1. Updates Today- Preference Assessment & Quiz #2
February 11th –Task Analysis #1
February 25th- Task Analysis #2 & Quiz #3
March 4th- Ecological Assessment Report & Quiz #4
March 11th - PLAAFP Assignment
Remember to always check the wiki for the assignments and materials.
If links are not working, please me ASAP.
You should have been invited to goalbookapp:

2. Agenda Review & Quiz Discussion of Chapters 7 & 12
Functional Communication Training/ Assessment

3. Review

4. Steps in Ecological Assessment Process
Step 1: Plan with Student & Family
Person-centered Planning
Step 2: Summarize what is known about the student
Record Review, IEP Review
Step 3: Encourage Self-Determination/ Assess Student Preferences
Preference Assessment
Step 4: Assess student’s instructional program
Daily Schedule Analysis
Task Analyses
Other Assessments
Step 5: Develop ecological assessment report
To inform IEP: PLAAFP, Goals & Objectives, Interventions

5. Preference Assessments
Why are preference assessments so important?
Want to be seen as the “giver of good things”
Natural consequences may not be reinforcing to the learner.
Example Videos on the wiki….let’s take a look.

6. Direct Observation is most reliable method for assessing preferences
From list, directly manipulate potentially preferred items and observe to identify which items are actually preferred.
Free Access or Forced Choice of reinforcing items

7. Systematic Preference Assessments
Can be used for a number of reasons, but mostly used to identify potential reinforcers
Good idea is to start with:
An interview of significant others to find out about a variety of items and activities a learner might like

8. Steps in Conducting a Systematic Preference Assessment
Define the purpose of the assessment.
Select the range of sampling options
Determine the forms of the sampling options
Define the student’s responses for preference and non-preference of options
Outline presentation procedures
Determine sampling schedule & location
Observe & record responses to options
Summarize & make recommendations based on assessment.

9. Steps in Conducting a Systematic Preference Assessment
Define the purpose of the assessment.
Select the range of sampling options
Determine the forms of the sampling options
Define the student’s responses for preference and non-preference of options
Outline presentation procedures
Determine sampling schedule & location
Observe & record responses to options
Summarize & make recommendations based on assessment.
Take a look at the Template and Example from the wiki.

10. 1. Define the purpose of the assessment
Planning for the immediate context
Provide the focus person with the opportunity to become familiar with the range of options available in the daily routine of a person without disabilities
Planning for lifestyle enhancement
Major life decisions, exposure to experiences
Planning Instruction & intervention
Identify things that will reinforce behaviors
Guiding question should be: “How will this information be used to promote the student’s self-determination?”

11. 2. Select the range of sampling options
Consider the category based on the purpose:
Foods, drinks, tangibles, formats, job types (e.g., clerical, custodial, etc.)
Within that category determine the options (must be meaningful)
Applesauce, mandarin oranges, yogurt, etc.
Tasks within a job: photocopying, shredding, etc.
Graphic organizers, cloze strategy, partners

12. 3. Determine the forms of the sampling options
Options can be either presented in their actual forms or represented with symbols or objects
Pictures (of them doing the job)
Video tape clips
A portion of the actual activity
Menu
Flyer

13. 4. Define the student’s responses for preference and non-preference of options
Discrete responses -e.g., approaching, engaging, initiating Multi-component responses -e.g., manipulation for at least 30 seconds plus sustained eye contact for at least 15 seconds, plus positive vocalizations while manipulating them. Define both positive response (indicating preference) and negative response (indicating non-preference)

14. 5. Outline presentation procedures
Provide step by step instructions of how to present the options to the student
Define whether you will use
Single item presentation (one option; e.g., going to the movies)
Paired-item presentation (two options; e.g., markers or crayons)
Group presentations (three or more options, remove item selected, offer remaining options, re-present to determine hieararchy)

15. Free Access Steps (Ortiz & Carr, 2000)
Identify several potentially preferred items (checklist or interview of others)
Position items so that the learner has access to all items
Spread around the room in the learner’s reach/view
Observe the learner on several occasions
Document the first item (& successive items) the learner approaches and note the total duration of time the learner engages with each item.

