1. Functional Assessment Observation Form Tutorial

2. FBA Process (steps)
Collect indirect assessment information to determine function
FACTS
Develop testable hypothesis and indicate function(s)
Collect direct observation data to confirm summary statement
FAOF
Finalize hypothesis

3. Direct Methods (FAOF) Functional Assessment Observation Form
Collected in context
Based off assumptions
Observes all aspects of context
Provides objective data on time place.
Requires outside observer (more cumbersome)
The higher the risk, the sooner you use this
Gathering info on environmental factors

4. Functional Assessment Observation Form (FAOF)
Intended to simplify use & summarization
For low to moderate frequency behaviors (fewer than 20 times per day), can collect across entire day
For high frequency behaviors, use time sampling

5. FAOF indicates: The number of events of problem behavior
The problem behaviors that occur together
The times when problem behavior events are most and least likely to occur
Events that predict problem behavior events
Perceptions about the maintaining function of problem behaviors
Actual consequences following problem behavior events

7. FAOF - 8 Sections Identification/dates Time intervals Behaviors
Break into activities or time blocks
Summarize total frequencies at the bottom of the form
Behaviors
List behaviors identified during interview
You may track positive behaviors as well
Can record multiple behaviors within one event
Predictors
List predictors identified during interview
May include specific persons present; schedule changes; noise; etc.
Some common predictors already listed

8. FAOF - 8 Sections Perceived functions Actual consequences Comments
Make “best guess” regarding functions of PB
Includes research validated functions
Includes “don’t know”
Actual consequences
Record actual consequences that follow PB
Examples: told “no”, redirected, time-out, etc.
Comments
Record brief comments (including initials when no PB occurs)
Event & date record
Help keep track of # of events & days
Slash events as they occur, record date each day

9. Steps for Setting Up a FAOF
Write basic identifying information and dates of observations
List the time intervals and settings/activities down the left side of the form.
List the behaviors to be monitored.
List potentially relevant setting events and/or more immediate antecedent events in the Predictors section.
List any additional possible functions of behaviors, if necessary, in the Perceived Functions section.
List the actual consequences that are typically delivered when behaviors occur.

11. READ basic information about Yolanda Martin and set up your FAOF
FAOF Practice (part 1)
READ basic information about Yolanda Martin and set up your FAOF

12. Steps for Recording Data on the FAOF
If problem behaviors occur during a recording interval:
Recorder puts first unused number in appropriate box or boxes in Behaviors section
Recorder uses the same number to mark appropriate boxes in the Predictors, Perceived Functions, and Actual Consequences sections
Recorder crosses out just-used number in the list at the bottom of the form
Recorder writes any desired comments in the Comments column
At the end of the time period the recorder puts his or her initials in the Comments box

15. Steps for Recording Data on the FAOF
If problem behaviors do not occur during a recording interval:
Recorder puts his or her initials in the Comments box for that interval and writes any desired comments.

16. FAOF Practice (part 2)
Read each vignette under ‘Behavioral Incidents’ and then record it on the form by marking in the relevant boxes

17. FAOF Practice (part 3) Compare your completed form with sample

18. Finalizing Hypothesis
You should have presumptions of the following based on the data:
Setting Events:
Antecedent:
Behavior:
Consequence:
You Should also be able to rate the strength of your hypothesis based on your data—do this so you know how closely to observe intervention plan

19. Guidelines for Interpreting FAOF Data
Examine the Behaviors columns to decide which behaviors are occurring, how often they are occurring, and whether some or all of the behaviors seem to be co-occurring regularly.
Examine the form to see whether behaviors are consistently occurring during particular time periods and whether particular Predictors are consistently related to the occurrence of particular behaviors during those time periods.
Consider the Perceived Functions and Actual Consequences sections of the form to identify the probable functions of different behaviors and the consequences that may be maintaining them.
Based on the observation data, decide whether your initial summary statements seem valid, whether they should be revised or discarded, and whether you need to develop additional statements.

20. FAOF Practice (part 4)
Examine the completed FAOF, interpret collected data and develop summary statement

21. Interpreting FAOF Data
Describing behaviors
Yolanda’s data indicate that across 3 days, she yelled six times, destroyed materials 3 times, and showed aggression toward teachers and peers a total of 5 times
Yelling and destroying materials, and yelling and aggression sometimes occurred together

22. Interpreting FAOF Data
Predicting behaviors
Seat work periods and other activities with little attention may be consistently related to the occurrence of yelling.
Being asked to do apparently nonpreferred math tasks was consistently related to the destruction of materials and once to aggression.
Other periods appeared relatively problem free (such as Reading/Language Arts)

23. Interpreting FAOF Data
Determining the functions of behaviors
Behaviors were serving two primary functions: (a) gaining attention and (b) escaping requests to complete nonpreferred tasks
On a number of occasions when the perceived function was attention, Yolanda was redirected back to the activity. This redirection may be serving as a form of reinforcing attention for such behavior.

24. General Questions for Interpreting Data
Is the behavior occurring within the context of the same activity, materials, instructor, or group of peers, and so forth?
Does the behavior consistently occur following particular antecedents? What percent of each antecedent appears in the data?
Following instances of the behavior is there a consistent consequence(s) used by the teacher, peers, or other adults? What percent of each consequence appears in the data?

25. General Questions for Interpreting Data, cont’d
Does the student terminate the behavior following a particular consequence(s)? In what percent of occurrence does the consequence result in the student’s terminating the behavior?
When a consequence is repeatedly followed by the termination of the behavior, is there an implied function?
Does the same A-B-C occur repeatedly, leading to a consistent hypothesis of function across all, or almost all, occurrences of the behavior? What percent of this pattern appears within the data?

26. Not Sure About the Hypothesis?
What would make the challenging behavior stop? Is it something you would provide or allow the child to access? Or is there something to remove? Or can you allow the child to leave?
If still unsure, collect more data in the same context.
Some challenging behavior may have the same form but serve multiple functions.
Some challenging behaviors may begin around one function (e.g., escape) and continue to serve another function (e.g., gain attention).