Functional Behavioral Assessment: Insights & Reflections

Running head: FBA & CONSULTATION REPORT 1 Functional Behavioral Assessment & Consultation Project Report By Kaitlyn Stokes Ball State University June 12 th 2023

FBA & CONSULTATION REPORT 2 Reflection #1 This would be my first experience with an FBA since becoming a student analyst. I just recently sat in on a parent intake interview for the FBA report but did not have any hand in completing the FBA for the client. I have been a part of adjusting intervention plans for some of my clients. I’ve completed training on the FBA process and writing the full report as well, but have never done any under BCBA supervision. I have also written new acquisition programs for some of my clients. I enjoyed that and learning how to write programs. It was a struggle at first because I felt like I had no idea what I was doing and my BCBA was great in guiding me through adjusting and adding programs. In my experience of working with parents, I have done some parent training with a few of my parents. I feel like a couple of my clients, I am in contact with the parents every day at the beginning and end of every session. I have also done consults with parents regarding different programs they would like to see their children work on (i.e. cleaning up toys, getting dressed independently, recognizing zones of safety). Moving forward with this project I am excited to learn in depth the FBA process more than just basic training on how to conduct one. I do not expect my project to be perfect, but I also feel learning from my mistakes allows me to be a better practitioner.

FBA & CONSULTATION REPORT 3 Consultee Information The consultee is the mother of our client. Our consultee’s name is Marielis. The consultee is the main consult/parent of the client. The consultee lives at home with the client, the client’s two brothers, and a roommate, and the roommate’s daughter. As part of the ABA team on the client’s case, I speak with Marielis regarding our client at the beginning and end of every session. The consultee also is a part of our meetings discussing the implementation of new interventions and programs. The history between the client and consultee is extensive and the consultee is considered the main advocate for our client. Client Description and Context Our client is seven years old. The client was diagnosed with Autism Spectrum Disorder – F84.0 in September of 2020. Our client is also diagnosed with Down Syndrome (Trisomy 21) – Q90.2, a speech & language delay, and Attention Deficit Hyperactivity Disorder. This should include age, diagnosis, communication mode, injury/illness history, educational history, delinquency or truancy history, etc., and description of setting where FBA and intervention will be completed. Includes details about who else is in environment (without detailing identifying information). This should also include other pertinent information that you may have found in obtaining the background history. Consultee Interview 1: Needs Identification Interview Should include subject description, behavior description, setting, antecedent events, postcedent events, likely functions, desired alternative behavior, etc., raw interview with script of

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FBA & CONSULTATION REPORT 4 questions and answers are turned in, based on appendix a and b in Sheridan book but may include other questions as well Student: Date: School: Grade (or Age): Teacher: Interviewer: Respondent: 1. Question 1? Answer 1 2. Question 2? Answer 2 (include entire transcript) ABC Observation Form Should include setting, context, antecedents, behavior description, consequences. This can be single spaced. You should have a minimum of 15-20 rows of data over a minimum of 3 days (10 if it is a very low frequency behavior but you may want to discuss this with your instructor. Student Name Observation Date: Observer(s): Time: Activity: Class: Time / Setting Antecedent Behavior Description Consequence 6/9 Client’s Home 6/9 Client’s home 6/9 Client’s home 6/9 Client’s home

FBA & CONSULTATION REPORT 5 6/9 Client’s home 6/9 Client’s home 6/9 Client’s home 6/9 Client’s home 6/13 Client’s home 6/13 Client’s home 6/13 Client’s home 6/13 Client’s home 6/13 Client’s home 6/13 Client’s home 6/13 Client’s home 6/13 Client’s home

FBA & CONSULTATION REPORT 6 6/13 Client’s home 6/13 Client’s home 6/14 Client’s home 6/14 Client’s home 6/14 Client’s home 6/14 Client’s home 6/14 Client’s home 6/14 Client’s home Conditional Probability Analysis This should include the % of target behaviors that were followed by a specific consequence (out of total possible). Put the exact calculations. See the Sterling article for information on how to calculate this.

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FBA & CONSULTATION REPORT 7 Scatterplot Observation This should include behavior description, frequency or duration, setting, clarity, behavior data summary, and is different data than what was in ABC data Student: Grade: Dates: Observer: Behavior: Setting: Time: Include Scatterplot Data Table (include whatever chart makes sense given your target behavior). The point is to find patterns such as when, with whom, where, what activities etc the problem behavior is occurring. Look under course resources for links to sample scatterplots and information about scatterplots. A simple time based tally generally is not enough information. e.g. Touching another students hair. Monday Tuesday Wednesday Thursday Friday Total Calendar Time *Sitting on floor in circle with 15 other children 8:00-8:15 1111 11 11111 111 1111 18 Snack Time (Sitting at table with 3 other kids) 8:16-8:30 1 11 1 4 Reading Instruction (2 students; 1 teacher) 11111 111111 111 1111 111 21

