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Data Collection for FBA/BIP
Data used to develop a Functional Behavior Assessment, Behavior Intervention Plan and
as progress monitoring towards Target Behaviors
The Behavior Intervention Plan (BIP) is to be informed by a Functional Assessment of the Student’s Behavior
Select and define target behavior.Develop a hypothesis as to the function of the behavior.Collect data -
Indirect data collection Direct data collection
Validate the function and variables related to the behavior Triangulation of data Functional analysis
Develop the Behavior Intervention Plan Continue to take data on progress towards Target behaviors The same tools used for Developing and FBA/BIP can be used as
progress monitoring tools. Graph results every 9 weeks to show progress and determine a
new baseline. Graph results sooner if the plan is not working and revise the BIP
as an IEP team.
Direct and Indirect Data Collection
Direct assessment Direct observation of the problem behavior and the conditions
surrounding the behavior. This includes the antecedent and consequence.
Indirect or informant assessment Interviews with teachers and other adultsAnecdotal notesStudent interview Warning-Indirect measures can provide additional information
but they usually are not as reliable as direct observation measures. Informant information from those directly involved should not be the only information that IEP teams consider.
Indirect and Direct Data-Use both when conducting and FBA
Indirect Anecdotal, Interview, Surveys, behavior rating
scales
Direct
ABC Chart, Scatterplot, Latency, Duration recording
Any tool used while directly observing a student
and taking data.
Data Collection Record Review
Previous discipline contacts Previous referrals for special
services Review Work Samples
Error analysis of student work Behavior Ratings or
Checklists ADHD Scales Sociometric
nominations/ratings Behavior Checklist Adaptive Behavior Scales
Standardized Tests ARMT AAA ACCESS GRAD EXAM
Norm Referenced Tests Curriculum Based Measurement Teacher-made tests
Naturalistic Observation Non-systematic observation
Anecdotal Records ABC Analysis of Behavior
Systematic Observation Event Recording Duration Recording Latency Recording Time Sampling/Interval
Recording Interviews Student
Parents Teachers Peers Other Significant Adults
Record Review
Previous discipline contacts
Previous referrals for special services
Review of all previous discipline infractions and consequences associated with these infractions.
Review of student’s history including referral and special services
Review of Work SamplesError analysis of student work Review work samples,
conference records, report cards, etc. to determine if the students is having difficulty with academic expectations.
How does the student’s work compare to his/her peers work?
Determine the student’s learning style and the teacher’s presentations style.
Review the student’s eligibility report to determine ability level. Is the LRE appropriate?
Review any medical concerns.
http://teacherpages.nhcs.net/schools/parsley/karlysokolowski/Pages/RIOT(Review,Interview,Observe,Test)Information.aspx
Review the child’s Eligibility reportfor behavior rating scalesBehavior Ratings or Checklists
ADHD ScalesSociometric nominations/ratingsChild Behavior ChecklistAdaptive Behavior Scales
If the student did not previously have behavior difficulties consider getting permission for rating scales.
Rating Scales Available ADDES-3-Attention Deficit Disorder Evaluation Scale, Third edition-
Attention ADHDT-Attention Deficit/Hyperactivity Disorder Test-Attention BASC-Behavior Assessment System for Children, Second
Edition=Behavior BDIS-Behavior Disorders Identification Scale-Behavior BES-3-Behavior Evaluation Scale, Third Edition-Behavior BRIEF-Behavior Rating Inventory of Executive Function=Executive
Function CAB-Clinical Assessment of Behavior=Behavior CAT-C-clinical assessment of Attention Deficit-Child-Attention Conners-3-Conners, Third Edition-Attention CBRS-Connors Comprehensive Behavior Rating Scales-Behavior Devereux Behavior Rating Scale-Behavior EDDT-Emotional Disturbance Decision Tree-Behavior EPBS-Emotional and Behavior Problem Scale-Behavior SAED-Scale for Assessing Emotional Disturbance-Non-ED/ED Behavior SCALES-Scales for Diagnosing Attention Deficit/Hyperactivity Disorder-
Attention
Review of performance on tests and prior successful accommodations/modificationsNorm Referenced
TestsCurriculum
Based Measurement
Teacher-made tests
Look for performance patterns
Ability levelPossibly fear or
anxiety associated with testing.
Naturalistic Observation
Non-systematic observationAnecdotal Records
ABC Analysis of Behavior
http://cecp.air.org/fba/problembehavior2/text2.htm#direct1
(ABC) Chart-Direct observation of the Antecedent, Behavior and Consequence observed
Anecdotal Records-When reviewing records be certain that the notes are objective. Do not use the information if there are opinions that are excessively negative.
Systematic ObservationSystematic
ObservationEvent RecordingDuration
RecordingLatency RecordingTime
Sampling/Interval Recording
Scatterplots
http://verbalbehavior.pbworks.com/w/page/8131340/Datasheets%20and%20templates
InterviewsStudentParentsTeachersPeersOther Significant Adults
http://www.cesa11.k12.wi.us/SpEd/CSPD/FBA_recommended_websites.pdf
Interviews in Mastering the Maze
Forced-Choice Reinforcement MenuThis data collection tool (Gable, 1991)
identifies possible reinforcers for the student based on the student's answers to basic questions. The results provide information about the types of reinforcers the student prefers, including adult approval, competitive approval, peer approval, independent rewards, and consumable rewards.
Use A Data Triangulation Chart to put data sources together!
http://cecp.air.org/fba/problembehavior2/text2.htm#direct1
Defining TargeDt Behaviors
Example Non-Example
high-pitched screams poor impulse control
kicking over chairs angry, hostile, resentful
completing tasks paying attention
Behavior AnalysisDate:__________________
Days of Data ________________________
For this example we have 10 days of data. You might have more or less.
Total Number of Incidents: ___________________
Count the number of incidents for all the days of data collection.
Average Number of Incidents Daily: ___________
Take total incidents divided by number of days you collected data
Average length of time engaged in target behavior________.
Take total number of minutes of target behavior and divide by number of incidents. % of day engaged in behavior:______________
Add up the total minutes of target behavior and divide by total number of available minutes for the data recording time.
Behavior AnalysisDate: Today’s Date
Days of Data : 10
Total Number of Incidents:32
Average Number of Incidents Daily: 3.2
Average Length of Incidents: 11.875 approximately 12 minutes
% of day engaged in behavior: 9.05%
After the BIP Is DevelopedContinue to take data on a DAILY basisUse tools discussed in Direct and Indirect data
collection to measure progress towards Target Behaviors.
Consider using a daily behavior chart with the student (see examples in the Behavior encyclopedia) as part of your data collection.
Graph your results at least every 9 weeks to show progress Revisit the interventions that you are using if student is not making sufficient progress.
Consider adjusting the reinforcers, and looking at environmental concerns if the student is not making progress.
Helpful WebsitesC:\Users\Auction\Documents\BIP Review for
Target Behaviors.docxhttp://
teachers.bcps.org/teachers_elem/jlynch2/resources.html
www.behaviordoctor.orgSociometric Ratings
References
Nicole Caldwell, www.PositivelyAutism.comCartwright, C.A., & Cartwright, G.P. (1970).
Determining the motivational systems of individual children. TEACHING Exceptional Children, 2:3, 143-149.