16. Form 5.2

17. Forced Choice Steps (Piazza, Fisher, Hagopian, Bowman, & Toole, 1996)
Identify several potentially preferred items
Present items in pairs.
Randomize the presentation of items in pairs and order of pairs (to prevent the same item from being presented too many times in a row)
Randomize the position of the items
Observe the item in each pair the learner selects.

18. Forced Choice Form 5.3

19. 6. Determine sampling schedule & location
Want to present options within the most natural setting
Determine when the options will be presented:
Massed in brief trials
When the learner is familiar with the items available
Distributed across the day
e.g., different types of materials for instruction
Combination of massed and distributed
Narrowing job interests to schedule job tryouts
Specifically scheduled events
Touring housing options with a realtor
Important to note who presented the options

20. 7. Observe & record responses to options
Record the responses of the student
Indicate the percentage an option is selected AND/OR
Indicate how long student engaged with option AND/OR
Hierarchy of preferences

21. 8. Summarize & make recommendations based on assessment
See example
Want to ensure that the language is parent and teacher friendly.
Make sure the purpose is expressed and the outcome is clearly described.

22. Quiz

23. Discussion Time!
Chapter 7: Designing & Implementing Positive Behavior Support
Assessment for Creating a Behavior Support Plan
Technically Sound BSP
Competing Behavior Analysis
Chapter 12: Teaching Communication Skills
Modes, Functions, & Content of Communication
Assessing Communication Skills

24. Task/Routine Analysis
Task Analysis #1 Due February 11th (from one of the following domains)
Academic Routine
Communication/Social Skill Routine
Daily Living/Organizational Routine
Task Analysis #2 Due 25th
From a different domain that was selected in Task Analysis #1 (above)

25. Task Analysis Videos https://www.youtube.com/watch?v=aL3noj2LNeg

26. Process for Developing Task Analyses
Select a needed skill by using ecological inventory (daily schedule analysis) to identify a functional and age-appropriate skill that is important.
Define the target skill simply.
Perform the task and observe peers performing the task, using the chosen materials in the natural settings noting the steps involved.
Adapt the steps to suit the student’s abilities.
Validate the task analysis by having the student perform the task, but provide assistance on steps that are unknown so that performance of all of the steps can be viewed.
Revise task analysis so that it works.

27. Write the task analysis on the data form so that steps …
Are stated in terms of observable behavior
Result in a visible change in the product or process
Are ordered in a logical sequence
Are written in the second-person singular so that they could serve as verbal prompts (if used)…example: Step #7- “Go sit on rainbow rug”
Use language that is not confusing to the student, with the performance details that are essential to assessing performance enclosed in parentheses
Ex. Step #6- Go to schedule get Ms. W’s room card [when circle done]

28. Data Collection Procedures for Functional Routines
Task Analysis
List steps student needs to complete the routine
By observing other students or target student attempting to complete routine
Identify Features to Vary to Promote Generalization
Record student performance or prompt Level used (1-Full physical to 4-Independent)
Count & Circle the total number of 4’s (or prompt level of interest)

33. For the same case study work with 1-2 other people to complete the: Task Analysis

34. Assessment and Instruction for Secondary Students

35. Themes & Content of Instruction
Independence
Self-Determination
Functional and Generalizable
Post-Secondary Transition
Content
Expressive/Receptive Language
Academics in the Context of Daily Life Routines
Social Communication
Complex Vocational Tasks
Capitalizes on the student’s strengths, interests, and abilities
Emphasizes the concept of self-determination and positive transitions from school to post-school settings.
Addresses transition needs of students including instruction in:
complex vocational tasks
developing daily and weekly schedules
using resources in the community
interacting with others in a variety of contexts.
(National Research Council, 2001; Snell & Brown, 2006; Wehmeyer, 1998 )