FBA & CONSULTATION REPORT 8 8:31-8:45 Free Play (Able to play at any station in class) 8:46- 9:00 1 1 2 11 8 10 7 9 45 Analysis of above data….. Data Triangulation Chart This should three sources of data without replication of the same dates and data, interpretation, precipitating events, maintaining consequences, function. It can be single spaced within the chart. STUDENT: Name DATE: SOURCE ONE SOURCE TWO SOURCE THREE ABC Observation Chart Interview with classroom teacher Scatterplot Summary of information Summary of information Summary of information PERCIPITATING EVENTS: . MAINTAINING EVENTS:

FBA & CONSULTATION REPORT 9 FUNCTION: Description of Target Behavior Should Provide a specific, observable, operational definition. Providing examples and non-examples is required unless exception approved by instructor. Passes the dead mans test. Each definition should contain one behavior Conjoint Needs Analysis Interview Draw interview with script of questions and answers are turned in, includes goals set, and questions about agreement on hypothesis etc) and planning for intervention, clearly based on Appendix D and E in Sheridan book but may include other questions as well Student: Date: School: Grade (or Age): Teacher: Interviewer: Respondent: 1. Question 1? Answer 1 2. Question 2? Answer 2 (include entire transcript)

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FBA & CONSULTATION REPORT 10 Description of Target Behavior Should Provide a specific, observable, operational definition. Providing examples and non-examples is required unless exception approved by instructor. Passes the dead mans test Function of Behavior Hypothesis Includes three-fold contingency — “when X occurs, the student does Y, in order to achieve Z”; reflects observations and analysis above. Includes diagnostic code & citation based on the Cipani system g

FBA & CONSULTATION REPORT 11 Problem Behavior Pathway Can be single spaced. Should be on form, setting events, triggering antecedents, problem behavior, maintaining consequences Student: Date: Setting: Time: Observer: Setting Events Triggering Antecedents Problem Behavior Maintaining Consequences

FBA & CONSULTATION REPORT 12 C OMPETING B EHAVIOR P ATHWAY should include form, setting and with accommodations, antecedents and with accommodations, maintaining consequences reflect function (can be single spaced) to use form double click on box and type S TUDENT : D ATE : S CHOOL : G RADE : T EACHER : Desired Behavior(s) Maintaining Consequence(s) Triggering Antecedents Maintaining Consequence(s) Problem Behavior(s) Replacement Behavior(s) Setting Events (Setting Events) Accommodations Triggering Antecedents Accommodations

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FBA & CONSULTATION REPORT 13 Baseline Assessment Primary Observer: Secondary Observer: Setting: Dates: collect at least 5 days of baseline date; inter-observer reliability with at least 80% agreement; and a report that describes the setting and subject, behavioral definition, measurement procedure, and results. Different days and data than what was in scatterplot and ABC data. Measurement System You must concisely define the measurement system you are using to assess behavior change. Points can be taken off if you select an inappropriate measurement system (given the target behavior and other information you provide). Include sample data collection forms. Include IOA procedures. Include table that gives raw data Baseline Data Date Number of _____________

FBA & CONSULTATION REPORT 14 Intervention Plan Intervention: Antecedent Strategy Describe the SD and MO modifications you are implementing and provide a justification for doing so. Hint: Be sure it reflects the function of the behavior. Intervention: Replacement Behavior Describe the replacement behavior you are implementing and provide a justification for doing so. Hint: Be sure it reflects the same function! Intervention: Consequences Describe the alterations of the consequences when the inappropriate behavior occurs. Hint: Be sure it is a functionally sound and ethically appropriate recommendation that is likely to implemented with fidelity. Results (If you right click on a pc or control click on a mac, you can select edit data and type in your data. 0 2 4 6 8 10 12 14 16 0 1 2 3 4 5 6 7 8 9 10 Chart Title Axis Title (Usually Sessions or Date) Dependent Variable Title

FBA & CONSULTATION REPORT 15 You will lose points if you have not provided a graph that is consistent with ABA standards. You need a graph that has both your baseline and intervention data. Then write a description of the data that includes baseline, intervention, IOA, treatment fidelity, etc. Note: IOA calculation should be provided (not just the overall IOA level). Discussion Overview and analysis (conclusions) of the results. What explanations do you have for the data. What went well, what were challenges actually related to the data and the intervention? Where di you get information to back your plan? (citations/references) Conjoint Plan Evaluation Interview Includes raw script of questions and answers, discusses results of interventions and changes that should be made. Clearly based on appendix I & J in Sheridan book. Student: Date: School: Grade (or Age): Teacher: Interviewer: Respondent: 1. Question 1? Answer 1 2. Question 2? Answer 2 (include entire transcript) Final Reflection Consultation wrapup overview This is more a reflection of what you learned from the process. What went well, what were challenges. What would you do differently in the future. What would next steps be?

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FBA & CONSULTATION REPORT 16 References Include any references for intervention.

FBA Part 1 Report

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