Conducting School-Based Functional Behavioral Assessments: A Practitioner’s Guide 3rd Edition, ISBN-13: 978-1462538737

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Conducting School-Based Functional Behavioral Assessments: A Practitioner’s Guide 3rd Edition, ISBN-13: 978-1462538737

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• Publisher: ‎ The Guilford Press; Third edition (February 26, 2019)
• Language: ‎ English
• 299 pages
• ISBN-10: ‎ 1462538738
• ISBN-13: ‎ 978-1462538737

Widely recognized as a gold-standard resource, this authoritative book has been revised and expanded with 50% new material. It provides a complete introduction to functional behavioral assessment (FBA), complete with procedures, forms, and tools that have been piloted and refined in both general and special education settings. Numerous vivid examples illustrate how to use the authors’ behavior-analytic problem-solving model (BAPS) to synthesize assessment results and guide the design of individually tailored interventions. Practitioners and students enjoy the engaging, conversational tone. In a convenient large-size format, the book includes 17 reproducible checklists and forms. Purchasers get access to a companion webpage where they can download and print the reproducible materials.

New to This Edition:

* Revised BAPS model reflects the latest research and offers a more comprehensive approach to FBA.

* Chapters on professional and ethical standards; analyzing how biological/medical conditions, thoughts, and emotions influence behavior; and analyzing how executive skills deficits influence behavior.

* Chapters on testing hypotheses about the functions of problem behavior; testing reinforcer effectiveness; and evaluating function-based interventions.

* Chapter providing applied learning experiences for professionals and students.

* Most of the reproducible tools are new or revised.

Table of Contents:

Half Title Page

Series Page

Title Page

Copyright

Dedication

About the Authors

Foreword

Preface

Acknowledgments

Contents

1. Introduction to Functional Behavioral Assessment

A Functional Perspective

What Is FBA?

FBA Methods

Indirect Assessment

Descriptive Assessment

Experimental Analysis

Treatment Analysis

FBA and Philosophy

Philosophical Doubt

Empiricism

Interactionism

Behavioral Compassion

Behavioral Empathy

FBA and Problem Solving

Phase 1: Identification and Description of Interfering Behavior

Phase 2: Recording Current Levels of Interfering Behaviors

Phase 3: Identifying and Describing Antecedent, Consequence,and Associated Variables

Phase 4: Conceptual Synthesis

Phase 5: Linking Assessment Data to Interventions

Phase 6: Implementation

Phase 7: Progress Monitoring

Summary

2. Professional Standards and Ethical Considerations

National Association of School Psychologists

Behavior Analyst Certification Board

Who Is Qualified to Conduct an FBA?

Behavioral Skills Training to Promote and Maintain FBA Competencies

Resources to Support and Evaluate Competencies in FBA

Functional Behavioral Assessment Competency Scale

Functional Behavioral Assessment Procedural Checklist

Summary

Form 2.1. Functional Behavioral Assessment Competency Scale (FBACS)

Form 2.2. Functional Behavioral Assessment Procedural Checklist (FBAPC)

Form 2.3. Functional Behavioral Assessment Informed Consent Form

3. Conceptual Foundations of Functional Behavioral Assessment

Functional Antecedents and Consequences

Consequence Variables

Positive Reinforcement

Negative Reinforcement

Individually Mediated, Socially Mediated, and Automatic Reinforcement

Antecedent Variables

Discriminative Stimuli

Motivating Operations

SDs and MOs

Antecedents and Consequences: A Summary

Additional Behavior‑Analytic Terms and Concepts

Response Classes (When It Rains . . . It Pours)

Response Class Hierarchies (First the Sky Darkens, Then There Is Thunder and Lightning Followed by a

The Matching Law

Summary

4. Behavior Analysis of Medical Conditions, Emotions, and Thoughts

Biological and Medical Influences on Behavior

How Exactly Do Biological and Medical Variables Affect Interfering Behaviors?

The Influence of Emotions on Behavior

How Exactly Do Emotions Affect Interfering Behaviors?

The Influence of Thoughts on Behavior

How Exactly Do Thoughts (Covert Verbal Behaviors) Affect Interfering Behaviors?