36. Instructional Methods
Principles of ABA
Discrete Trial Training
Variety of Settings
Student Schedules
Visual Supports
Augmentative Communication
Self-Management
Reinforcement Systems
List principles of ABA
Describe DTT
Variety of Settings: 1:1 within school; routine-based activity within school (eating lunch); routine-based activity in community (riding bus)
Student Schedules: Following a picture schedule, icon & word schedule, up to creating and following a traditional student schedule.
Visual Supports: visual cues integrated into curriculum; Links Visual Strips
Augmentative Communication: integrated into curriculum as one option for communication
Self-Management: social behavior and communication skills; schedules; following routines using visual supports
Reinforcement: Lessons and systems teaching tangible and social reinforcement.

37. Context of Instruction Success in School & Community Routines
VOCATIONAL

38. Links Curriculum Addresses…
Themes & Content
Context
Methods

39. Links School and Community
Links Curriculum
Links Online
&
Links School and Community
An innovative curriculum for: Upper Elementary Secondary Post-Secondary Students
I like the logo, but think it could be smaller (or left justified) so we can use the space for headings, so people know what we are going to talk about.
Integrate this information into the previous slide.

40. Links Curriculum
Emphasizes the concept of self-determination and positive transitions from school to post-school settings.
Capitalizes on the student’s
strengths, interests, and abilities.

41. Addresses Transition Needs
Complex Vocational Tasks
Daily and Weekly Schedules
Community Resources

42. Teaching Independence
Instruction on Routines
Instruction on Skills/Concepts
Detailed lesson plans
Individual and group
instruction

43. Links Process

44. Select Routines 47 School and Community Routines.
Stage 1 and 2 Links Routines focus on everyday school and community activities.
Stage 3 Links Routines focus on transition, group activities and community involvement.
Insert the list of routines as a hyperlink (instead)

45. Links Curriculum Focus
Routines are based on typical student activities at the upper elementary, middle, high school and post-secondary levels.

46. Individualize Routines
Individualize routines to meet the unique needs of each student. Routines can be modified by:
Adding or deleting routine steps.
Selecting or developing instructional/natural cues.
Specifying expected student responses.
Define Cues (use one as an example) response, consequence sequence.
Revise the info on previous page to include the fact that you can modify routine steps as well as cues.

47. Assess Routines Collect baseline and ongoing data.
Assess a student's level of independence…
while taking into account
individualized supports and
prompts needed.
Define the prompting level (independence measurement scale). We have the tools to measure independence. Difference between cues and prompting.

48. Teach Links Lessons 139 lessons grounded in evidence-based practices.
Utilizes assessment data collected in the natural environment to identify specific routine steps, skills and concepts appropriate for instruction.
Suggests and provides specific lesson plans matched to a student's unique developmental needs.
Put a hyperlink to the lesson plan describe components (not at the beginning)

50. Links Routines Visual Strips
Visual Supports
VizZle Partnership
Links Routines Visual Strips
Show the multiple visual supports available.
Note the spelling of VizZle (I’ve seen it written incorrectly on many documents).

51. Progress Monitoring
Obtain immediate assessment results focused on student independence.
Monitor student progress related to the supports and prompts provided.
Share progress data between teachers and administrators.
Insert the graph here. Change it to Progress Monitoring.

52. Re-evaluate
“The Links Process reflects the natural educational cycle of selection, assessment, instruction, assessment, evaluation of results.”
- Special Education Teacher
Natural cycle of assess, instruction, assess and modify. Use the Quote from Jodi. Delete the re-evaluate report slide.

