG THE PERSON MUST WAIT TO GET THE REWARD

F. WHAT FUNCTIONAL ALTERNATIVE BEHAVIORS DOES THE PERSONAL ALREADY KNOW HOW TO DO?

1. What socially appropriate behaviors or skills can the person already perform that may generate the same outcomes or reinforcers produced by the problem behaviors?

G. WHAT ARE THE PRIMARY WAYS THE PERSON COMMUNICATES WITH OTHER PEOPLE?

1. What are the general expressive communication strategies used by or available to the person? These might include vocal speech, signs and gestures, communication boards and books, or electronic devices. How consistently are the strategies used?

Attachment:- student_scenario.rar