Aftering reading the notes Complete the sections at the end using the template and guidance Thanks Student Background 3rd grade female at public school Lives with 3 older brothers and maternal grandparents in small trailer biological mother allowed visitation, but visits only sporadically does not know or have contact with biological father mother has history of substance use and depression Receives special education in regular education classroom for specials, science, social studies, and reading gets specially designed instruction for writing and math in the special education classroom has 1 1 support as needed throughout the day gets social work services for social emotional goals Report card and state district assessments show grade level for reading, but writing and math performance is below grade level Diagnosed with autism at age 4 years speech was delayed noted to have difficulties sharing emotions, understanding others' perspectives and body language, and engaging in play with others also noted to be rigid with routines and overreact to change, use idiosyncratic speech and perseverate on unicorns, insist on keeping an old unicorn stuffy with her, and refuse to wear clothing with tags or eat crunchy foods Recently diagnosed with oppositional defiant disorder Cognitive testing resulted in full scale IQ of 94 (average) with strengths in visual spatial reasoning and significant delays in processing speed Rating scales showed elevated levels of externalizing problems like losing temper easily, arguing, defying adults, and blaming others for problems Rating scales also showed significant difficulty with peer relationships Observed to show an interest in peers, but to have difficulty initiating interactions (often starts with comments that seemed rude or attempts to roughhouse) and responding to others in socially appropriate ways (has blank expression or ignores peers when they give compliments or start conversations) No visual or hearing problems Overweight and at risk for diabetes No prescription medications No additional services at home BAPS Interview Notes Strengths Strong reader loves read aloud and independent reading Artistic enjoys drawing and keeps a drawing journal often copies pictures from favorite books likes making crafts and creating cards for friends Helpful likes to assist with daily chores like vacuuming and helping with care of younger Children Interfering Behavior Biggest concern is safety bolting wandering (out of sight) and getting physical (hitting, pushing, kicking) When having a hard time, usually ignores and or argues with teachers May crawl under desk or leave the area Can escalate to physical behavior Context Can happen anywhere anytime at school, but most often in morning Most likely if routines are different (e g , substitute) Most likely during math and writing Expectation is to keep safe hands body and ask permission to leave is allowed to take break in sensory space in special ed classroom Motivational Triggers Seems affected by things happening at home financial struggles, conflict between family members, caregiver health problems talks a lot about these things Perseverates on conflicts with peers and corrective feedback delivered by teacher Always wants to be the center of attention can get disruptive if preferred staff are spending time with other kids Doesn't like hearing no may shut down if she can't do something she wants Writing and math can be triggers often refuses does better if tasks are on computer SDs Seems to target special ed teacher and staff may be noncompliant with regular ed teacher, but usually just leaves classroom and special ed staff Respond Reinforcing Consequences Staff try to give space, but have to follow her if she wanders Staff try to process feelings and give different choices for tasks, work spaces, and coping tools (e g , drawing) If noncompliant, asked to leave the regular ed classroom and transition to the special ed classroom If really unsafe, staff escort her to a de escalation room Often avoids work some days she does no academics and falling more behind Seems to feel better after talking about the things on her mind Personal Characteristics Talks a lot about things being unfair and thinks regular education teacher and other kids don't like her Diagnosed with autism when young, and most recent evaluation led to diagnosis of oppositional defiant disorder Likes routines and doesn't do well when preferred staff are out Skill Delays Doesn't consistently recognize or ask for breaks appropriately Has a hard time developing friendships doesn't seem to know how to initiate interactions appropriately and lacks skills for perspective taking Math and writing skills delayed Has a few coping skills, but does not use them independently has hard time self regulating Has a hard time accepting no and waiting Seems to act without thinking about consequences Template Guidanc Directions Use the template below to write a FBA Reason for Referral Objectively describes the interfering behavior that led to referral Identifies the person(s) or team who requested the FBA Succinctly and comprehensively states the purpose of the FBA Writes using accessible and professional language (i e , Not too much ABA jargon) Proofread for (1) Full sentences (2) Good sentence structure (i e , Every sentence has a noun and verb) (3) Typos This is an important opportunity to practice professional writing This piece of advice applies to each section of the paper Use spellcheck features in word or google docs, and or read the paper out loud to yourself to catch errors Background Information Background information includes comprehensive and relevant information on personal characteristics and skill deficits Do not include everything found in the student's file here Only info related to skill deficits, MOs, SDs and potential reinforcing consequences Writing is well organized, concise, objective, and professional Proofread 2 Identification and Description of the Interfering Behavior Recommendation Pick 1 behavior Label for the target interfering behavior is descriptive and nonjudgmental Remember, you don't need to assess all the behaviors I recommend picking one or two that you find the most interfering Operational definition is objective and refers only to observable behavior Don't talk about intent or function here Operational definition is clear and unambiguously describes measurable behavior Tip can someone with training and experience pick up the data sheet, observe the student and collect accurate data based on this definition Operational definition is complete and includes both examples and non examples For guidance, look at your textbook for examples of operational definitions that meet each of these criteria 3 Present Levels of the Interfering Behavior Measurement procedure is labeled and comprehensively described If you pick frequency, describe what collecting frequency data entails Same goes for rate or interval Measurement procedure is feasible and matched to the dimensions of interfering behavior Can the people in the setting collect accurate data with the method you selected If not, rethink your method Present level of the interfering behavior is presented in a graph with accurate axis labels If you are going to be assessing more than one behavior (not recommended), each requires a separate graph Label date on the X axis and the measurement method and behavior on the Y axis (i e , Percent of Daily Intervals Containing Elopement Rate of Daily Aggression etc ) The label should match the measurement method you chose Graph is interpreted accurately in narrative form What we need here is the present level of the interfering behavior summarized in terms of average level, range, and trend Don't go into detail about function here All units of measurement are labeled accurately and aligned with the measurement procedure If you chose rate, report on rate If you chose interval recording, report on the percent of intervals the behavior occurs each day If you chose frequency, report of the frequency that the behavior occurs each day 4 FBA Interview Procedures and Results Purpose of the interview is clearly stated Description of the interview procedure is organized, accurate, and uses professional and accessible language Report the information as you did in your FBA assignment two (i e , summary statements, functional hypotheses) Results summary includes comprehensive and relevant information about individual ( e strengths, skill deficits, operational definition of behavior being assessed, antecedent (MOs, SDs) and consequence variables (potentially mediating consequences) Results summary is organized, concise and written using professional and accessible language