53. Demonstration of Links www.linkscurriculum.com
Explore Links with a free preview at

55. Links Curriculum

56. Steps in Ecological Assessment Process
Step 1: Plan with Student & Family
Person-centered Planning
Step 2: Summarize what is known about the student
Record Review, IEP Review
Step 3: Encourage Self-Determination/ Assess Student Preferences
Preference Assessment
Step 4: Assess student’s instructional program
Daily Schedule Analysis
Task Analyses
Other Assessments
Step 5: Develop ecological assessment report
To inform IEP: PLAAFP, Goals & Objectives, Interventions

57. Function Based v. Non Function Based Interventions Ingram, Lewis-Palmer & Sugai, 2005

58. Carter’s Behavior Intervention Plans
Function = Escaping from Difficult Task
Antecedent
Cons for Problem Beh
Cons. For Replacement Beh #1
Function Based
Tutor difficult math (Mult. tables)
Precorrect to Self Mgmt plan = wait for teacher help
Redirect & prompt alternate behavior when off-task
Provide acad support
Assess on task beh every 5 min.
Provide choice of reinf
#2 Non-Function Based
Prompt Approp Beh. & remind can earn time w/ peer
If not on task, ignore problem behavior
Praise for raised hand
Allow time to visit w/ peers for mtg exp.

60. Newcomer & Lewis, 2004

61. Functional Communication Training (FCT; Carr & Durand, 1985)
FCT involves teaching specific communication skills that are functionally equivalent to problem behavior, based on a functional behavior assessment (FBA)

62. Functional Communication Training: Carr & Durand, 1985
Desired Behavior
Typical Consequence
Summary of Behavior
Setting Event
Antecedent
Problem Behavior
Maintaining Consequence
Alternate Behavior

63. FBA process D.A.S.H. Define behavior in observable & measurable terms
Ask about behavior by interviewing staff & student
-specify routines where & when behaviors occur
-summarize where, when, & why behaviors occur
See the behavior
-observe the behavior during routines specified
-observe to verify summary from interviews
Hypothesize: a final summary of where, when & why behaviors occur

68. Limitations of FBA

69. No experimental manipulation
We are relying on teacher report
Relying on informal ABC Observation
Usually with no formal manipulation of variables
RESULT = an hypothesis of the function of behavior
As opposed to functional analysis results which provide clear scientific evidence of the function of behavior

70. If you’re still struggling to ID Function of Behavior
Functional Analysis
Begin manipulating variables to alter function of behavior and monitor occurrence of behavior

71. Functional Analysis
Experimental methodology in which (ANTECEDENTS) and potential reinforcers (CONSEQUENCES) of a problem behavior are carefully arranged in a controlled manner to isolate the effects of potential sources of reinforcement that are often confounded through other observational methods
(Iwata, Kahng, Wallace, & Lindberg, 2000; Mace, Lalli, & Lalli, 1991).
Can lead to causal rather than correlational outcome data with respect to the relationships between environmental events and behavior (Cooper, Heron, & Heward, 2007)

72. Functional Analysis v. FBA
Uses experimental method to determine function of behavior
Requires strict environmental control
Used predominantly in research w/ application to classroom
Functional Behavioral Assessment
Relies heavily on indirect measures (interviews & observations) to ID function of behavior
Written into Special Education law for use in schools
Results in a hypothesis of the function of behavior

73. Challenges of Functional Analysis
Requires high level of training & expertise
Ethical concerns, because we are setting up students to misbehave
Time consuming
Requires experimental control, to with the classroom and school environment offer many challenges
Recreating an environment w/ same ABC, but at same time maintaining experimental control
Difficult if behavior is maintained by peer attention

74. Control Condition
The Control Condition is our comparison condition; we don’t want to see any behavior in our control condition
We will compare the results of our other conditions to our control condition
Big differences between conditions show clear results
Experimental Manipulation - only one variable should change at a time from our control condition
That way we can KNOW the specific variable contributing to the problem behavior

75. Creating TEST Conditions
Function = Attention
pay off provides student with desired attention
If student wants attention, expect increase in problem behavior
Function = Escape Task
pay off allows student to escape non-desired or difficult task
If student wants to escape task, expect increase in problem behavior

