Functional Assessment Observation
Form Tutorial
FBA Process (steps)
1. Collect indirect assessment information to
determine function
1.
FACTS
2. Develop testable hypothesis and indicate
function(s)
3. Collect direct observation data to confirm summary
statement
1.
FAOF
4. Finalize hypothesis
Direct Methods (FAOF)
• Functional Assessment Observation Form
– Collected in context
– Based off assumptions
– Observes all aspects of context
– Provides objective data on time place.
– Requires outside observer (more cumbersome)
– The higher the risk, the sooner you use this
• Gathering info on environmental factors
Functional Assessment Observation
Form (FAOF)
• Intended to simplify use & summarization
• For low to moderate frequency behaviors (fewer
than 20 times per day), can collect across entire day
• For high frequency behaviors, use time sampling
FAOF indicates:
• The number of events of problem behavior
• The problem behaviors that occur together
• The times when problem behavior events are most
and least likely to occur
• Events that predict problem behavior events
• Perceptions about the maintaining function of
problem behaviors
• Actual consequences following problem behavior
events
FAOF - 8 Sections
• Identification/dates
• Time intervals
– Break into activities or time blocks
– Summarize total frequencies at the bottom of the form
• Behaviors
– List behaviors identified during interview
– You may track positive behaviors as well
– Can record multiple behaviors within one event
• Predictors
– List predictors identified during interview
• May include specific persons present; schedule changes; noise; etc.
– Some common predictors already listed
FAOF - 8 Sections
• Perceived functions
– Make “best guess” regarding functions of PB
– Includes research validated functions
– Includes “don’t know”
• Actual consequences
– Record actual consequences that follow PB
• Examples: told “no”, redirected, time-out, etc.
• Comments
– Record brief comments (including initials when no PB occurs)
• Event & date record
– Help keep track of # of events & days
– Slash events as they occur, record date each day
Steps for Setting Up a FAOF
1.
2.
3.
4.
5.
6.
Write basic identifying information and dates of
observations
List the time intervals and settings/activities down the left
side of the form.
List the behaviors to be monitored.
List potentially relevant setting events and/or more
immediate antecedent events in the Predictors section.
List any additional possible functions of behaviors, if
necessary, in the Perceived Functions section.
List the actual consequences that are typically delivered
when behaviors occur.
FAOF Practice (part 1)
READ basic information about Yolanda Martin
and set up your FAOF
Steps for Recording Data on the FAOF
1. If problem behaviors occur during a recording
interval:
1.
2.
3.
4.
5.
Recorder puts first unused number in appropriate box or
boxes in Behaviors section
Recorder uses the same number to mark appropriate boxes
in the Predictors, Perceived Functions, and Actual
Consequences sections
Recorder crosses out just-used number in the list at the
bottom of the form
Recorder writes any desired comments in the Comments
column
At the end of the time period the recorder puts his or her
initials in the Comments box
Steps for Recording Data on the FAOF
1. If problem behaviors do not occur during a
recording interval:
1. Recorder puts his or her initials in the Comments
box for that interval and writes any desired
comments.
FAOF Practice (part 2)
Read each vignette under ‘Behavioral Incidents’
and then record it on the form by marking in
the relevant boxes
FAOF Practice (part 3)
Compare your completed form with sample
Finalizing Hypothesis
• You should have presumptions of the
following based on the data:
•
•
•
•
Setting Events:
Antecedent:
Behavior:
Consequence:
• You Should also be able to rate the strength of
your hypothesis based on your data—do this so
you know how closely to observe intervention plan
Guidelines for Interpreting FAOF Data
1.
2.
3.
4.
Examine the Behaviors columns to decide which behaviors are
occurring, how often they are occurring, and whether some or all of
the behaviors seem to be co-occurring regularly.
Examine the form to see whether behaviors are consistently
occurring during particular time periods and whether particular
Predictors are consistently related to the occurrence of particular
behaviors during those time periods.
Consider the Perceived Functions and Actual Consequences sections
of the form to identify the probable functions of different behaviors
and the consequences that may be maintaining them.
Based on the observation data, decide whether your initial summary
statements seem valid, whether they should be revised or discarded,
and whether you need to develop additional statements.
FAOF Practice (part 4)
Examine the completed FAOF, interpret collected
data and develop summary statement
Interpreting FAOF Data
• Describing behaviors
– Yolanda’s data indicate that across 3 days, she
yelled six times, destroyed materials 3 times, and
showed aggression toward teachers and peers a
total of 5 times
– Yelling and destroying materials, and yelling and
aggression sometimes occurred together
Interpreting FAOF Data
• Predicting behaviors
– Seat work periods and other activities with little
attention may be consistently related to the
occurrence of yelling.
– Being asked to do apparently nonpreferred math
tasks was consistently related to the destruction
of materials and once to aggression.
– Other periods appeared relatively problem free
(such as Reading/Language Arts)
Interpreting FAOF Data
• Determining the functions of behaviors
– Behaviors were serving two primary functions: (a)
gaining attention and (b) escaping requests to
complete nonpreferred tasks
– On a number of occasions when the perceived
function was attention, Yolanda was redirected
back to the activity. This redirection may be
serving as a form of reinforcing attention for such
behavior.
General Questions for
Interpreting Data
• Is the behavior occurring within the context of the same
activity, materials, instructor, or group of peers, and so
forth?
• Does the behavior consistently occur following particular
antecedents? What percent of each antecedent appears
in the data?
• Following instances of the behavior is there a consistent
consequence(s) used by the teacher, peers, or other
adults? What percent of each consequence appears in
the data?
General Questions for
Interpreting Data, cont’d
• Does the student terminate the behavior following a
particular consequence(s)? In what percent of
occurrence does the consequence result in the student’s
terminating the behavior?
• When a consequence is repeatedly followed by the
termination of the behavior, is there an implied function?
• Does the same A-B-C occur repeatedly, leading to a
consistent hypothesis of function across all, or almost all,
occurrences of the behavior? What percent of this
pattern appears within the data?
Not Sure About the
Hypothesis?
• What would make the challenging behavior stop? Is it
something you would provide or allow the child to access? Or
is there something to remove? Or can you allow the child to
leave?
• If still unsure, collect more data in the same context.
• Some challenging behavior may have the same form but serve
multiple functions.
• Some challenging behaviors may begin around one function
(e.g., escape) and continue to serve another function (e.g.,
gain attention).