Summary

5. Executive Skills

Executive Skills: A Brief Introduction

Executive Skills Intervention

Intervention Example 1: Response Inhibition

Intervention Example 2: Flexibility

Summary

Form 5.1. Executive Skills Questionnaire for Parents/Teachers

Form 5.2. Executive Skills Questionnaire for Students

Form 5.3. Executive Skills Problem Checklist, Elementary Version—Teacher

Form 5.4. Executive Skills Problem Checklist, Middle/High School Version

Form 5.5. Executive Skills Problem Checklist, Elementary Version—Parents

6. The Behavior-Analytic Problem‑Solving Model

Rationale for the BAPS Model

The Evolution of Conceptual Models

The Three‑Term Conceptual Model

The Four‑Term Conceptual Model

The Five‑Term Conceptual Model

The Eight‑Term Conceptual Model

Components of the BAPS Model

Interfering Behavior

Context

Personal Characteristics

Skill Delays/Deficits

Motivational Triggers (MOs)

Sources of Reinforcement (SDs)

Reinforcing Consequences

Parameters of Reinforcement

Summary

Using the Behavior‑Analytic Problem Solving: Assessment Results Recording Form

Step 1: Interfering Behavior

Step 2: Context

Step 3: Reinforcing Consequences

Step 4: Motivational Triggers (MOs)

Step 5: Sources of Reinforcement (SDs)

Step 6: Personal Characteristics

Step 7: Skill Delays/Deficits

Step 8: Parameters of Reinforcement

Case Examples of the BAPS Model

The Case of the Missing Snack

Additional Case Examples

Communicating FBA Results and Recommendations Using the BAPS Model

BAPS Revelations

Summary

Summary

Form 6.1. Behavior-Analytic Problem Solving: Assessment Results

7. Indirect Functional Behavioral Assessment

Indirect FBA

Considerations for Evaluators Conducting Indirect FBAs

Indirect FBA Procedures

Review of Records

Analysis of Rating Scale Results

Interviews

Behavior‑Analytic Problem‑Solving Interview

Behavioral Stream Interview

Summary

Form 7.1. Behavior-Analytic Problem-Solving Interview (BAPS-I)

8. Descriptive Functional Behavioral Assessment

Defining Behavior

Recording Behavior

Frequency Recording

Duration Recording

Latency Recording

Interval Recording

Performance‑Based Behavior Recordings

Conducting Descriptive FBAs

Functional Behavioral Assessment Observation Form

Incident‑Based Functional Assessment Form

Conditional Probability Record

Interval Recording Procedure

Task Analysis Recording Procedure

Comparing and Contrasting Descriptive FBA Procedures

Summary

Case Example: Indirect and Descriptive FBA

Background Information

Critique of Previous Evaluations

Presenting Referral Concerns

The Functional Behavioral Assessment Process

Recommendations

Case Outcomes

Form 8.1. Functional Behavioral Assessment Observation Form (FBAOF)

Form 8.2. Incident-Based Functional Assessment Form (IBFAF)

Form 8.3. Conditional Probability Record (CPR)

Form 8.4. Interval Recording Procedure (IRP)

9. Experimental Functional Behavioral Assessment

Extended Functional Analysis

Considerations

Case Example of Extended Functional Analysis

Brief Functional Analysis

Case Example of Brief Functional Analysis

Trial‑Based Functional Analysis

Case Example of Trial‑Based Functional Analysis

Synthesized Functional Analysis

Case Example of Synthesized Functional Analysis

Structural Analysis

Case Example of Structural Analysis

Summary

Form 9.1. Task Difficulty Antecedent Analysis Form

10. Preference Assessment and Experimental Analysis of Reinforcer Effectiveness

Preference Assessment

Indirect Assessment of Potential Reinforcers

Descriptive Assessment of Potential Reinforcers

Preference Assessment Considerations

Experimental Analysis of Reinforcer Effectiveness

Case Example

Summary

11. Function-Based Interventions

Antecedent Interventions

Linking FBA Results to Antecedent Interventions

Teaching and Reinforcement‑Based Interventions

Linking FBA Results to Teaching and Reinforcement‑Based Strategies

Consequence‑Based Strategies to Reduce Interfering Behavior

Linking FBA Results to Consequence‑Based Strategies to Reduce Interfering Behavior

Behavior‑Analytic Problem Solving: Function‑Focused Intervention

Using the Behavior‑Analytic Problem Solving: Function‑Focused Intervention Planning Tool

