FBAGuidelinesRevisedfall.2018.docx

FBAGuidelinesRevisedfall.2018.docx

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FBAGuidelinesRevisedfall.2018.docx

Functional Behavior Assessment and Behavior Intervention Plan

Project Guidelines

The purpose of this project is to familiarize the student with the process of conducting a Functional Behavioral Assessment (FBA) and developing and implementing an appropriate intervention. Utilize these guidelines to ensure that all components of this assignment are completed.

Part I: Identifying a Behavior and Baseline Data Collection:

Identifying a Behavior of Concern: You are to identify a child/student with a behavior of concern that you would like to see decreased or increased during this project. This may be a child/student that you work with or a family member (school age). The behavior must be observable and measurable. Therefore, you must have access to this person on a daily or regular basis. For Part I of this project try not to tell your person that you will be using them for this project (If a person knows they are being watched, their behavior will change – Think about what you do when the principal walks into your classroom).

• Next, write out the target behavior in measurable and observable terms (can be seen, heard, counted)
• Once you have identified the person, write a brief description (include gender, age, occupation/education) of this person and list and describe three strengths. Due to confidentiality, you may use a pseudonym for the name.

Collect Baseline Data: After you have identified your person with a behavior concern, you will collect baseline data on your identified behavior. To do this you will use the direct data collection and informal assessment measures discussed in class. (PDE Standards– C5, H6, N4, N5, N7)

• You will choose three or more of the measure (e.g., latency, duration, and event) that work best for your behavior. Then, for each measure you will collect data for five (5) observation periods. Each observation period must be a minimumof 30 minutes. Observations should be done at times when the behavior is most likely to occur, and might need to be done in different settings. So for example, you will collect event recording data for five (5) sessions, latency recording for five (5) sessions, and duration recording for five (5) sessions. There are several blank data collections sheets provided on D2L, or you may create your own. (CEC Standards: IGC8S1, IIC8S1, IIC8S3). In addition, data for each measure must be graphed (use a line graph only!!!). Graphs may be hand drawn and scanned in or may be computer generated. NOTE: You should have 3 graphs with 5 data points on each graph.
• Next, you will identify one or more indirect assessmentmeasures that can be used to evaluate the person and environment. This includes measures like structured interviews and rating scales. (CEC Standards: IGC8K3, IIC8K3, IIC8S2) Several informal assessments are provided on D2L or you may use one you find online or have access to in your professional experiences. The goal here is capture the perspectives of those AROUND the person, those that know them reasonably well and have a history with them. We will discuss the benefits and limitations of these measures in class.
• Include all measures for data collection as appendices to this part of the project. (Direct and Indirect)
• Finally, write a narrative (1-2 paragraphs minimum) that includes the dates of the observations and detailed summary of what the baseline data shows in relation to the behavior and how this agrees/disagrees with your indirect measures. This is called “triangulation” where you compare and contrast your data sources to identify possible themes

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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