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Watch the You Tube video of a toddler tantrum\u00a0here Links to an external site.<\/a>.<\/p>\n Complete the ABC-R data record.\u00a0ABC-R DATA COLLECTION PRACTICE.docx<\/a><\/p>\n SPE 527 Webinar 5 FBA Process Agenda \u2794 FBA Process \u25c6 Indirect Assessments \u25c6 Descriptive Assessments \u2794 Collecting ABC Data \u2794 Analyzing ABC Data \u25c6 Determining most and least frequent antecedents and consequences \u25c6 Analyzing most frequent antecedent-consequence combinations \u25c6 Analyzing behavioral responses following consequences \u2794 FBA Project for this course First, some vocabulary FBA = Functional Behavior Assessment – consisting of direct and indirect data collection in the natural environment to identify environmental variables that may be correlated with the behavior – can only hypothesize function FA = Presentation of environmental conditions in an analog setting to observe their impact on behavior – can determine function Common FBA Process 1. Interviews and\/or informal observations of the learner to determine issues 2. Indirect assessments 3. Descriptive assessments 4. Antecedent-Behavior-Consequence Data Analysis 5. Hypothesize Function 6. Confirmation of hypothesized function with FA Indirect Assessments \u25cf Questionnaires and\/or Interviews: \u25cb FAST \u25cb QABF \u25cb Student Functional Behavior Interview \u25cf Pros: \u25cb Easy, simple, fast \u25cb User friendly \u25cf Cons: \u25cb Open to bias \u25cb Limited by memory and perception \u25cb Should never be used as sole method of determining function of behavior Sample FAST Results ABC Data Collection (Three-term Contingency) SD R S Antecedent Stimulus Operant Response Consequence Stimulus Sample ABC Chart ABC Chart with a Key Scatterplots \u25cf Used to identify context of the challenging behavior \u25cf May provide information on patterns of behavior such as time of day, activity, people \u25cf Less useful in identifying antecedents and consequences, though that information may be imbedded in a scatterplot \u25cf When you have limited time to observe the behavior, a scatterplot can narrow down the times\/activities during which observation will be most appropriate Scatterplot Data Sheet Class Period Monday Tuesday Wednesday Thursday Friday TOTAL 1 5 3 4 2 2 16 2 3 0 1 0 0 4 3 0 0 0 0 0 0 4 0 0 0 0 0 0 5 2 1 1 1 1 6 6 1 0 0 0 0 1 7 2 1 1 0 0 4 TOTAL 13 5 7 3 3 31 Rules of Thumb ABC Data Collection \u25cf Record only observable and measurable behaviors \u25cb Avoid assumed mentalistic constructs such as: \u25a0 Frustrated \u25a0 Angry \u25a0 Upset \u25cf Make sure that the Antecedent being recorded is what happens IMMEDIATELY prior to the challenging behavior; it is Not what you think \u201ctriggered\u201d the behavior. Rules of Thumb for ABC Data Collection, Continued \u25cf Make sure that the Consequence being recorded is what happens IMMEDIATELY after the challenging behavior; it is Not what you or someone else intended to be a \u201cconsequence\u201d for the behavior. \u25cf Keep track of the learner\u2019s response to the consequence; does it\u2026 \u25cb Stop \u25cb Continue \u25cb Escalate A-B-C Data Analysis: Questions for Consideration \u25cf Is the behavior occurring within the context of the same activity, materials, instructor, or group of peers? \u25cf Does the behavior consistently occur following particular antecedents? What is the most common antecedent? \u25cf Following instances of the behavior, is there consistent consequence used by staff, peers, or other adults? \u25cf Does the learner terminate the behavior following a particular consequence? What is the most common consequence? \u25cf Does the behavior continue or escalate following a particular consequence? \u25cf Is there a common antecedent \u2013 consequence combination? \u25cf What Setting Events or Motivational Operants may be involved? Setting Events and MOs Setting Events MOs \u25cf Events occurring outside \u25cf When behaviors occur there the immediate setting that is an Establishing Operation may be impacting the making something valuable behavior for the student \u25cf Examples: \u25cb Lack of sleep \u25cb Change of meds \u25cb Fight with GF during passing period \u25cb Missed breakfast \u25cb Parent changed work schedule \u25cf This EO creates an Evocative Effect, evoking behaviors that have historically accessed the reinforcer for that student\u2019 \u25cf May be related to a setting event Analyzing ABC Data – Looking for Correlations Date, Time Activity, Location, People Antecedent Behavior Consequence Learner Response 1\/28; 9:05 RR, TA, hand washing TA direct to wash scream Physical prompt Escalate 9:05 RR, TA, hand washing Physical prompt Scream, hit head Block, physical prompt Escalate 9:05 RR, TA, hand washing Block, physical prompt Scream, hit TA TA \u201cno hitting\u201d and