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Aftering reading the notes. Complete the sections at the end using the template and guidance . Thanks Student Background 3rd grade female at public school

Aftering reading the notes. Complete the sections at the end using the template and guidance . Thanks

Student Background

3rd grade female at public school
Lives with 3 older brothers and maternal grandparents in small trailer ... biological mother allowed visitation, but visits only sporadically ... does not know or have contact with biological father ... mother has history of substance use and depression
Receives special education ... in regular education classroom for specials, science, social studies, and reading ... gets specially designed instruction for writing and math in the special education classroom ... has 1:1 support as needed throughout the day ... gets social work services for social-emotional goals
Report card and state/district assessments show grade level for reading, but writing and math performance is below grade level
Diagnosed with autism at age 4 years ... speech was delayed ... noted to have difficulties sharing emotions, understanding others' perspectives and body language, and engaging in play with others ... also noted to be rigid with routines and overreact to change, use idiosyncratic speech and perseverate on unicorns, insist on keeping an old unicorn stuffy with her, and refuse to wear clothing with tags or eat crunchy foods
Recently diagnosed with oppositional defiant disorder. Cognitive testing resulted in full scale IQ of 94 (average) with strengths in visual spatial reasoning and significant delays in processing speed. Rating scales showed elevated levels of externalizing problems like losing temper easily, arguing, defying adults, and blaming others for problems. Rating scales also showed significant difficulty with peer relationships. Observed to show an interest in peers, but to have difficulty initiating interactions (often starts with comments that seemed rude or attempts to roughhouse) and responding to others in socially appropriate ways (has blank expression or ignores peers when they give compliments or start conversations)
No visual or hearing problems. Overweight and at risk for diabetes. No prescription medications.
No additional services at home.

BAPS Interview Notes

Strengths:

Strong reader ... loves read aloud and independent reading
Artistic ... enjoys drawing and keeps a drawing journal ... often copies pictures from favorite books ... likes making crafts and creating cards for friends
Helpful ... likes to assist with daily chores like vacuuming and helping with care of younger Children
Interfering Behavior
Biggest concern is safety: bolting/wandering (out of sight) and getting physical (hitting, pushing, kicking)
When having a hard time, usually ignores and/or argues with teachers. May crawl under desk or leave the area. Can escalate to physical behavior

