1. Three components of FBA: Descriptive Assessment (Indirect and Direct Assessment) Data Analysis Hypothesis Development

2. Activity 1 On your response form, list 5 problem behaviors that occur in your school(s): 1._________________ 2._________________ 3._________________ 4._________________ 5._________________

3. Defining & Understanding Behavior Definitions of Behavior need to be: Observable: The behavior is an action that can be seen. Measurable: The behavior can be counted (frequency or rate) or timed (duration). Pass the "Stranger Test": Defined so clearly that a person unfamiliar with the student could recognize the behavior without any doubts or disagreements. Name it and describe what it looks/sounds like; may include non-examples if it helps.

4. Operational Definition Examples On-task: Jenny sits quietly during classroom discussions without raising her hand or adding comments for the group. Disruption: John makes noises with his mouth, limbs, or utensils during silent seatwork time; is NOT speaking after being called on. Aggression: Jada strikes other children with her hands; is NOT touching others with soft pats or brushing motions.

5. Activity 1 - continued Are the behaviors you listed: (a) (a)observable, (b) (b)measurable, and (c) (c)defined clearly enough to pass the stranger test? 1. 1._________________ 2. 2._________________ 3. 3._________________ 4. 4._________________ 5. 5._________________

6. Activity 2 On your response form, write out the behavior and provide an observable & measurable definition for one (1) of the behaviors below: 1. 1. Jeff is always disruptive in class. 2. 2. Hailey is constantly off-task during math. 3. 3. Chris is defiant. 4. 4. Brandon is angry and hostile. 5. 5. Alexis uses inappropriate language.

7. A person may use many different behaviors that are maintained by the same function. Similarly, a person may use different behaviors for different reason (function). When the different behaviors have the same function, they are referred to as a ‘class’ of behaviors. Smile Yell Passivly Refuse Spit Slap Adult attention Escape writing tasks

8. Three components of FBA: Descriptive Assessment (Indirect and Direct Assessment) Data Analysis Hypothesis Development

9. Continuum of FBA - From Sean Casey's Presentation, "Advanced Assessments and Intervention Planning", 2012

11. Descriptive Assessment - Indirect Assessment Information is gathered about the target behavior indirectly via: Record Reviews; Record review of existing documents Cumulative file, Special education file, Special education teacher working file, and General education teacher working file. Semi-standardized checklists; and

12. Descriptive Assessment - Indirect Assessment Interviews Structured interviews for Teacher, Parent, and Student. Student-Assisted Functional Assessment Interview (Kern, Dunlap, Clarke, & Childs, 1994) Motivation Assessment Scale (Dunlap & Crimmins, 1996-2001) Problem Behavior Questionnaire (Lewis, Scott, & Sugai, 1994) Functional Analysis Screening Tool (Iwata, 1996)