takes out of RR Stops 1\/29; 9:04 RR, TA hand washing TA direct to wash scream Physical prompt Continues 9:05 RR, TA, hand washing TA prompting to wash hands Hit TA \u201cNo hitting\u201d, continues to physically prompt Escalates 9:05 RR, TA, hand washing TA prompting Scream, attempt to bite TA \u201cNo biting\u201d and takes out of RR Stops 1\/29; 12:50 RR, T, hand washing T tells to wash hands Screams Offer choice of wash or sanitizer Stops MAJOR CAVEATS \u25cf \u25cf \u25cf \u25cf \u25cf FBA data may yield false positives and\/or false negatives Data is only as reliable as the data collector – ensure everyone is well trained! \u201cFunctions\u201d of behavior – the reasons someone may engage in a behavior may vary by day, activity, situation – just because there is a correlation between environmental events on the day\/s you collected data does not mean that is THE function Behaviors may serve multiple functions, often all at the same time. FBA seems pretty simplistic but it is a very complex process that involves examining all environmental events to try to identify the all mitigating variables and circumstances Remember: The goal of the FBA process is to hypothesize a function so that an evidence-based function-based intervention can be identified. Until we know the function, any intervention will likely be \u201cinefficient, ineffective, and in some cases, harmful (Cooper et al., 2020, p. 630) – may lead to \u201cdefault technologies\u201d (see page 630) FBA Assessment Project Guidelines Conduct an FBA (BACB Task List 5 Areas F-1-F3, F6-F9) 1. Select a learner for this project and receive parent permission (if applicable) to conduct a functional behavioral assessment (FBA) for one challenging behavior exhibited by the learner. 2. Operationalize the challenging behavior to be targeted for assessment 3. Complete an intake interview with parent\/caregiver and\/or staff using the Functional Assessment Screening Tool (FAST). 4. Complete an ABC data sheet for a minimum of 5 separate incidences of the target challenging behavior – note that this may be either continuous recording (time limited) or narrative recording (per episode). FBA Project, Continued 5. Conduct an ABC Data Analysis: Answer each of these questions \u25cf Were any setting events identified? If so, list, if not state that none were identified \u25cf What are most common\/ antecedent(s)? \u25cf What are the most common consequence(s)? \u25cf Following which consequences did the learner\u2019s behavior stop, continue or escalate? \u25cf Based on responses to the above questions, what do you believe is the most likely function of the challenging behavior (hypothesis)? \u25cf What is the basis for your hypothesis? Please refer only to the data as collected on your ABC chart; discuss setting events\/MOs, antecedents, consequences, and the learner\u2019s response to consequences. Do not base your hypothesis on the behavior. 6.Describe an FA Procedure (To be discussed in next Webinar)<\/p>\n Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.<\/p>\n <\/p>\n Supported by at least three current, credible sources.<\/p>\n <\/p>\n Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.<\/td>\n Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.<\/p>\n <\/p>\n At least 75% of post has exceptional depth and breadth.<\/p>\n <\/p>\n Supported by at least three credible sources.<\/p>\n <\/p>\n Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.<\/td>\n Responds to some of the discussion question(s).<\/p>\n <\/p>\n One or two criteria are not addressed or are superficially addressed.<\/p>\n <\/p>\n Is somewhat lacking reflection and critical analysis and synthesis.<\/p>\n <\/p>\n Somewhat represents knowledge gained from the course readings for the module.<\/p>\n <\/p>\n Post is cited with two credible sources.<\/p>\n <\/p>\n Written somewhat concisely; may contain more than two spelling or grammatical errors.<\/p>\n <\/p>\n Contains some APA formatting errors.<\/td>\n Does not respond to the discussion question(s) adequately.<\/p>\n <\/p>\n Lacks depth or superficially addresses criteria.<\/p>\n <\/p>\n Lacks reflection and critical analysis and synthesis.<\/p>\n <\/p>\n Does not represent knowledge gained from the course readings for the module.<\/p>\n <\/p>\n Contains only one or no credible sources.<\/p>\n <\/p>\n Not written clearly or concisely.<\/p>\n <\/p>\n Contains more than two spelling or grammatical errors.<\/p>\n <\/p>\n Does not adhere to current APA manual writing rules and style.<\/td>\n<\/tr>\n Posts main post by day 3.<\/td>\n Does not post by day 3.<\/td>\n<\/tr>\n Response exhibits synthesis, critical thinking, and application to practice settings.<\/p>\n <\/p>\n Responds fully to questions posed by faculty.<\/p>\n <\/p>\n Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.<\/p>\n <\/p>\n Demonstrates synthesis and understanding of learning objectives.