Context

Can happen anywhere/anytime at school, but most often in morning. Most likely if routines are different (e.g., substitute). Most likely during math and writing.
Expectation is to keep safe hands/body and ask permission to leave ... is allowed to take break in sensory space in special ed classroom Motivational Triggers
Seems affected by things happening at home ... financial struggles, conflict between family members, caregiver health problems ... talks a lot about these things
Perseverates on conflicts with peers and corrective feedback delivered by teacher
Always wants to be the center of attention ... can get disruptive if preferred staff are spending time with other kids
Doesn't like hearing "no" ... may shut down if she can't do something she wants
Writing and math can be triggers ... often refuses ... does better if tasks are on computer
SDs
Seems to target special ed teacher and staff ... may be noncompliant with regular ed teacher, but usually just leaves classroom and special ed staff Respond
Reinforcing Consequences
Staff try to give space, but have to follow her if she wanders
Staff try to process feelings and give different choices for tasks, work spaces, and coping tools (e.g., drawing)
If noncompliant, asked to leave the regular ed classroom and transition to the special ed classroom
If really unsafe, staff escort her to a de-escalation room
Often avoids work ... some days she does no academics and falling more behind
Seems to feel better after talking about the things on her mind Personal Characteristics
Talks a lot about things being unfair and thinks regular education teacher and other kids don't like her
Diagnosed with autism when young, and most recent evaluation led to diagnosis of oppositional defiant disorder
Likes routines and doesn't do well when preferred staff are out

Skill Delays

Doesn't consistently recognize or ask for breaks appropriately
Has a hard time developing friendships; doesn't seem to know how to initiate interactions appropriately and lacks skills for perspective-taking
Math and writing skills delayed
Has a few coping skills, but does not use them independently ... has hard time self-regulating
Has a hard time accepting no and waiting
Seems to act without thinking about consequences

Template & Guidanc

Directions

Use the template below to write a FBA

Reason for Referral

Objectively describes the interfering behavior that led to referral

Identifies the person(s) or team who requested the FBA

Succinctly and comprehensively states the purpose of the FBA

Writes using accessible and professional language (i.e., Not too much ABA jargon).

Proofread for (1) Full sentences; (2) Good sentence structure (i.e., Every sentence has a noun and verb); (3) Typos. This is an important opportunity to practice professional writing. This piece of advice applies to each section of the paper. Use spellcheck features in word or google docs, and/or read the paper out loud to yourself to catch errors.

Background Information

Background information includes comprehensive andrelevantinformation on personal characteristics and skill deficits. *Do not include everything found in the student's file here. Only info related to skill deficits, MOs, SDs and potential reinforcing consequences.

Writing is well-organized, concise, objective, and professional.

Proofread!!!!

2. Identification and Description of the Interfering Behavior

Recommendation: Pick 1 behavior.

Label for the target interfering behavior is descriptive and nonjudgmental. Remember, you don't need to assess all the behaviors. I recommend picking one or two that you find the most interfering.

Operational definition is objective and refers only to observable behavior. Don't talk about intent or function here.

Operational definition is clear and unambiguously describes measurable behavior. Tip: can someone with training and experience pick up the data sheet, observe the student and collect accurate data based on this definition?

Operational definition is complete and includes both examples and non-examples. For guidance, look at your textbook for examples of operational definitions that meet each of these criteria.

3. Present Levels of the Interfering Behavior Measurement procedure is labeled and comprehensively described.

If you pick frequency, describe what collecting frequency data entails. Same goes for rate or interval.

Measurement procedure is feasible and matched to the dimensions of interfering behavior. Can the people in the setting collect accurate data with the method you selected? If not, rethink your method.

Present level of the interfering behavior is presented in a graph with accurate axis labels. If you are going to be assessing more than one behavior (not recommended), each requires a separate graph. Label date on the X axis and the measurement method and behavior on the Y axis (i.e., Percent of Daily Intervals Containing Elopement; Rate of Daily Aggression; etc.) The label should match the measurement method you chose.

Graph is interpreted accurately in narrative form. What we need here is the present level of the interfering behavior summarized in terms ofaverage level, range, and trend. Don't go into detail about function here..

All units of measurement are labeled accurately and aligned with the measurement procedure. If you chose rate, report on rate. If you chose interval recording, report on the percent of intervals the behavior occurs each day. If you chose frequency, report of the frequency that the behavior occurs each day.

4.FBA Interview: Procedures and Results

Purpose of the interview is clearly stated.Description of the interview procedure is organized, accurate, and uses professional and accessible language. Report the information as you did in your FBA assignment two (i.e., summary statements, functional hypotheses).

Results summary includes comprehensive and relevant information about individual (.e. strengths, skill deficits, operational definition of behavior being assessed, antecedent (MOs, SDs) and consequence variables (potentially mediating consequences).

Results summary is organized, concise and written using professional and accessible language.