Case Example of Function‑Focused Planning

Summary

Form 11.1. Behavior-Analytic Problem Solving: Function-Focused Intervention

12. Treatment Analysis

Treatment Effectiveness Assessment

Case Example of Treatment Effectiveness Assessment

Treatment Comparison Analysis

Case Examples of Treatment Comparison Analyses

Summary

13. Functional Behavioral Assessment Report Templates and Examples

The FBA Report Template

Identifying Information

Evaluation Dates

Reason for Referral

Purposes of the FBA

Description of Assessment Procedures

Relevant Background Information

Results: Identification and Description of Interfering Behaviors

Results: Documentation of Current Levels of Interfering Behaviors

Results: Graphic Display of Interfering Behaviors

Results: Behavior‑Analytic Interviews

Results: Behavior‑Analytic Observations

Results: Experimental Analyses

Synthesis of Results

Results: Behavior‑Analytic Treatment Assessments

Summary

Interpretive Session with Parent(s)/Guardian(s)

Recommendations for the Team’s Consideration

Summary

Form 13.1. Behavioral Assessment Report

14. Applied Learning Experiences

Applied Learning Experience 1: Identifying, Describing, and Recording Behavior

Identifying Behavior

Describing Behavior

Selecting a Behavior Recording Procedure

Using the Behavior Recording Procedure

Interpreting the Behavior Recording Procedure Data

Applied Learning Experience 2: Behavior Recording Practice

Applied Learning Experience 3: Interobserver Agreement (IOA)

Applied Learning Experience 4: Four‑Term Contingency

Applied Learning Experience 5: Four‑Term Contingency

Applied Learning Experience 6: Four‑Term Contingency

Applied Learning Experience 7: Behavior‑Analytic Interview (Role Play)

Applied Learning Experience 8: Behavior‑Analytic Interview (Actual Case)

Applied Learning Experience 9: Designing the Interval Recording Procedure (IRP)

Applied Learning Experience 10: Implementing the IRP

Applied Learning Experience 11: Behavior‑Analytic Observation

Applied Learning Experience 12: Designing Experimental Analyses

Applied Learning Experience 13: Conducting Experimental Analyses

Applied Learning Experience 14: Behavior‑Analytic Problem Solving (BAPS) and Case Conceptualizatio

Applied Learning Experience 15: Identifying Reinforcers

Applied Learning Experience 16: Behavior‑Analytic Problem Solving (BAPS) and Function‑Focused In

Applied Learning Experience 17: Treatment Analysis (Treatment Effectiveness)

Applied Learning Experience 18: Treatment Analysis (Treatment Comparison)

Applied Learning Experience 19: Explaining Assessment Results and Recommendations

Applied Learning Experience 20: Consultation, Training, and Supervision

Summary

15. It’s the Final Chapter

Case Examples of Pliable and Flexible FBAs

The Suspended Student

Several Target Behaviors

Uninformed Consent and Tardiness

The English Language Learner

It Takes a Village

Low‑Rate, High‑Intensity Behaviors and Variables That Are Unethical to Manipulate

Peer‑Mediated Reinforcement

Parting Shots

Appendix. Functional Behavioral Assessment Rating Scale (FuBARS)

References

Index

Mark W. Steege, PhD, NCSP, BCBA-D, is Professor of Educational and School Psychology at the University of Southern Maine. He has written numerous research articles, book chapters, and books on functional behavioral assessment and response to intervention. His primary research interests are the application of applied behavior analysis in the assessment and treatment of interfering behaviors with persons with developmental disabilities. Dr. Steege has served on the editorial boards of the Journal of Applied Behavior Analysis, School Psychology Review, and Journal of Evidence-Based Practices for Schools.

Jamie L. Pratt, PsyD, BCBA-D, is Assistant Professor and Chair of Educational and School Psychology at the University of Southern Maine. Dr. Pratt has coauthored several articles and book chapters on behavioral assessment and intervention, and has provided assessment, intervention, and consultation services for school-age children with developmental, emotional, and behavioral disorders. Her primary research interests are in extending behavior analytic assessment and intervention methods to improve outcomes for children.

Garry Wickerd, PhD, NCSP, BCBA, is Assistant Professor of Educational and School Psychology at the University of Southern Maine. He has coauthored several behavioral research publications and serves on the editorial board of School Psychology Forum. Dr. Wickerd’s primary research interests are behavioral measurement and assessment validity.

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