<\/p>\n <\/p>\n Communication is professional and respectful to colleagues.<\/p>\n <\/p>\n Responses to faculty questions are fully answered, if posed.<\/p>\n <\/p>\n Response is effectively written in standard, edited English.<\/td>\n Response exhibits critical thinking and application to practice settings.<\/p>\n <\/p>\n Communication is professional and respectful to colleagues.<\/p>\n <\/p>\n Responses to faculty questions are answered, if posed.<\/p>\n <\/p>\n Provides clear, concise opinions and ideas that are supported by two or more credible sources.<\/p>\n <\/p>\n Response is effectively written in standard, edited English.<\/td>\n Response is on topic and may have some depth.<\/p>\n <\/p>\n Responses posted in the discussion may lack effective professional communication.<\/p>\n <\/p>\n Responses to faculty questions are somewhat answered, if posed.<\/p>\n <\/p>\n Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.<\/td>\n Response may not be on topic and lacks depth.<\/p>\n <\/p>\n Responses posted in the discussion lack effective professional communication.<\/p>\n <\/p>\n Responses to faculty questions are missing.<\/p>\n <\/p>\n No credible sources are cited.<\/td>\n<\/tr>\n Response exhibits synthesis, critical thinking, and application to practice settings.<\/p>\n <\/p>\n Responds fully to questions posed by faculty.<\/p>\n <\/p>\n Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.<\/p>\n <\/p>\n Demonstrates synthesis and understanding of learning objectives.<\/p>\n <\/p>\n Communication is professional and respectful to colleagues.<\/p>\n <\/p>\n Responses to faculty questions are fully answered, if posed.<\/p>\n <\/p>\n Response is effectively written in standard, edited English.<\/td>\n Response exhibits critical thinking and application to practice settings.<\/p>\n <\/p>\n Communication is professional and respectful to colleagues.<\/p>\n <\/p>\n Responses to faculty questions are answered, if posed.<\/p>\n <\/p>\n Provides clear, concise opinions and ideas that are supported by two or more credible sources.<\/p>\n <\/p>\n Response is effectively written in standard, edited English.<\/td>\n Response is on topic and may have some depth.<\/p>\n <\/p>\n Responses posted in the discussion may lack effective professional communication.<\/p>\n <\/p>\n Responses to faculty questions are somewhat answered, if posed.<\/p>\n <\/p>\n Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.<\/td>\n Response may not be on topic and lacks depth.<\/p>\n <\/p>\n Responses posted in the discussion lack effective professional communication.<\/p>\n <\/p>\n Responses to faculty questions are missing.<\/p>\n <\/p>\n No credible sources are cited.<\/td>\n<\/tr>\n Meets requirements for participation by posting on three different days.<\/td>\n Does not meet requirements for participation by posting on 3 different days.<\/td>\n<\/tr>\n <\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":" toddler tantrum Description Watch the You Tube video of a toddler tantrum\u00a0here Links to an external site.. Complete the ABC-R data record.\u00a0ABC-R DATA COLLECTION PRACTICE.docx SPE 527 Webinar 5 FBA Process Agenda \u2794 FBA Process \u25c6 Indirect Assessments \u25c6 Descriptive Assessments \u2794 Collecting ABC Data \u2794 Analyzing ABC Data \u25c6 Determining most and […]<\/p>\n","protected":false},"author":11,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-28968","post","type-post","status-publish","format-standard","hentry"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"yoast_head":"\n\n
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\n \u00a0<\/strong><\/td>\n Excellent<\/strong><\/td>\n Good<\/strong><\/td>\n Fair<\/strong><\/td>\n Poor<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n \n Main Posting<\/strong><\/td>\n 45\u00a0(45%)\u00a0– 50\u00a0(50%)<\/p>\n 40\u00a0(40%)\u00a0– 44\u00a0(44%)<\/p>\n 35\u00a0(35%)\u00a0– 39\u00a0(39%)<\/p>\n 0\u00a0(0%)\u00a0– 34\u00a0(34%)<\/p>\n \n Main Post: Timeliness<\/strong><\/td>\n 10\u00a0(10%)\u00a0– 10\u00a0(10%)<\/p>\n 0\u00a0(0%)\u00a0– 0\u00a0(0%)<\/td>\n 0\u00a0(0%)\u00a0– 0\u00a0(0%)<\/td>\n 0\u00a0(0%)\u00a0– 0\u00a0(0%)<\/p>\n \n First Response<\/strong><\/td>\n 17\u00a0(17%)\u00a0– 18\u00a0(18%)<\/p>\n 15\u00a0(15%)\u00a0– 16\u00a0(16%)<\/p>\n 13\u00a0(13%)\u00a0– 14\u00a0(14%)<\/p>\n 0\u00a0(0%)\u00a0– 12\u00a0(12%)<\/p>\n \n Second Response<\/strong><\/td>\n 16\u00a0(16%)\u00a0– 17\u00a0(17%)<\/p>\n 14\u00a0(14%)\u00a0– 15\u00a0(15%)<\/p>\n 12\u00a0(12%)\u00a0– 13\u00a0(13%)<\/p>\n 0\u00a0(0%)\u00a0– 11\u00a0(11%)<\/p>\n \n Participation<\/strong><\/td>\n 5\u00a0(5%)\u00a0– 5\u00a0(5%)<\/p>\n 0\u00a0(0%)\u00a0– 0\u00a0(0%)<\/td>\n 0\u00a0(0%)\u00a0– 0\u00a0(0%)<\/td>\n 0\u00a0(0%)\u00a0– 0\u00a0(0%)<\/p>\n \n Total Points: 100<\/td>\n <\/td>\n<\/tr>\n \n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n