76. Functional Analysis (FA)
Purpose of Functional Analysis:
Experimentally determine the function of problem behavior
Uses at least 3 conditions: Control (baseline), Attention (provided when problem behaviors occur), Escape (removal of aversive when p.b. occur)
Should be conducted by individual trained in FA and how to deal with extreme problem behaviors

77. Design of Functional Analysis Conditions
Individualized according to the functional hypotheses developed by the school professionals.
The functional analyses for all students consist of at least three conditions: control, attention, and escape.
Control Condition: baseline condition in which student has consistently exhibited little or no problem behavior. Reinforcement should be freely available and no demands placed on student
Attention Condition: will involve the contingent provision of attention following occurrence of the problem behavior.
Escape Condition: will examine the function of student behavior through the contingent removal of aversive tasks (e.g., difficult, long, or physically taxing tasks)

78. Safeguards to maintain experimental control & reduce error/ bias
1. Functional analyses may be conducted in a room separate from the classroom environment to minimize distractions (the classroom environment is more natural, but less controllable). 2. Across days the experimental conditions are presented in random order to reduce the risk of order effects.

79. Direct Observations During Functional Analysis
Trained data collectors will collect observation data on the occurrence or non-occurrence of target behavior using a partial-interval recording system.

80. Functional Analysis Condition Procedures
Each functional analysis condition will consist of 10 trials and last a maximum of 5 minutes.
Between conditions, the student is offered a 1-minute break.
Before starting a new condition, the student will be provided with a verbal description of the procedures that will be used in that condition.
Following occurrences of problem behavior during each condition, the researcher will systematically follow through with the prescribed response (i.e. removal of task, providing attention, etc.).

81. Example:
The student is a Kindergarten student in a general education classroom with 17 students.
His strengths are : Knows initial sounds & likes reading
Routine: Reading (9:00) OR Math (10:00-10:30)
Setting Event
Antecedent
Behavior
Outcome/Consequence
Unknown
During large or small group time when student is sitting with other students or an adult.
Makes loud noises, touches others, plays with items, looks around (off-task)
Peers or adults will respond to his behavior and give him attention
Function: Access attention from the adult (and peers to ultimately get the attention of the adult)

82. Activities for Conditions:
Activities for Control Condition
(Preferred activities)
Activities for Attention Condition
(Easy activities >90% accuracy)
Activities for Escape Condition
(Less preferred/difficult activities <60% accurate)
Building with Blocks
Working with unifix cubes
Drawing
Phonics center activities
Worksheets on phonics and reading
Reading CVC words from a list
Writing/handwritin g activities
Math worksheets

83. Control Condition
Baseline condition in which student has consistently exhibited little or no problem behavior.
Procedure:
1. Introduction: “I’ll help you while you do __________ task”
2. Student presented with the _____________task.
3. The researcher provides 1:1 attention with ongoing prompts every 3-5 seconds.
4. Any occurrences of the problem behavior will be ignored and the student will continue to receive attention every 3-5 seconds.
Setting Event
Antecedent
Consequence
Give attention for 1 minute
Preferred activity (from list in table above)
Ignore problem behavior

84. Attention Condition
Involves the contingent provision of attention following occurrence of the problem behavior
1. Introduction: “I want you to do this activity.”
2. Researcher will present the activity and then move 10 ft away from student
3. If student engages in target behavior, the researcher will approach the student and provide the student with 5 seconds of adult attention
4. Following the 5-second interval the student will be directed to return to the activity, the researcher will walk away, and the next trial will begin.
Setting Event
Antecedent
Consequence
1 minute break—walk around…limited attention on break
Easy worksheet (from table above) no attention—adult 10 feet away
Contingent attention. If exhibits target behavior(s) (5 seconds of adult attention)

