Transcript The Functional Assessment Observation Form

The Functional Assessment
Observation Form (FOF)
The Funky Form for Function
Robin McGee, PhD
Registered Psychologist
[email protected]
By The End of Today..
1. Know how to fill out the FOF
2. Know how to train a staff to fill out the
FOF
3. Do an observation yourself with the FOF
4. Understand where the FOF fits into an
FBA process
THE FBA PROCESS
(Functional Behaviour Assessment)
Steps
1. Discussion: Guess at Functions
- Functional Assessment Interview is an option
2. Use Functional Observation Form
3. Develop Summary Statements
4. Develop Behavior Support Plan with
Emphasis on Replacement Behaviors
Direct Observation: Why?
• We guess about the predictors and
maintainers of behavior
• We collect data to validate and clarify our
guesses about what predicts and
maintains behavior
Direct Observation
• Going beyond notes, stories, impressions,
back and forth logs, journals, letters,
“parachuted” observers……
Direct Observation: How?
• Structured
• SIMPLE
• Brief
Direct Observation: When?
Across
• Many settings
• Many times of day
Separate copies of the FOF can be used at
home and school
FOF: When?
Designed for use with behaviors with:
• Low to Moderate frequency (fewer than 20
times a day)
If the behavior is higher frequency:
• use time sampling (e.g., one 15 minute
block in a 1-hour period)
• Employ personnel backup
Direct Observation: Who?
• Those most directly involved with child
• Designate one person be the recorder for
a designated time period
• Train all recorders!
Training takes about 45 minutes
FOF Observation: How Long?
• Until clear patterns have emerged
• Requires a minimum of 15-20 occurrences
of the problem behavior
• Recommendation: Minimum of 2-5 days
• Re-observing may be necessary
The FOF: What does it do?
• Form is organized around Problem
Behavior Events
• An event is NOT a single occurrence
An Event is:
• ALL the problem behaviors in an incident
that begins with a problem behavior and
ends after 3 minute of no problem
behavior
Problem Behavior Events
Could be…
a. a single scream
b. an incident lasting 5 minutes with
continuous screaming
c. an incident last 10 minutes with several
problem behaviors performed multiple
times
Counting EVENTS is easier than counting
frequency or duration
What is on an FOF?
a. The number of Problem Behavior Events
b. The problem behaviors that occur
together
c. The times when PBEs are most and
least likely to occur
d. Things that that predict PBEs
e. Guesses about maintaining functions
f. Actual consequences following the PBEs
Section A
• Identification
• Dates
A single form can be used across multiple
days
Section B: Time Intervals
Can be organized into:
• specific times
• Specific activities
• Can be unequal time blocks depending on
frequency
• Has a row for summarizing the frequency
of behaviors or incidents
Section C: Behaviors
• List the individual behaviors you have
identified for monitoring
• Can list positive behaviors
• Can break behaviors into low or high
intensity types (list as separate behaviors)
• Regular combinations can be within a
single behavior notation (e.g., tantrum)
Section D: Predictors
• List important events or stimuli identified
as potential predictors (typically,
antecedents)
• Built-in with several from the literature:
– Demands/Requests
– Difficult tasks
– Transitions
– Interruptions
– Being left alone
More on Predictors
• Names of people present (adults,
classmates)
• Particular tasks (math worksheets)
• Conditions (e.g., noisy, crowded)
• Can add “Do not know” or “unclear”
• Can include setting events
Section E: Perceived Function
Observers take their “best guess”
From the literature:
Obtaining desired things (stimulation,
attention, specific items or activities)
Escaping (people, activities, work)
NOT “Traits”
• he did that because he:
– “is mean”
– “has autism”
– “likes toys”
Section F: Actual Consequences
Helps to clarify functions
What actually occurred?
e.g.,
was told ‘no’
put in time out
was redirected
Section G: Comments
Observers:
• Can comment
• Should initial if no PBE occurred
Section H: Event & Date Record
Keeps track of number and date of PBEs
Shows events comprising one or more
problem behaviors
First time of a PBE, recorder puts “1” in all
the relevant boxes, but also strikes off “1”
in section H – 2 is the second occurrence,
3 is the third etc.)
Section H: Event and Date Record
• Use hatch marks to show last event of the
day – show date below
• Continue next day by using the first
unused number in the row in Section H
Section H: Event & Date Record
• Can help in linking events, behaviors,
functions, consequences & timing.
• Helps identify RESPONSE CLASS (e.g.,
behaviors that have the same function)
OTHER POINTS
• Ensure safety of recorders
• Data collection should not interfere with
service delivery
• Locate form in convenient place
• Use a clipboard
Staff Training Checklist
1. Describe Form & Purpose – different sections
2. Provide practice
3. Logistics planning:
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–
–
Where is the form kept
Who will record
Time intervals determined
Provide consistent definitions of behavior and
predictors
4. Troubleshooting: check for consistent
understanding
5. Form Revision as necessary
And Now Your Test!
Yolanda
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8 years old
Regular grade 3
Can do grade level LA but weak in math
“Set off” by certain peers
Primary behavior problems
– Hitting/kicking staff and peers
– Yelling
– Destroying materials
Yolanda
• 3 days (Jan 30-Feb 1)
• Identified predictors:
– Math
– Problem peer proximity
• Consequences:
– Verbal redirection
– Time-out in corner
Yolanda’s schedule
Time
Activity
8:15-8:45
Opening/planning/silent reading
8:45-9:45
Reading/Language Arts group
9:45-10:45
Science/social studies (whole
class/small groups)
10:45-11:45 Math (groups, independent work)
11:45-12:30 Lunch and recess
12:30-1:30
Story reading group
1:30-2:30
Independent seat work
2:30-3:15
Art projects
Jan 30th
8:34 yelled loudly. No one was working with or
talking to her. For attention. Verbally
redirected
9:50 kicked peer on the leg. Social studies group.
No clear function. Time out.
11:15 tore book and slapped teachers arm. Math
group. Escape tasks. Verbally redirected
2:11 Yelled out. Seat work period. Get attention.
Ignored.
Jan 31
8:40 yelled and hit peer. No one talking/working
with. Attention. Verbal redirect and sent to
corner
10:48 yelled and swept books off desk. Math
worksheet period. Escape tasks. Verbal redirect
12:45 stepped on teacher’s foot. Story reading
group. Get attention. Verbal redirect
1:42 yelled out. Seat work period. Get attention.
Verbal redirect
Feb 1
11:40 Tear worksheets. Math group. Escape
tasks. Verbal redirect
12:15 Hit peer. Playing alone. Get attention.
Verbal redirect.
2:45 yelled out. Silent art project. Get
attention. Verbal redirect.
Interpreting the FOF
1. Describing Behaviors:
Across three days, Yolanda:
• Yelling: ____ of times
• Destoyed materials: ____
• Aggression to peers or staff: ____
What behaviors went together?
Confirming Predictors
1. Consider time periods, activities, and
events that are predictive of occurrence.
For Yolanda, what patterns were associated
with yelling? With destruction? With
aggression?
What periods were problem-free?
Determining Functions
Was there a relationship between
consequences and behavior?
Any concerns for Yolanda?
Confirming or Revising Summary
Statements: Yolanda
Setting
Event
•unknown
Antecedent
(predictors)
Problem
Behavior
Maintaining
Consequence
• math group
• left alone
•Transition to
school
• yelling
•destroying
• escape demands
in math
• getting attention in
other classes
ANY VOLUNTEERS?
The End!