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Challenge
Initial Thoughts
Perspectives & Resources

What should Ms. Rollison know about behavior in order to help Joseph?

  • Page 1: Understanding Behavior
  • Page 2: Learning Key Behavior Principles
  • Page 3: Applying Behavior Principles

How can Ms. Rollison determine why Joseph behaves the way he does?

  • Page 4: Conduct a Functional Behavioral Assessment
  • Page 5: Identify and Define Problem and Replacement Behaviors
  • Page 6: Collect Data: Interviews and Rating Scales
  • Page 7: Collect Data: Direct Observations
  • Page 8: Identify the Function of the Behavior

What can Ms. Rollison do to modify Joseph’s behavior?

  • Page 9: Design a Function-Based Intervention
  • Page 10: Maximize Intervention Success
  • Page 11: Implement the Intervention

How will Ms. Rollison know whether the intervention is successful?

  • Page 12: Evaluate the Intervention

Resources

  • Page 13: References & Additional Resources
  • Page 14: Credits
Wrap Up
Assessment
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How can Ms. Rollison determine why Joseph behaves the way he does?

Page 6: Collect Data: Interviews and Rating Scales

Determine the Behavior's Function. Step 2: Collect data.The second step in the FBA process is to collect data. The purpose of these data is to provide information on when, where, and how frequently the problem or target behavior currently occurs, or how long it lasts. Data are collected from several sources (e.g., parents, teachers, student) and through several different means.

Interviews Interviews
Behavior rating scales Behavior rating scales
Direct observations, discussed on the next page Direct observations (discussed on the next page)


This data collection is usually coordinated by an education professional (e.g., teacher, school counselor, behavior analyst, school psychologist, member of the pre-referral intervention team). By pulling together all of this information, the team gets a more complete understanding of the student’s behavior. In Joseph’s case, this information can help Ms. Rollison begin to:

  • Determine the function of his behavior (i.e., why he engages in the problem behavior)
  • Identify reinforcers for the problem behavior
  • Set reasonable goals for change

Interviews

Interviews are often one of the first tools used to assess a behavior’s function. Interviews (formal or informal) are conversations with teachers, parents, and the student that include questions geared to determine:

  • Background information about the problem or target behavior
  • Possible antecedents and consequences associated with the problem behavior
  • The times of day, places, and settings in which the problem behavior is likely to occur (as well as when and where it does not occur)
  • Intervention strategies that have already been tried

Teacher with parentsInterviews can take ten to thirty minutes to complete. Though the student interview (e.g., Student Assisted Interview) should be conducted individually, some adult interviews (e.g., Preliminary Functional Assessment Survey) can be conducted either individually or with a group. For example, a teacher and a paraprofessional could be interviewed together, as could a mother and father. Although interview questions are typically straightforward, the team members may sometimes find that they need to probe for additional information.

Click on the icons below to view sample interview questions and responses for David, the student who displays off-task behavior.

interveiw icon
Student interview
interveiw icon
Teacher interview
interveiw icon
Parent interview

Rating Scales

student using a rating scaleRating scales (e.g., Achenbach Behavior Rating Scales, Motivational Assessment Scale, Social Skills Rating System) include a set of questions or statements to which parents, teachers, or the student respond. The responses provide information about the behavior in question, such as how often or during which activities it occurs. Adults who fill out rating scales may be asked to gauge how frequently a behavior occurs in different settings or whether the student gets attention from peers or others after exhibiting the behavior. Students may be asked to provide information on the difficulty of their work, or how well they like certain activities. These questions may be read to the student or completed by the student independently, depending on his or her age or reading ability. Results from rating scales can help identify possible antecedents, consequences, reinforcers, or possible functions of the behavior, particularly when comparing the answers of several respondents. The forms below show portions of teacher ratings of David’s behavior, as well as David’s ratings of his own behavior.

rating scale icon
Teacher rating scale
rating scale icon
Student rating scale
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