85. Escape Condition
Examine the function of student behavior through the contingent removal of aversive tasks
1. Introduction: “I want you to work on this activity, if I think you are having trouble, we’ll take a 10-second break. During that break you need to sit quietly and count to 10 seconds.
2. The researcher will provide 1:1 attention with ongoing prompts related to completion of the assignment every 3-5 seconds throughout the condition.
3. Any time the student engages in the target behavior , the researcher will say, “Let’s have a 10 second break” and remove the worksheet for 10 seconds without providing the student any further attention.
4. The next trial will start following the 10-second break after the student is directed to get back to work.
Setting Event
Antecedent
Consequence
Desired activity on break
Difficult activity (less than 60% accurate from table above) with 1:1 attention
Remove task for 10 seconds with no attention

87. Functional Analysis Example - Kaya

88. Functional Analysis conditions are built on an initial understanding of student
Functional Behavioral Assessment information
Assessment of Task Difficulty & Preferences
If still have a question – still not sure if behavior is attention or escape maintained

89. Control Condition Setting Event Antecedent Consequence
Provide attention during break
Preferred worksheet
(over 85 % accurate)
w/ 1:1 attn (provide prompt every 3-5 sec)
No contingent consequences
Procedure:
Introduction: “I’m going to work with you while you do this worksheet.”
The researcher will provide 1:1 attention with ongoing prompts related to completion of the assignment every 3-5 seconds throughout the condition.
Any occurrences of the problem behavior will be ignored and the student will continue to receive attention every 3-5 seconds.

90. Attention Condition Setting Event Antecedent Consequence
Limited attn on break (desired
Easy worksheet (over 85 % accurate)– no attention
Contingent attention (5 sec.).
Procedure:
Intro: “I want you to do this worksheet. I’ll be standing over here. If you ask for help, or if I think you need help, I will come talk with you about it.”
If the student engages in the target behavior, the researcher will approach the student & provide student w/ 5 seconds of adult attn.
Following the 5-second interval the student will be directed to return to the activity, the researcher will walk away, and the next trial will begin.  

91. Escape Condition Setting Event Antecedent Consequence
Desired activity on break
Difficult language arts worksheet (less than 60 % accurate)–w/ 1:1 attn
Remove task for 15 seconds w/ no attn.
Procedure:
Intro: “I want you to work on this worksheet, if you ask for help, or I think you are having trouble, we’ll take a 15-second break.”
Researcher will provide 1:1 attention w/ ongoing prompts related to completion of assignment every 3-5 seconds throughout condition.
Any time student engages in target behavior, researcher will say, “Let’s take a 15 sec. break” & remove worksheet for 15 sec. without providing the student any further attention.
Next trial will start following 15-sec break after student is directed to get back to work.  

92. Functional Analysis Conditions Which Consequence is Reinforcing?
Setting Event
Antecedent
Behavior
Consequence
Control
Provide attention during break
Easy worksheet
(over 85 % accurate)
w/ 1:1 attn (provide prompt every 3-5 sec)
No Behavior
No contingent consequences
Attn
Limited attn on break (desired activity)
Easy worksheet (over 85 % accurate)
– no attention ?
Contingent Attention
(5 seconds)
Escape
Desired activity on break
Difficult language arts worksheet (less than 60 % accurate)
–w/ 1:1 attn
Contingent removal of task for 15 seconds w/ no attention

93. Teaching an Alternate Behavior
We are setting up conditions to provoke problem behavior
If we teach an alternate behavior, the student can still signal desired outcome without using potentially dangerous behavior
We can prevent behavior from escalating

94. Functional Analysis – Teaching an Alternate Behavior
Attention Condition
increase in problem /alternate behavior = Functional
Contingent Attention
(5 seconds)
Easy worksheet (over 85 % accurate)
– no attention
Limited attn on break (desired activity)
Throws a Tantrum
Raise hand, ask for attn

95. Functional Analysis – Teaching an Alternate Behavior
Escape Condition
increase in problem /alternate behavior = Functional
Contingent removal of task for 15 seconds w/ no attention
Difficult language arts worksheet (less than 60 % accurate)
–w/ 1:1 attn
Limited attn on break (desired activity)
Throws a Tantrum
Raise hand, ask for a break

96. Direct Observations During Functional Analysis
Trained data collectors will collect observation data on the occurrence or non-occurrence of target behavior using a partial-interval recording system.

97. Example of Functional Analysis Results (Kaya) – DAY 1

98. Example of Functional Analysis Results (Kaya) -- DAY 2

99. Functional Analysis Results (Kaya) – DAY 3

100. Accuracy of Work Completed across Conditions
Control
Attention
Escape
Day 1
10/10
11/11
9/10
Day 2
7/8
1/ 4
Day 3
11/15
12/13
10/11

101. Clear Function of Behavior
Setting Event
Antecedent
Behavior
Consequence
Control
Provide attention during break
Easy worksheet
(over 85 % accurate)
w/ 1:1 attn (provide prompt every 3-5 sec)
No Behavior
No contingent consequences
Attn
Limited attn on break (desired activity)
Easy worksheet (over 85 % accurate)
– no attention
Increase Behavior
Contingent Attention
(5 seconds)
**Reinforcing
Escape
Desired activity on break
Difficult language arts worksheet (less than 60 % accurate)
–w/ 1:1 attn
Contingent removal of task for 15 seconds w/ no attention

102. What would you use for the conditions to test this hypothesis?
Antecedent
Behavior
Consequence
Small group writing tasks (writing paragraphs)
Makes faces and talks to other students
Get Peer Attention
Control Condition?
Attention Condition?
Escape Condition?
If Problem behavior occurs:
Easy/Preferred Activity w/ Peers
Ignore
Provide him w/ attention from Peers
Work Alone on easy task
Remove the task
Work w/ Peers on difficult task

103. What would you use for the conditions to test this hypothesis?
Antecedent
Behavior
Consequence
Double digit addition problems
Puts head down, throws pencil down
Avoid Math Task
Control Condition?
Attention Condition?
Escape Condition?
If Problem behavior occurs:
Easy/Preferred Activity
Ignore
Provide him w/ attention
Work Alone on easy task
Remove the task
Work w/ teacher on double digit problems

104. Informal Functional Analysis
Although you may not do a formal, scientific functional analysis…
How can you apply some of the principles and logic of Functional Analysis…
with your students?
In your classrooms?

105. Small Group Activity
I’m unclear if my student is engaging in problem behavior to:
Avoid the task OR
Gain attention from adults
Set up a quick experiment to try to test your hypothesis
Develop 3 conditions to test this
Control
Escape
Attention

106. ACTIVITY – Set Up an Informal Functional Analysis
ANTECEDENT
Task – Easy/Desired OR Difficult
Attn – Attn OR Ignore
BEHAVIOR
CONSEQUENCE for Prob or Alt. Behavior
Control
Task
Attn
If Problem Behavior, then…
Escape

107. Think about….
How might you integrate this experimental “Functional Analysis” into your interviewing?
Is the student likely to engage in problem behavior if they are:
Working Independently
Working 1:1 w/ adult
Easy Task
Hard Task
Easy Task
Hard Task

108. FBA: Summary of Behavior
Targeted Routine
Maintaining Consequence & Function
Antecedent
Problem Behavior
FUNCTION
FUNCTION is where student behavior intersects with the environment
Function = Learning
Student learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B

109. Motivation Assessment Scale
Remember completing this one in class during the summer?
Other tools:

110. Communication Matrix Example
An easy to use assessment instrument designed for individuals of all ages who function at the earliest stages of communication and who use any form of communication.
Work with a partner to complete an example. Think of a learner that lacks verbal language and primarily uses gestures to communicate.

111. Inventory of Potential Communicative Acts
Handout
Sigafoos et al.
Work with a partner and think of a learner that lacks verbal language and uses primarily pointing and gestures to communicate.